Managing Cahange Essay Example | Topics and Well Written Essays - 5000 words

Managing Cahange - Essay Example The resources within the surgery are fairly well supplied. There is a good system in place to keep the prescriptions secure. There is a fully computerised clinical system, to maintain appointments, prescriptions, consultations etc. The practice is almost paper free and working towards becoming papers less. There is an open surgery every morning, so that patients receive emergency care when it is needed. Drug clinics run every Thursdays to cater for the drug addicts within the area. The staff is bilingual which means that the practice can provide service to in different languages to a wide range of nationalities within the area. The practice receives additional income for filling in insurance forms and solicitor's reports. The reputation of the surgery locally means that patients are received by word of mouth and through it's central location. Weaknesses There are 2 floors, so the surgery would find it difficult to employ disabled staff due to the fact that they would not be able to travel up and down the stairs. The refurbishments on Earl's Court Road mean that more patients will be attracted to the area the surgery is in. Due to the size of the premises it is possible to offer complimentary therapies, which means additional services for our patients i.e. osteopath, homeopath, acupuncturist etc. There is no named person to check the stock, which leads to the surgery running out of stock. This also leads to confusion as to where the stock is. This uses up the reception staffs time which could otherwise be used dealing with patients queries. The surgery requires a new clinical software upgrade, to speed up service and...The Practice moved in to its location in 1990 and is being fully computerised since then and now is nearly paperless. Doctors and staff record all patients' data on the clinical system. The Practice linked to the STHA for Registration and Items of Service claims and Chelsea and Westminster Hospital for Radiology and pathology results. The Practice has monthly Practice meetings to deal with any matters of concern. To produce a SWOT analysis of the practice and its services involving and considering the views and opinions of the entire practice team and its patients. In order to determine future planning of the practice's services. The refurbishments on Earl's Court Road mean that more patients will be attracted to the area the surgery is in. Due to the size of the premises it is possible to offer complimentary therapies, which means additional services for our patients i.e. osteopath, homeopath, acupuncturist etc. There is no named person to check the stock, which leads to the surgery running out of stock. This also leads to confusion as to where the stock is. This uses up the reception staffs time which could otherwise be used dealing with patients queries. Due to the central location of the surgery the running costs are higher. The area provides patients with different cultural backgrounds which affects maintaining a high standard, because of the language differences. Change

Attraction Management Assignment Example | Topics and Well Written Essays - 2000 words

Attraction Management - Assignment Example The level of security that is put in place in the 02 Arena was the very important feature for the visitors, the fact that the Arena is fast enough and it can hold almost 23,000 people it can be a terror target. This is a very important feature as it makes the people feel secure as they are at the 02 Arena. The market target was the very important aspect for attraction, the various businesses and the events in the area can attract all sort of ages. The movies can attract kids, the musical events are capable of attracting teenagers, and the casinos can attract those who are not in their youthful years. Major events such as hosting prominent and flashy musicians, like Justin Timberlake, Beyoncà © were a very strong tool for attraction. Holding events such as the Paralympic games also makes the Arena to be known and the venue will be in the mouth of many potential visitors. The geometrical shape of the 02 Arena that is dome-shaped was very attractive and it brought upon experience to a majority of the people. Controlling the behavior of the clientele is the very important aspect of attraction management, this can be achieved by making sure factors such. The flexibility of the arena was very catchy and this has attracted many because they think and try to figure out how different events that of different nature can be held in one Arena. Employees of the area were and are very supportive, there is an efficient call center within the area that can't take any query presented by a potential client.

Student Spending Essay Example for Free

Student Spending Essay Abstract We used a stratified random sample to examine the spending patterns of a traditional student population at one large residential university in a small Midwestern town. Juniors and seniors spent more than underclassmen on recreation, food, general merchandise, and miscellaneous items. Male students spent more on recreation (40 percent more) while females outspent males on books and school supplies. Off-campus residents spent about twice as much on recreation, as well as more on food and for general merchandise. Those paying all their college expenses spent more overall and on general merchandise, food, and utilities. Students paying none of their college expenses spent less overall and less on gasoline and total miscellaneous items. Students who worked spent more overall and more in the following areas: general merchandise, food, utilities, and telecommunications. We also examined budget shares. Overall, books and recreation spending tend to be fixed as total spending increases, thereby reducing budget shares for these items. Women devote larger shares of their budget on  general merchandise, while men favor recreation. Students who pay none of their college expenses spend relatively more on recreation and books. Working students devote larger shares of their budget on rent and telecommunications. Non-working students spend relatively more on recreation and books. These results should be interpreted with caution since they represent a case study and do not apply to all university settings. Introduction Spending by college students has been identified as an important component of total consumer spending in the United States. One marketing firm estimated that â€Å"traditional† college students, i. e. , full-time students enrolled in fouryear institutions, who represent about one-third of all students, spent $23 billion in 1995 on essential items such as rent, food, gas, car insurance, tuition, and books. Another $7 billion was spent on nonessentials (Ring 1997). Spending by college students may be very important to local communities because many residential colleges are large relative to the size of their host community. These colleges are often seen as important players in the local economy through current spending and employment and also as potential catalysts for local economic development (Onear, 2007). Many universities have conducted economic impact studies to measure the overall influence the institution has on the local economy (Bailey et al. , 2007; Beck, 1995; Eliot 1988; Felsenstein, 1996). What is sometimes underplayed is the role of students in determining the overall size and industry mix of the local economy. Local economic impact studies often use figures for student spending derived from secondary sources such as financial aid office estimates of the dollars needed by students for miscellaneous expenditures during the year. More precise information on the magnitude and pattern of student spending would improve the accuracy of studies of universities’ economic impact. In this paper we analyze the spending behavior of traditional college students, who account for a large portion of the revenues of many local businesses in small towns hosting residential colleges. Although total spending by a student is often less than that of a local resident, student spending is concentrated in just a few areas, such as entertainment and food and beverage purchases in stores. In addition, many national retailers view traditional college students as a lucrative market since lifetime buying habits are formed in part during a person’s college years. Spending behaviors established in college may continue through two transition phases: single to young married couple, and young married couple to families with small children at home (Wilkes 1995). Changing personal behaviors and societal trends have contributed to the common perception of college students relying heavily on credit, obtained mostly with credit cards. The average college undergraduate’s credit card debt in 2001 was $2,327 and by 2006 had increased to $2,700 (Young Money, 2007); nearly one-half of all students had four or more credit cards (Hayhoe 2005). These changing attitudes toward the use of credit suggest that today’s college students are likely to spend more than students in the past because spending by today’s students is less constrained by current income and assets. This paper offers data to assess the accuracy of some perceptions about traditional college student spending and its potential impact on local economic conditions. We provide a descriptive analysis of the size and pattern of spending by college students at a single large university in a Midwestern small-town setting. The analysis focuses on a random sample of undergraduate students (stratified by gender and class level) and their spending behavior in the local area while attending classes. Spending behavior across demographic categories (e. g., gender, class standing), housing choice (on-campus or off-campus,) and employment are examined. The results provide insights about the magnitude and pattern of student spending that would be helpful to college officials, community leaders, and local business owners in assessing the impacts of this spending on the local economy and local economic development. Survey Method and Data Many empirical studies of college students’ use of credit cards or attitudes toward money employ so-called â€Å"convenience samples†, e. g. , surveys distributed in classrooms, dormitories or cafeterias (Davies and Lea (1995); Xiao et al.(1995); Eastman et al. (1997); Warwick and Mansfield (2000); Roberts and Jones (2001); Kidwell and Turrisi (2003); and Hayhoe et al. (2005)). These convenience samples are non-random selections from the student population. Students choose classes for specific reasons and, thereby, self-select based on a set of personal and course characteristics. For example, survey answers from students in an introductory-level child development class are likely to be different from students in a senior-level finance course. These samples create problems for interpretation of results and bias inferences about the general student population. The nature and strength of these biases are typically unknown. Other studies survey a wide range of randomly selected students but obtain low response rates that suggest a potential unknown and unmeasured response bias (Medina et al. (1996); Markovich and DeVaney (1997); Hayhoe et al. (1999); Leach (1999); Hayhoe et al. (2000)). The sample data used for this paper was collected through a telephone survey. Staff members of the Center for Applied Research and Rural Studies (CARRS) at Central Michigan University (CMU) helped to write the survey questions. The Registrar’s office used all undergraduate students enrolled on the main campus of CMU in the Spring 2005 semester (a population of roughly 18,000) to provide a randomly selected list of students stratified by gender and class standing. We opted for a telephone survey since it assured us of a stratified random sample. Eliot (1988) concluded that responses by students to questions about their spending behavior are not influenced by whether the survey was conducted by telephone or mail. CARRS conducted the survey during one week in March 2005 using interviewers from two undergraduate social science research methods courses. The use of students to complete the interviews may improve the accuracy of the data as student respondents may be more relaxed and respond more openly to fellow students than older adults. Calls were placed to 2,250 telephone numbers, of which 880 calls were answered and 503 surveys were completed. The overall response rate was 22 percent (503/2250), but 57 percent (503/880) of the students who answered phone calls participated in the survey (see Appendix B for a full survey phone call report). The survey instrument was composed of four parts for four separate research projects. To reduce the length of the survey and avoid respondent fatigue, two parts of the survey were answered by all respondents while the other two parts, including our questions on spending behavior, were answered by onehalf of the respondents (i. e. , 251). Allowing for coding errors, etc. , our sample was reduced to 247 respondents. We believe this is a high-quality data set because of the stratified random sample selection process and the high participation rate. Most of the demographic proportions required of a stratified random sample are met in the student spending sample of 247 observations. Table 1 (below) displays the demographic characteristics of our sample and the proportions for the CMU student population. Gender and ethnicity characteristics of the sample closely correspond to the CMU population. The largest discrepancy occurs in residency, as the sample overrepresents on-campus students and under-represents off-campus students, as residency was not one of the target stratifications that were sought in the sampling process. Class proportions vary across the CMU population and the sample data. A clarification is in order. The Registrar’s office selected students according to the characteristics of gender, ethnicity, and class standing for the Spring 2005 semester, the semester that the survey was conducted. Figures for the CMU population in Table 1 are those reported for the Fall 2005 semester. The only published census of the student population is in the Fall semester; Fall student characteristics vary in a consistent pattern from the Spring semester. There are relatively fewer seniors in the Spring semester as Fall graduation depletes this  class and the proportion of freshman increases in the Spring semester since most freshmen haven’t earned enough credits to move into the sophomore class. The number of freshmen, therefore, remains approximately the same in the Spring semester, while the total student population declines. The survey questions asked for personal information and the student’s typical local spending behavior during the months they spend on campus. Surveyed students were asked about the amount they spent in various categories in Isabella County (where CMU is located) when the university is in session (late August through mid-May). All the surveyed students were asked the amount they spend during a typical week in retail stores, and how much of that was for groceries. The students were also asked about weekly gasoline and recreation expenditures as well as the amount they typically spend each semester for books and other school supplies. Respondents living off campus, but not at-home with parents, were asked about monthly expenditures for rent, communication services (telephone, local cell phone, cable television and internet access), and other utilities (e. g., natural gas and electric). Students were given the opportunity to identify up to two additional types of expenditures that they incurred on a regular basis and up to two out-of-the-ordinary expenses that had incurred during the previous semester. Only a small number of respondents reported any spending in response to these questions. [1] Table 1: Selected Demographic Characteristics of the Student Sample Variable Observations Percent of sample or mean value1 CMU population proportions or mean values2 Gender female 147 60% 57% male. 100 40% 43% Class freshman 57 23% 27% sophomore 45 18% 22% junior 52 21% 20% senior 93 38% 31% Age 247 22 years 21 years Ethnicity white 226 91% 91% Non-white 21 9% 9% Residence on-campus 121 49% 33% off-campus 110 45% 67% W ith parents 15 6% Local in summer 62 26% Have car 205 83% Employed 130 53% Work hours 130 22. 2/week College financing Pay none 42 17% Pay some 77 31% Pay half 30 12% Pay most 38 15% Pay all 59 24% 1: represents the sample characteristics of the Spring 2005 survey 2: represents CMU’s student census in Fall 2005. Table 2 (below) shows the general categories of spending that were reported and the corresponding average amount spent over a nine-month period for those students that reported any spending in these categories. The last category in this table is for spending identified by the respondent but not classified in the other categories. The most commonly reported miscellaneous spending was for automobile repair and services. Questions were asked about the amount and the timing of spending since some spending tends to occur on a weekly basis (e. g. , groceries and gasoline). Table 2: Mean Student Spending by Spending Category, 9-months Spending category Observations 9-month mean Percent of total spending Recreation 239 $1,406 23% Stores (includes food) 222 $1,283 19% Food 211 $842 12% Rent 109 $3,228 24% Telecommunications 103 $776 5% 87 $606 4% Books and supplies 239 $724 12% Gasoline 198 $592 8% Miscellaneous 120 $559 5% 8 $2,415 1% 62 $601 3% 1 $315 0% 19 $1,826 2% Hospitals 2 $208 0% Child care 1 $4,610 0% Other nonprofit 9 $353 0% Religious organiz. 13 $587 1% State local gov’t 9 $725 0% Other miscellaneous 31 $774 2% Total annual spending 247 $5,928 100% Utilities. Computer services Auto repair Recreation clubs Doctors and dentists Notes: Only respondents reporting positive expenditures were included in the calculation of mean values. Total annual spending does not double-count food expenditures. Weekly and monthly expenditures were converted to figures based on a 9month calendar since most students reside in the local area only during the traditional academic year, i. e. the Fall and Spring semesters. Spending by students residing in the local area on a year-round basis was calculated as if they were 9-month residents to provide consistency in the reported figures. [2] A CMU Student Profile Since we take a case study approach, it is appropriate for us to provide a brief description of the CMU student population to aid in the interpretation of the results of our study. CMU is a regional universityone of 15 publicly-assisted universities in the state. In 2005 it attracted students from every county in Michigan as well as 47 other states. Ninety-eight percent of the students are Michigan residents, nine percent are self-identified as African American, Native American, Asian or Hispanic, and 99 percent are U.S. citizens. The greatest proportion of students (29 percent) resided in the Detroit metropolitan area as high school students. The legal-age for drinking alcoholic beverages in Michigan is 21 years. The typical CMU undergraduate fits the description of a â€Å"traditional student† (See Table 1 above. ). Most are full-time students who live either in residence halls on campus (freshman are required to live on-campus) or nearby (i. e. within 5 miles) in off-campus rental housing. Only six percent were identified as living at home with their parents. Most (74 percent) leave town during the summer months to return to their home town or other areas to find work or internships. Their mean age is 22 years. The gender distribution (57 percent female, 43 percent male) reflects CMU’s academic traditions. CMU graduates more teaching majors annually than all but a handful of other universities in the nation and offers newer programs in health professions which attract a large number of female students. According to sample data, most students (83 percent) have use of a car, and about half are employed for an average of 22 hours per week. Thirty nine percent pay most or all, 43 percent pay some or about half, and 17 percent pay none of their college expenses. Patterns of Spending An overall description of the sample characteristics is provided in Table 2 (above). [3] Only students reporting positive expenditures were included in the calculation of mean values. Most students reported spending on recreation, stores, food, books and supplies, and gasoline. Students living on campus were not asked questions about living expenses since rent, utilities and telecommunications expenses are typically aggregated into a one-semester housing charge. Less than one-half of the respondents reported any spending on rent, utilities, telecommunications, or miscellaneous items. The spending categories with the greatest mean values and widespread reporting of are rent, recreation, and general spending in stores (including food items). About one-half of the students indicated that they had spent funds on a variety of miscellaneous items. The most frequently cited items were auto repairs, physician and dentist services, and contributions to religious and non-profit organizations. Some categories of miscellaneous spending (i.e. , child care, computers and computer services, and medical care) had large mean expenditures among those reporting any spending for these things. However, few students reported any spending in these categories. Table 2 (above) shows per student spending for all spending categories. The student sample spends a considerable amount on recreation (about 23 percent of total spending) and most of their spending at stores (about 66 percent) goes for food items. Spending on non-food items, i. e. , general merchandise, is a modest $441 in a none-month period. In fact, students in the survey spent more on text books ($724) and gasoline ($592) than non-food items in stores ($441). Less than half of students pay for rent, utilities and telecommunications equipment and services, but these expenditures are considerable compared with other items of spending. Recall that about half the students lived in on-campus housing and were not asked questions about expenditures on rent, utilities and telecommunications. However, the overall student profile hides substantial variation in the pattern of spending across groups of students. Class standing clearly affects spending patterns shown in Table 3 (below). Perhaps first-year students have lower incomes from summer work and different lifestyles than juniors and seniors. Freshmen are required to stay on-campus, and many sophomores choose to stay in dormitories – only 109 of the 247 respondents (44 percent) reported that they paid rent for off-campus housing and of only five of these were freshmen or sophomores. Freshmen and sophomores spend significantly less than juniors and seniors on a variety of items including recreation, food and non-food items from stores, and miscellaneous purchases. Seniors spend substantially more than underclassmen on recreation (69 percent and 95 percent more than freshmen and sophomores respectively), and they spend more than twice as much on miscellaneous items and general merchandise and food in stores. Some of these spending differences reflect Michigan’s legal drinking age of 21 and off-campus versus on-campus lifestyle choices. Table 3: Mean Student Expenditures by Class Standing, 9-month Figures Spending category Recreation Stores (includes food) Food Rent Telecommunications Utilities Books and supplies Gasoline. Total miscellaneous Total annual spending Freshmen n $1,079 $733 $512 $5,616 $1,350 $0 $686 $595 $462 $2,892 % 53 35% 47 21% 42 13% 1 3% 1 1% 1 0% 57 24% 34 12% 19 5% 57 101% Sophomores $942 $695 $468 $2,948 $495 $795 $700 $493 $217 $3,017 n % 42 30% 39 20% 34 12% 4 9% 4 1% 3 2% 44 23% 31 12% 23 4% 44 101% Juniors $1,358 $1,313 $908 $2,803 $608 $544 $750 $561 $487 $6,267 n % 52 21% 48 19% 49 13% 31 26% 31 6% 21 3% 53 12% 49 8% 29 4% 53 100% Seniors $1,833 $1,822 $1,114 $3,392 $862 $618 $682 $652 $1,014 $8,910 n % 92 20% 88 19% 86 12% 73 30% 67 7% 63 5% 93 8% 85 7% 36 4% 93 100%. Notes: Only respondents reporting positive expenditures were included in the calculation of mean values. n is the number of observations. Percent is each category’s percent of total spending. A t-test for difference in mean values was conducted for each figure in the table. Italicized cells denote that the cell’s mean value is different from the grouped mean value of the other three classes and statistically significant at the 5 percent level. Total annual spending does not doublecount food expenditures. Another approach is to compare budget shares, rather than gross spending across categories. We know from Table 3 (above) that seniors spend, on average, $6,000 more than freshmen. But do seniors apportion their spending across categories in a similar manner as freshman, or do they have different spending priorities? The columns labeled â€Å"percent† represent a category’s share of total spending. Budget shares of categories associated with off-campus living clearly increase as students move through class standings since most underclassmen live on-campus. Two categories of spending, recreation and books, exhibit decreasing shares across the freshman-to-senior years. This suggests that gross spending in these categories increases at a slower rate than total spending across years. This trend may disappear if housing fees for on-campus students were added to their total spending. Previous studies indicate that gender influences college students’ use of credit cards and their spending behavior (Chien and DeVaney (2001); Davies and Lea (1995); Furnham (1996); Hayhoe et al. (1999); Hayhoe et al. (2000); Leach et al. (1999); and Xiao et al. (1995)). We examine gender differences in Table 4 (below). Clearly, male students, on average, spend more than women on recreation. This differential is substantial both in terms of dollars (i. e. , $1,821 vs. $1,289) and in percentages (i. e. men spend 46 percent more). Women spend more on textbooks and school supplies ($738 vs. $647). [4] Other categories of spending exhibit no statistically significant differences in behavior across gender at a 95 percent confidence level. Table 4: Mean student expenditures by gender, 9-month Figures Spending category Recreation Stores (includes food) Food Rent Store: non-food Telecommunications Utilities Books and supplies Gasoline Total miscellaneous Total annual spending. Female $1,289 $1,350 $810 $3,341 $540 $662 $635 $738 $553 183 $5,599 n 147 146 144 58 146 48 58 147 117 60 147 % 23% 24% 14% 24% 10% 4% 4% 13% 8% 1% 101% Male $1,821 $1,234 $858 $3,100 $376 $536 $508 $647 $655 $293 $6,411 n % 100 28% 99 19% 97 13% 51 25% 99 12% 39 3% 47 4% 100 10% 82 8% 43 2% 100 100% t-statistic probability difference value in means 2. 59 0. 53 0. 36 0. 77 1. 29 1. 01 0. 92 2. 16 1. 40 1. 44 1. 39 0. 01 0. 60 0. 72 0. 44 0. 20 0. 31 0. 36 0. 03 0. 16 0. 08 0. 17. Notes: Only respondents reporting positive expenditures were included in the calculation of mean values.n is the number of observations. Percent is the category’s percent of total spending. Total annual spending does not double-count food expenditures. Stereotyping and studies of student attitudes towards money and credit card use suggest that women are more likely to shop for clothing or personal items and use credit cards to purchase them (Hayhoe et al. (1999); Hayhoe et al. (2000); Leach (1999)). Our data does not support that contention. A t-test of the difference in means for the category of non-food store spending yielded insignificant results: a t-statistic of 1. 29 with a p-value of 0. 20. Several factors may explain our conflicting conclusion. One, our stratified random sample could remove response bias inherent in the sampling procedures of the previous studies. Two, if binge shopping is practiced by a very small percentage of students, then it will have little impact on our mean spending figures. Three, since our survey data relies on student responses, binge spenders may under-report spending either to hide their problem behavior or because they do not know how much they are spending. Four, maybe there is some credence to the stereotype of fiscally-conservative Midwesterners. Five, following stereotypes, it may be that women spend more on clothing and men spend more on video games and equipment. Differences in budget shares across gender simply reflect differences in gross spending: women spend a greater dollar amount and share of their budgets in stores (24 versus 19 percent) while men spend a greater dollar amount and share on recreation (28 versus 23 percent). Lifestyle choices may also affect the level and pattern of spending by traditional college students. Table 5 (below) provides a comparison of mean values for on-campus residents, off-campus residents, and those students living at home with their parents. On average, students living off-campus, but not with parents, spend about twice as much as on-campus residents on recreation and stores and nearly three times as much in local stores on food items. Although there are few observations for the category, spending by students living at home with parents does differ from both dormitory and other off-campus residents. This group spends more on recreation, stores, food and miscellaneous items than dormitory residents, but these differences are not statistically significant. Students living at home in the local area spend more than the other two groups on gasoline. On-campus students may spend on gas to intermittently drive home on the weekends while at-home-students are likely to drive to and from campus each day; perhaps multiple times per day. Since this group tends to be underclassmen, the differential between the on-campus and with-parents groups may, in part, measure how much time on-campus students spend away from campus. [5] On-campus students spend a greater share of their budget on recreation (34 versus 19 percent), stores (29 versus 17 percent) and books (24 versus 7 percent) than off-campus students. The book share difference is driven by differences in total spending since gross spending on books in nearly identical. Although off-campus students spend twice as much on recreation and stores than on-campus students, their shares of total spending are lower. Table 5: Mean student Expenditures by Place of Residence, 9-month Figures Spending category Recreation Stores (includes food) Food Rent Telecommunications Utilities Books and supplies Gasoline Total miscellaneous Total annual spending oncampus $1,024 $869 $434 no observ. no observ. no observ. $733 $476 $158. $2,634 n % 121 34% 119 29% 116 14% 0 0% 0 0% 0 0% 120 24% 81 11% 45 2% 137 100% offcampus $2,004 $1,802 $1,263 $3,689 $871 $578 $718 $651 $290 $10,353 n % 110 19% 110 17% 109 12% 110 36% 107 8% 105 5% 107 7% 104 6% 55 1% 110 100% with parents $1,706 $1,103 $748 no observ. no observ. no observ. $700 $864 $175 $4,123 n % 16 41% 16 27% 16 18% 0 0% 0 0% 0 0% 12 13% 14 18% 3 1% 16 100% Notes: Only respondents reporting positive expenditures were included in the calculation of mean values. n is the number of observations. Percent is each category’s percent of total spending. A t-test for difference in mean values was conducted for each figure in the table. Italicized cells denote that the cell’s mean value is different from the grouped mean value of the other two groups and statistically significant at the 5 percent level. Total annual spending does not double-count food expenditures. Students have different budget constraints from one another. Although the survey did not specifically ask questions about the student’s or parents’ incomes or assets, it did ask whether the student worked and what proportion of college and other living expenses was paid by the students. Answers to these questions can measure a student’s ability to pay, particularly for those items which represent discretionary expenditures (e. g. recreation spending). Table 6 (below) examines mean values for student spending based on the students’ financial burden for college expenses. Again, recall that those students living on campus were not asked questions about their spending on rent, utilities and telecommunications. Variation in patterns for these three spending categories in this table could be the result of the surveying procedure. Relatively few of the differentials in spending are significant at the 5 percent level in Table 6; with many of these occurring for the â€Å"pay none† and â€Å"pay all† categories. Those students who â€Å"pay all† have higher overall expenditures than the other groups (when combined) in terms of stores, food, and utilities and overall spending. The â€Å"pay all† category is likely composed of students who are financially independent of their parents and are working substantial hours to support themselves. They are also more likely to be non-traditional students having parental responsibilities and different asset levels and lifestyles. All of these characteristics contribute to a higher overall level of spending. Those who â€Å"pay none† spend significantly less on gasoline, total miscellaneous, and overall spending. An examination of sample data suggests that students in the â€Å"pay all† and â€Å"pay none† categories are substantially different in terms of work behavior and age. Students in the â€Å"pay all† category were more likely to work (61 percent of the group) than the â€Å"pay none† students (36 percent), and when they did work, they tended to work a greater number of hours: 22. 4 versus 16. 9 hours. In terms of age, the â€Å"pay all† group was clearly older. The â€Å"pay all† group had some of the oldest students in the sample (i. e. , the oldest students in this group were 48, 40, 35 and 32), while the â€Å"pay none† group had fewer of the oldest students (i. e. , the oldest students in this group were 37, 24, 24 and 23). The mean age of the â€Å"pay all† group was 23. 5 years, while that for the â€Å"pay none† group was 21. 1 years. These characteristics suggest that more of the â€Å"pay all† group would be classified as â€Å"non-traditional† students. Budget shares for most categories of spending exhibit no consistent pattern in Table 6 (below). Two patterns do emerge, however: those students who â€Å"pay none† of their college expenses tend to spend a greater proportion of their budget on recreation (29 percent) and books (15 percent) than students in the other categories, even though they spend comparable gross dollar amounts. Total annual spending generally rises as the proportion paid by students rises, with the exception of the pay-half and pay-most categories being reversed. The general trend may arise because both proportion of college expenses paid and total annual spending rise with student work hours and earnings. Another possibility is that with a higher proportion of college expenses paid by the student, there is less oversight of spending by the parents, with consequent upward pressure on current spending. Table 6: Mean Student Expenditures by Proportion of College Paid by Student, 9-month Figures Spending category pay none n % pay some n % Recreation Stores (includes food) Food Rent Telecommunications Utilities Books and supplies Gasoline Total miscellaneous Total annual spending $1,308 $1,096 $844 $2,866 $569 $572 $642 $462 $261 $4,423 41 29% 37 22% 33 15% 12 19% 11 3% 7 2% 42 15% 33 8% 18 3% 42 100% $1,328 $1,270 $722. $3,210 $814 $556 $747 $541 $492 $5,268 76 25% 71 22% 68 12% 25 20% 23 5% 20 3% 74 8% 59 14% 35 4% 77 100% pay half n % $1,483 $1,212 $780 $3,293 $503 $456 $688 $675 $346 $6,504 28 21% 28 17% 27 11% 18 30% 17 4% 17 4% 30 11% 26 9% 17 3% 30 100% pay most n % $1,192 $1,052 $885 $3,397 $1,170 $342 $674 $660 $565 $5,461 36 21% 30 15% 29 12% 16 26% 15 8% 13 2% 37 12% 31 10% 20 5% 38 100% pay all n $1,699 $1,584 $1,001 $3,254 $781 $847 $754 $665 $933 $7,953 57 21% 56 19% 54 12% 38 26% 37 6% 30 5% 59 9% 50 7% 30 6% 59 100% Notes: Only respondents reporting positive expenditures were included in the calculation of mean values. n is the number of observations is in parentheses. Percent is each category’s percent of total spending. A t-test for difference in mean values was conducted for each figure in the table. Italicized cells denote that the cell’s mean value is different from the grouped mean value of the other four groups and statistically significant at the 5 percent level. Total annual spending does not double-count food expenditures. Table 7 (below) reports differences in spending between employed and unemployed students. Those who work spend more overall and in the specific categories of stores, telecommunications, and total miscellaneous spending. Using a 10 percent level of significance, one additional difference arises: working students spend more on gasoline. To the extent that these students are living off-campus and commute to work via automobile, these spending differences are plausible. % Table 7: Mean Student Expenditures by Employment, 9-month Figures Spending category Recreation Stores (includes food) Food Rent Telecommunications Utilities Books and supplies Gasoline Total miscellaneous Total annual spending employed n $1,465 $1,506 $911 $3,308 $881 $657 $715.

Assessing the impact of e-HRM in the delivery of HR services

Assessing the impact of e-HRM in the delivery of HR services Human resource management has become one of the key concepts in assessing the competitive assets of many organizations. Today, with the implementation of new and upgraded HR technologies, organizations are managing human capital in a more sophisticated way. Consequently, the refined IT solutions are designed to administer a wide variety of human resource data which allow organizations to shift from the traditional ways of delivering HRM services to new web-based HR services to both managers and employees through the self-service HR portals. Accordingly, the digital possibilities have created opportunities for HR functions to develop more strategic role. And for this purpose, the HR professionals have to develop new competencies to carry out the new roles and responsibilities. 2.2 Technology as an HR-enabler Strohmeier (2007) defines e-HRM as the (planning, implementation and) application of information technology for both networking and supporting at least two individuals or collective actors in their shared performing of HR activities. The author further explains his definition of the e-HRM concept which utilizes information technology in a twofold manner. As a primary aspect technology is necessary to connect usually spatially segregated actors and enable interactions between them irrespective of their working in the same room or on different continents. Secondly, technology supports actors by substituting for them in executing HR activities. Therefore, technology serves additionally as a tool for task fulfillment. Moreover, the planning aspect highlights the systematic and probable way of applying information technology. The use of information technology points out that the sharing of HR activities is an additional feature that underlines the aspect of interaction and networking. Consequently, technological change is a key driver for HR transformation, providing the foundation to support HRs growing strategic focus, which in turn contributes to business results. Many authors have coined the e-HRM concept with virtual HR (M), HR intranet, web-based HR, computer-based human resource management systems (CHRIS), and HR portals. Yet, Ruel et al. (2004) notes that there is a fundamental difference between HRIS and e-HR in that basically HRIS are directed towards the HR department itself and the users of these systems are mainly HR staff. While, with e- HRM the target group is not the HR staff only but people outside the Hr department: the employees and management where HRM services are being offered through an intranet for use by employees. Marler (2009, cited Ruel et al. 2004) posited that the aim of implementing the e-HRM system is to improve the HR functions ability to reduce costs, support strategic orientation, and to provide client services to management and employees. 2.3 E-HRM: Challenges in the New Era There are four main challenges that organizations are facing while putting into practice the concept of electronic human resource management; globalization, technology, talent retention and development and change management. Globalization According to Razi (2006), globalization has resulted in significant implications for HR functions as they attempt to develop global HR strategies and design programs and processes to manage a global workforce. The human resources function now faces pressures to globalize by adopting service delivery models that better rationalize costs, leverage common technology and processes, and focus resources on global HR processes that can create competitive differentiation for the enterprise (Piercy and Vernon, 2008). Technology Wright and Dyer (2000) stated the technology challenge reflects how the most traditional businesses also become knowledge based in the e-environment. Ulrich (1997) found that technology has become a challenge for managers and the HR professionals as they are responsible to make technology viable and productive part of the work setting. Talent Retention and Development Purcell and Wright (2007) argued that with the increase realization that human capital is one of the key resources for sustainable competitive advantage, attention is focused on the management of knowledge workers. They further added that knowledge-based organizations seek to differentiate themselves by offering unique services and thus develop organization-specific skills. While, on the other hand, knowledge workers wish to develop transferable skills that will make them attractive to prospective employers. Therefore, this calls for management practitioners of knowledge-based firms to both retain and develop their knowledge workers. Change Management According to the CIPD research 2010, the organizational change is increasing, yet the high levels of failure indicate that effective management of these changes is still lacking. And such a gap indicates that there is much to learn about managing change more effectively. There is no single model of change and no single way out to effective management, but HR professionals need to ensure that managing change is a core part of their role since many employees might resist to the changes. 2.4 Outcomes of e-HRM Literature suggests that the various goals of e-HRM and the different types of e-HRM are expected to result in outcomes including more efficient HRM processes, a higher level of service delivery and a better strategic contribution (Sanayei and Mirzaei, 2008). Moreover, the e-HRM approach helps to achieve organizational goals. Ruel et al. (2004 cited Beer et al. 1984) discerns four possibilities: High commitment, High competence, Cost effectiveness, and Higher congruence. 2.5 Types of e-HRM Many authors found that IT has influenced HR in three significant ways which has given rise to the three types of e-HRM:- Operational e-HRM concerns the use of technology within HR focuses on improving the operational efficiency. Operational e-HRM provides free access to employees to keep their own personal data up-to-date through an HR website (Ruel et al., 2004). Relational e-HRM concerns more advanced HRM activities. It is where IT allows enhancing HR relationships externally with other parties within the organizations itself. Transformational e-HRM concerns more strategic HRM activities. It becomes possible for organizations to create a change-ready workforce through an integrated set of web-based tools that enables the workforce to develop in line with the companys strategic choices (Ruel et al., 2004). 2.6 Transition of Traditional HR to e-HRM Early in the twenty first century, as posited by Ulrich (1997), HR was viewed as antithetical to change, with HR systems providing impediments to, not impetus for, change. He also put forward that the emerging responsibility currently rests with external consultants, with many firms delegating the responsibility for driving change to external consulting firms. However, in organizations today, there is constant talk of downsizing, outsourcing, and redesigning how an organization operates to ensure it remains competitive and efficient, and is able to make the most of economies of scale and scope (Farndale et al., 2009). Walker (2001) and Knapp (2004) note that the transformation of HR requires analysis and identification of opportunities for improvement in the following areas, including: the people in HR and their competencies; implementing a new service delivery model; redesigning or automating work processes; restructuring the HR organization; redefining HR talent requirements; and implementing HR technology support. Walker (2001) further added that a transformed HR truly adds value to the organization. The e-HRM, therefore, provides organizations with great opportunities to re-think the way HR management is undertaken in organizations. 2.7 Conditions for e-HRM implementation 2.7.1. Alignment of web-based HR with business strategy. According to Raj (2007), the growing importance of human resources for organizational success has led to an increasing interest in making HR management a more integral, strategy-driven activity in the organization. Furthermore, the alignment of strategies and HR action is expected to be reached through competence and learning. The APQC (2005) posited that an HR organization must understand the business and have core HR processes in place to support the corporate strategy. To become more strategic, HRM strategy need to be in alignment with the business goals and also to avoid any inconsistency between HRM policy goals and that of the business. 2.7.2. Technology support for HR transformation Marler (2009) founded that developing an e-HRM system that creates or sustains competitive advantage, requires investments in information technology resources and specialized human capital that can integrate IT and human resource knowledge and experience. Furthermore, with the emergence of the Enterprise Resource Planning System that seamlessly integrates various business modules within the information architecture of any business enterprise, Human Resource Information Systems (HRIS) has become a crucial focus for management professionals (Kavanagh and Thite, 2008). Martin and Reddington (2009) put forward that the technology should take into account the e-HR goals, that is whether the architecture draws on operational technologies and operational skills demand of HR, relational technologies and HR skills and transformational technologies and HR skills in areas such as sophisticated search technologies, human capital management systems, e-learning and knowledge management platforms, virtual meetings software, etc. 2.7.3. Knowledge management and innovation In todays complex organizations, competitive advantage for business depends on the ways in which employees create and share knowledge in ways in that increase the bottom-line. The challenge of knowledge management therefore is to ensure that employees also benefit from developing and sharing knowledge (Holbeche, 2009). Knowledge-sharing should be encouraged in the organization. Knowledge management also helps to measure an organizations ability for implementing the new strategy. Knowledge management should be embedded in the corporate strategy. 2.7.4. Training and development To meet the organizational change requirements, training and development of employees is of utmost importance. As Knapp (2004) argued, changes to the HR function require changes to HR staff and skills which make HR talent management a key transformation priority. On the other hand, Walker (2001) stated that effective staff training is one of the critical factors that affect the quality of service delivery within a service center. Moreover, Yeung (1996) suggested that to sustain the transformation of human resource functions, HR professionals must be trained to be able to develop and demonstrate a new set of competencies to fulfill their changing roles and responsibilities. Likewise, employees should be trained to make use of the complex technology, improving their communication skills and develop problem-solving capabilities. 2.7.5. Employee behavior towards new e-HRM system Employees are the most important element in an organization and employee behavior and attitude are of particular relevance in bringing change in an organization. Employees might not accept the introduction of the new technologies in their workplace or even ready to make use of it. The HR function can make use of the Technology Acceptance Model or the Trust in Information System to determine the employee acceptance level of the new system. Therefore, HR should influence employees positive attitude towards the new system, employees should be convinced that this system would increase their performance as well as the organizational performance. 2.7.7 Work Redesign It refers to the use of modern technology to radically redesign business processes to gain efficiencies. HR must lead a redesign of the workplace so that work environments foster and encourage sociability, and help organizations tap into employees tacit knowledge to unleash creativity and innovation (Willmott, 2003). The process of redesigning the workplace provides more flexibility and choice to individuals. 2.8 Transformation Team An HR transformation team is formed with a clear mission for promoting the HR transformation. According to Ulrich, et al. (2009), the CHRO forms the HR transformation team with the support of the senior leaders of the organization. This team includes the HR leaders and professionals, representatives from line management, the customers and investors and also the consultants. HR Leaders and Professionals 2.8.1 Chief Human Resource Officer (CHRO) The CHRO sets the direction and tone for the organization. The CHRO also needs to sponsor the HR transformation. Ulrich et al. (2009a) states that the CHRO should initiate, take the lead in the design, and monitor the transformation plan. Porter-OGrady (2008) also found that the CHRO plays a critical role in developing new position descriptions, advising and supporting leaders in their new roles, and ensuring the different processes are adapted to the new model of governance. 2.8.2 HR Leadership Team Ulrich et al. (2009a) posits that leadership team consists of the heads of several departments. They are the HR leaders for businesses, the heads of the centers of excellence and the shared service HR leader. Their collective support is very critical in the transformation. 2.8.3 HR for HR These are the champions of the HR transformation who provide HR services for HR professionals. They need to have a strong reputation among HR professionals who look to them for guidance and among business leaders whose support may depend on their credibility. They are responsible for facilitating discussions of how to organize the HR department so that the center of expertise and embedded HR professionals collaborate to deliver value (Ulrich. et al., 2009a). 2.8.4 HR Professionals The HR professionals play a critical role in the HR transformation. The CHRO and champion of the transformation need to build the business case for the transformation, clearly define the deliverables, and create a blueprint for changing the HR departments and practices for this particular group. Moreover, the HR professionals also need to receive rigorous and regular feedback on how they are doing relative to the roles and competencies required of them (Ulrich et al., 2009). 2.8.5 Line Managers The line managers has the responsibility to provide a clear business focus for the transformation, to ensure that the transformation team has access to both internal and external information, to ensure that the right people are engaged in the process and to require clear and measurable results from the transformation (Ulrich et al., 2009a). 2.8.6 Customers and Investors In the HR transformation process, the HR practices should be aligned with the customer satisfaction. Ulrich et al., (2009), suggested that the customers can be directly or indirectly involved in the transformation since they can provide a deep insight of the organizational and leadership capabilities that they expect from the company. Moreover, the HR departments must align their practices with the requirements of the investment community. The HR transformation team invites key investors into their planning. In this way, the HR team communicates to the investors that their values are being inculcated into the companys institutional infrastructure (Ulrich et al., 2009). 2.8.7 Consultants and Advisors (Ulrich et al., 2009) put forward that the external consultants often add value to an organization by bringing experiences from other companies, by previewing and averting common challenges and by being independent contributors to the HR transformation process. However, success depends on the choice of the right consultant since they are involved in the right way and at the right time. 2.9 Redesign the HR department 2.9.1 Embedded HR professionals Dave Ulrich created the Ulrich model in 1997 to provide a broader insight of the roles of HR professionals should deliver: As strategic partner HR professionals align Hr practices with business strategies. As administrative expert, they deliver HR practices with efficiency. As employee champion, they help employees to generate commitment, develop competence and discover contribution. As change agent, they help on delivering an increased organizational capability and capacity for change. According to the author, the model was conceptualized to support the HR domain. However, as business conditions are constantly changing, the role of HR also has evolved. Figure 2: Evolved HR roles Ulrich et al. (2009) explained the new roles as follows: HR professionals are employee advocates, charged with making sure the employer-employee relationship is one of reciprocal value. Besides advocating for employees today, they build the future workforce as human capital developers. HR professionals are also functional experts, designing and delivering HR practices that ensure individual ability and create organization capability. As strategic partners, they help line managers at all levels reach their goals. HR professionals bring business, change, consulting, and learning know-how to their partnership with line managers, so that together they create value. And to tie it all together, they must be genuine leaders credible both to their own functions and to those outside. When these five roles are played within the HR department, HR professionals have more impact. HR Professionals Competency skills Ulrich et al, (2009) recommend that companies should focus on HR competencies since; they integrate the roles and activities of the HR professionals. Ulrich and Brockbank (2007) posited that HR competencies are not just knowledge but the ability to use the knowledge. Figure 3: HR Competencies Source: http://sitemaker.umich.edu/hrcs/executive_summary Ulrich and Brockbank (2007) proposed the above model suggesting that HR professionals must master competencies dealing both with people and business (large arrows). Following one of these two paths independent of the other, leads to failure.  Ã‚  Within these two dimensions, Ulrich and Brockbank (2007) arrayed six domains of HR competence, dealing with relationships, processes, and capabilities. Credible Activist.   The HR professional is both credible and active.   Some have called this HR with an attitude.   Ulrich et al, (2009) added that as credible activists, HR professionals create sustainable business outcomes as they link the people and business dimensions with energy, insight, sensitivity and impact.   Culture and Change Steward.   Ulrich et al, (2009) mentioned the HR profession appreciates, articulates, and helps shape a companys culture.  They continued with the fact that this culture starts with clarity around external customer expectations and then these expectations are transformed into internal employee and organization behaviors.   As being the stewards of culture, HR professionals respect the past culture and help to shape a new culture.   In addition, successful HR professionals facilitate changes by helping make culture happen and  by developing disciplines to make changes happen throughout the organization.   Talent Manager / Organizational Designer.   Ulrich et al, (2009) posited that the HR professionals master theory, research, and practice in both talent management and organization design.   Talent management focuses on competency requirements and the flow of people in the organization.   Ulrich et al, (2009) further pointed out that the organization design focuses on how a company embeds capability into the structure, processes, and policies that shape how an organization works.  Organization and talent work together since without a supporting organization, good talent would not be sustained and also an organization will not deliver good results without talented individuals. Strategy Architect. The HR professional has a vision for how the organization can win in the future and plays an active part in the establishment of the overall strategy to deliver on this vision.   This means recognizing business trends and their impact on the business, forecasting potential obstacles to success, and facilitating the process of gaining strategic clarity.   The strategic HR role focuses on aligning HR strategies and practices with business strategy. In playing this role, the HR professional works to be a strategic partner, helping to ensure the success of business strategies. By fulfilling this role, HR professionals increase the capacity of a business to execute its strategies. (Ulrich, 1997) Operational Executor.   According to Ulrich et al, (2009), the HR professional executes the operational aspects of managing people and organizations.   Policies need to be drafted, adapted, and implemented.   Employees also have many administrative needs (such as, to be paid, relocated, hired, and trained).   HR professionals must ensure that these basic needs are efficiently dealt with through technology, shared services, and/or outsourcing.   This operational work of HR ensures credibility if executed flawlessly and grounded in the consistent application of policies (HRCS Executive Summary, 2007). Business Ally.   Businesses succeed by setting goals and objectives that respond to external opportunity and threats.   That is the HR professionals should have complete knowledge about the business, in other words they contribute to the success of the business by knowing the social context or setting in which their business operates. Finally, they have a good understanding of the parts of the business (finance, marketing, research and development, engineering), what they must accomplish, and how they work together, so that they can help the business organize to make money (HRCS Executive Summary, 2007). 2.9.2 Shared Service Centers According to Hunter (2005), the shared service center is fundamental to the delivery of the role of HR as administrative expert. He further explained that it provides the focused administrative excellence that drives financial efficiency and HR credibility through the quality of its output, getting the basics right, every time. The SSC also enables the consolidation of similar HR administration activities from multiple business units. By consolidating processes, the SSC is able to control transactional administrative activities better, drive out costs and create a platform for investment in new technologies. Literature describes that the shared service centers allows employees and managers to manage much of their HR administrative work which is known as the self-service. The approach of employee self-service helps employees to update their own transactional records (which may be associated with their personal details or with a process). Self-service also provides a means for employees to have access to data to resolve their own queries (online policies or HR process description). The management self-service, on the other hand, gives managers the freedom to move beyond traditional day-to-day administration and concentrate on improving the performance of employees. It provides management with tools needed to efficiently perform routine employee administration, as well as the information required to help employees improve their performance and enhance their skills. It also minimizes unnecessary human resource involvement in manager-employee interactions while increasing organizational produ ctivity. 2.9.3 Center of Excellence Hunter (2005) stated that the HR business partners need the support of the deep technical knowledge of the business that has traditionally resided in HR. The Centers of excellence is separate entity which offers businesses specialist skills and knowledge in particular areas like compensation, benefits and employee relations. The centers of excellence, also called as the centers of expertise, bring together technical experts in each HR area who would otherwise be distributed throughout a firms business unit, allowing ideas to be quickly developed and shared. The centers of expertise often focus on transformation-based services or HR activities that help implement strategy, create a new culture, or accomplish business goals (Ulrich, 1997). Moreover, Hunter and Saunders (2005) postulated that the culture and tacit knowledge about how people management activities should be defined and introduced are supposed to be lost as the HR teams get closer to the business and move away from HR and the Center of Excellence provides a means to address this issue and indeed creates a more favorable situation that the old model allowed. Ulrich et al (2009) postulates that the center of expertise HR professionals plays several important roles in an HR transformation: They create service menus which are aligned with the capabilities driving business strategy. They identify needs and recommend services most important to the situation. They collaborate with embedded HR professionals in selecting and executing the right services. They create menu offerings if the current ones are insufficient. They manage the menu. They shepherd the learning community within the organization. 2.10 Barriers to implement e-HRM In a recent survey, HROA (2009) found the following as the most prominent hurdles to HR transformation: Lack of staff expertise Many companies might fail to provide the right training to employees and this causes an obstacle in the change management process. Therefore, HR professionals must make sure that employees possess the right skills for the new working system. Internal bureaucracy More often, organizations use the bureaucratic style of leadership, where all decisions are made at high levels of management. However, it is not always right to use the bureaucratic management style, since employees will not be encouraged to work and as a result their performance level might be low. Lack of adequate technology Another type of barrier is the lack of adequate technology. Organizations which do not have adequate technology support for the transformation. The right technology must be available for successful change management. Underestimation of the resources needed While thinking for a change, organizations must plan to have the required resources because lack of resources will end up as a barrier. Planning should be done in terms of human resources, financial support, technological support, etc. Lack of employee and business buy-in Employees should be completely involved in the transformation process. Change initiatives should be incorporated in the organizations mission. When employees buy into the mission, they become a force for driving the mission. In case, there is lack of employee and business buy in, this can cause a barrier to transformation. Lack of senior management support A lot of projects might fail if senior management does not provide their full support. They might not support the decision of implementing new working system or even providing funds for projects. Lack of support might be because management does not have all the facts regarding the need. Resistance to change Resistance to change might take several forms, such as employees might refuse to make use of new system, or even refuse to cooperate with the change. 2.11 Conclusion In close, human resource management has shifted from the traditional ways of doing HR to the use of new human resource information system which has made the work easier. The paradigm shift requires a transformation team who leads the transformation process in order to redesign the HR department and to make the transformation; several areas need to be considered. However, the transformation process fails due to some existing barriers. The figure below concludes the above literature. Figure 4: Conclusion

Letters From The Samantha :: essays research papers

An interesting short story is "Letters from The Samantha" by Mark Helpin. This story tells the fascinating tale, in the form of never sent letters, of an ape brought aboard an iron-hulled sailing ship in 1909 by Samson Low, the ship’s captain. Although the author makes a point to tell the reader, through Samson Low, that the animal does not symbolize anything or mean anything, in fact, "He stands for nothing" (280), several arguments can be made to contradict this. One could argue that the ape symbolized the untamed and rarely used wild side of Samson Low through a comparison of their personalities, appearances, and the way they are treated by others. Samson Low was a captain of a ship owned by the Green Star Line. He is a stickler for rules and the proper code of conduct. When writing to his company, he reminds them of "the complete absence of disciplinary action against me" (271). This serves to highlight that he has never been in trouble or bro ken the rules. He is comfortable and comforted by his pattern of obedience and thinks others must be as well: "Though my subordinates sometimes complain, they are grateful no doubt, for my firm rule and tidiness" (271). His ship is always on time or even ahead of schedule. The picture painted is of a steady, reliable, conservative man who always does the appropriate thing in a situation. However, a typhoon the ship sails through reveals a different, less predictable side. When describing the typhoon, Samson thinks, "I confess that I have wished to be completely taken up by such a thing, to be lifted into the clouds†¦" (272). This is hardly the thought of a truly buttoned-down man. He also imagines surrendering to the seas, "But I have not, and will not." (272). While he seems content with his life, Samson Low’s secret yearnings sometimes show through. It is because of this Samson seems jealous of the ape and the things it has experienced. Sa mson has only dreamed while the ape has actually lived. The ape, when first aboard, climbs the rigging to the highest point from there he has a total view of the ship below and all that goes on much like a "pharaonic" captain would do. While in the rigging the ape shrieks and hollers frightening the crew until the captain climbs up to it.

Free College Essays - Comparison of Macbeth and Lord of the Flies :: comparison compare contrast essays

  Ã‚  Ã‚  Ã‚   Macbeth is one of the protagonist in a Shakespeare play "Macbeth". Jack is also a protagonist in the novel "Lord of the Flies".   The following essay will outline the differences and similarities of these two characters.   Ã‚  Ã‚  Ã‚   There are five similarities between Jack and Macbeth. Firstly, they were both leader of some kind.   Jack was a leader of a choir group while Macbeth was a co-leader of Duncan's army.   Secondly, they were brave.   Jack was brave, he went up to the top of the hill by himself and searched for the beast.   Macbeth was brave too, he won the battle in the beginning of the story.   Thirdly, they were both ambitious. Jack was the leader of the hunting party in the beginning of the story, but he wanted to become the leader of the entire group on the island.   Macbeth wanted to become the king of Scotland after having the conversation with the three witches. Fourthly, they both became more cruel as they gained more power.   After Jack formed his own group and set up a camp on Castle Rock, he became more cruel than before.   For Macbeth, he hesitated six times before killing Duncan.   But when he planned to kill Banquo and Macduff's family, he didn't hesitated and killed them without regret.   Lastly, they were both superstitious.   Jack was superstitious, he worshipped the Lord of the Flies and held a ritual dance around the camp fire after sacrificing the pig. For Macbeth, he believed in the fortune telling of the three witches. (Quote: All hail Macbeth, hail to thee, Thane of Glamis.   All hail Macbeth, hail to thee, Thane of Cawdor.   All hail Macbeth, that should become king here after.)   Ã‚  Ã‚  Ã‚   There are five differences between Jack and Macbeth. Firstly, their ages were different.   Jack was a teenager while Macbeth was an adult with a wife.   Secondly, they have different endings.   Macbeth was killed in the end of the story while Jack was rescued.   Thirdly, Jack kills to consolidate his power while Macbeth kills to success his goal.   Jack's goal was achieved in the middle of the story, he had to maintain his power over others.   For Macbeth, he had to kill other people in order to have a chance

Nick Djokovic Essay

In today’s world, there are many sport figures one can look up to. We have chosen the best of the best in the tennis world, Novak Djokovic. Djokovic is a Serbian professional tennis player who is currently ranked world number 1 by the Association of Tennis Professionals. Despite being the underdog during his early years as a professional tennis player, he is now the best professional tennis player overtaking the previous king of tennis Rafael Nadal. Ever since the age of four, he has been interested in tennis. Unlike most children his age, it was not a fleeting interest. He was determined to achieve his dream of becoming the best tennis player in the world. With his steadfast dream, he has won six Grand Slam titles and has brought him to where he is now. This report will cover Djokovic’s personality, values and attitude, motivation and leadership skills that had helped him to achieve his dream. The points highlighted are also the main reason he is worth following as an influential leader. 2.0 Personality The big five model of personality consists of extraversion, neuroticism, agreeableness, conscientiousness and openness to experience. Djokovic can be seen as a person that is highly extrovert as he is fun-loving, expressive and sociable. During his comeback as the winner in the Australian Open, he was so overjoyed that he threw his racket, wristbands and his shirt to his fans (AOL News, 2011). Djokovic is also socially attached to his fans that he created an application known as ‘Nole4You’ that focuses on a direct coverage of Djokovic’s real time games (New & Newsworthy, 2012a). On the other hand, Djokovic is low on the neurotism category as he is much balanced and emotionally stable. According to Suttles (2013), Djokovic was â€Å"gracious in defeat† as every defeat he channels it back into better concentration for the next match. Next, Djokovic is rather high on the agreeableness meter as he shows a great deal of care towards others through his charities. Djokovic created the Novak Djokovic Foundation which supports young children from disadvantaged communities especially in native Serbia (New & Newsworthy, 2012b). Besides that, he was also elected as the ambassador of The United Nations Children’s Fund (UNICEF) in Serbia as he was utterly concern in the welfare of the people in his hometown as well as the importance in early childhood education in Native Serbia (Look To The Stars, 2011). He was also keen in participating in fights for the betterment of society such as the fight against acquired immunodeficiency syndrome (AIDS) which required him to use the Head Red special edition bag collection from Head to the French Open Grand Slam (Look To The Stars, 2013a). Djokovic is also high in conscientiousness as he is responsible for his career and he is well organized after his achievement in the Australian Open. Although being reckless in his previous season, he is where he is now due to his hard work in perfecting his service techniques and getting his diet right (Carter, 2011). According to Djokovic in an interview, he wants to be consistent in his games and to do this, he has to stay fit and take care of his health and physical condition (The National, 2011). Lastly, Djokovic is very open to new experience. One afternoon in year 2010, Djokovic received a phone call from Dr. Igor Cetojevic who said that his fatigue in the 2010 Aussie Open was due to his diet that consists of glutens that caused an accumulation of toxins in his large intestines. Djokovic listened to his advice to practice a gluten-free diet as well as to build him up spiritually. Besides that, Djokovic also took risk to change his serve technique as advised by Marian Vajda. As a result of Djokovic’s openness, he no longer suffers from fatigues and he felt much happier and balanced. In addition, a change in his serve technique enabled him to defeat the former world number one five times consecutively and brought him to the top of the tennis world (Saslow, 2012). 3.0 Values and Attitude As a well-known figure in the world of tennis, Djokovic has certain values that enable him to enjoy the success that he has today. According to George and Jones (2012, p.93), values are defined as personal convictions about what one should strive for in life and how one should behave. Values are further divided into two categories; work values and ethical values. In terms of work values, there are intrinsic and extrinsic work values. In definition, intrinsic work values are values that are related to the nature of the work itself. Some examples of intrinsic work values that are prominent in Djokovic’s work are the ability to make important contributions to the public, the interesting work and the challenging work that can be done. Firstly, in terms of the ability to make important contributions to the public, Djokovic is well known for his philanthropic work. Due to this status as the highest ranked tennis player, he is very well-connected and is able to influence his fans over his beliefs. From this, he has helped to raise awareness for AIDS, human trafficking, poverty, human rights, women’s rights, children’s rights and many more (Look To The Stars, 2013b). Aside from that, his ability to make important contributions to the public and society is further supported by his status as the ambassador of UNICEF in Serbia. Aside from him advertising his beliefs on social media such as Facebook, Twitter and his video blog, UNICEF has also advertised their cause through Djokovic because of his popularity among the younger generation (UNICEF, 2011). Although generating a high pay from his career, he did not choose this career lifestyle because of it. He started playing tennis at the age of four and played professionally when he was 16 years old. This is due to his passion and interest in tennis. He has trained and played in every single tennis tournament to gain the experience he needed. Even though he has been injured quite a number of times in terms of ankle and knee injuries, that has never stopped him from pursuing his dream of being the best tennis player (Mitchell, 2013). However challenging his work may be, Djokovic never gave up. He continuously pursues his dream of being the best. After relentless practice and competitions, he finally replaced Roger Federer as the top ranked tennis player in the world. This attitude of his is admirable and serves as a constant reminder to his fans that nothing is impossible. On the other hand, extrinsic values are values that are related to the consequences of work. One of the more prominent extrinsic values is the high salary. Not only does he get paid for playing tennis, he gets paid through his endorsements deals with well-known companies such as UNIQLO, Fitline and Telekom Srbjia (Badenhausen, 2011). His salary also includes appearance fees, exhibitions and prize money. Besides that, his career as a tennis player provides him with many job benefits. One of the many is fame. Unlike most athletes, Djokovic enjoys being in the limelight and often shares news and funny anecdotes of his life with his fans. Next, his job provides very flexible working hours. He practices his tennis with his coaches at any time he wants. Due to his flexible working hours, he gets to spend more time with his family and to indulge in vacations as well as hobbies. According to George and Jones (2012, p.97), work attitude is defined as the collection of feelings, beliefs and thoughts about how to behave in one’s job and organisation. Although similar to values, work attitudes are more specific and are not as constant as values as work attitudes change over time. In 2008, although he was winning tournaments, Djokovic hired a new fitness coach in hopes that it will help boost his performance. After the change, he was able to defeat the two reigning champions in the tennis world, namely, Roger Federer and Rafael Nadal. His attitude changed once a new factor was introduced into his life (ESPN, 2010). 4.0 Motivational Theories Everyone in the world possesses a particular set of skills that they are good at in their lives. People who managed to realize their potential often harness that skill and sharpen it to become a much better person. During those times, motivation towards that ability drives them to keep pushing forward in harnessing those skills. Many professional sportsmen and sportswomen started training during childhood. Motivation is what has kept them and pushed them into training harder every day until they finally achieve their goal. According to George and Jones (2012, p. 183), there are three elements of work motivation; direction of behavior, level of effort and level of persistence. Novak Djokovic, world’s best tennis player, possessed all these three elements. For example, although his family had economic problems in Serbia, he still chose to fly to Germany to train despite only being 12 years old. Even as a child, he loved tennis with a passion. He once skipped afternoon classes in school just so he could attend tennis training with his coach (PRPepper Production, 2012). His passion, effort and persistence during training are boundless. His motivation was driven because he loved tennis rather than his parents forcing the sport on him. 4.1 Maslow’s Hierarchy of Needs Djokovic’s efforts and achievements relate a lot to Maslow’s Hierarchy of Needs. Maslow’s Hierarchy of Needs consists of five different types of needs from the lowest to the highest; physiological, safety, belongingness, esteems and self-actualization needs (George and Jones, 2012, p. 187). The two needs most emphasized by Djokovic are the esteem needs and self-actualization needs. Right from the beginning, Djokovic was always focused and determined to be the best in the tennis world, which directly means beating the best players in the world such as Roger Federer, Andy Murray, Tommy Haas and Rafael Nadal. Esteem needs emphasizes on an individual being recognized and respected by others (George and Jones, 2012, p.187). Djokovic strived hard during his early years under the guidance of Nikola Pilic. At the age of 16, he was awarded the champion of â€Å"La Boule†. This event leads to the start of his professional career (PRPepper Prodcutions, 2012). However, he did not stop that as he was motivated aim higher. This further explains Maslow’s self-actualization need theory, which is defined as â€Å"needs to realize one’s full potential as a human being†. Djokovic trained hard every day motivated by one goal; to be the best tennis player in the world. Due to him having a high self-actualisation, Djokovic obtained the title of being the best tennis player in the ATP rankings in 2012 after obtaining a 43% winning rate in 2011. Today, Djokovic is further motivated by his lost to Rafeal Nadal in the 2013 French Open. Instead of giving up, Djokovic evaluates his loss as a sense of motivation to train harder in order to win the next tournament, Wimbledon (Gajaria, 2013).