Ode to the West Wind by Percy Bysshe Shelley and Lines Composed a Few M

"Ode to the West Wind" by Percy Bysshe Shelley and "Lines Composed a Few Miles Above Tintern Abbey" by Wordsworth The two chosen pieces both have a dominant theme of nature. Shelley, in his poem 'Ode to the West Wind,'; uses poignant tone, while using personification and imagery to unravel his theme of nature. While Wordsworth's '...Tintern Abbey'; contains a governing theme of nature, Wordsworth uses first person narration, illusive imagery, as well as an amiable tone to avow his connection to nature. In his poem, 'Ode to the West Wind,'; Shelley uses a poignant and heart-rending tone to describe the power of nature and more specifically the wind. Shelley's reference to the wind, as the 'sister of Spring'; and a 'Maenad,'; shows how the wind is like a woman, spontaneous and free, with the liberty to be a gentle soul or a vicious amazon. He sees the wind with wonderment, and at the same time respects it and or even fears it. Shelly not only uses tone to depict his conception of nature, but he goes on to use personification to characterize the strength and vigor the wind possesses. He gives the wind human characteristics by referring to the wind as 'her'; and 'she.'; For example, 'Her clarion over the dreaming earth, and fill (Driving sweet buds like flocks to feed in air) With loving hues and odors plain and hill,'; can be paralleled with a woman tending to her garden with love and devotion. Along with a heart-rending tone and personification Shelley uses imagery to d...

She Walks In Beauty by Lord Byron and Douglas Dunns Reincarnation :: English Literature

Both She Walks In Beauty by Lord Byron and Douglas Dunn's Reincarnation are about romance. "She Walks In Beauty"/ "Reincarnation" Both "She Walks In Beauty" by Lord Byron and Douglas Dunn's "Reincarnation" are about romance. Although this is true they have much to be contrasted. "She Walks In Beauty" is about a man who is truly besotted with a woman who, from my observations, he doesn't even know. I think this from the fact that he doesn't talk about anything except for her looks and he says that he doesn't know her name: Had half impair'd the nameless grace ==================================== The poet takes pleasures from the woman's beauty and, unlike "Reincarnation" by Dunn, the poem mainly focuses on the woman's sexual attraction. She is often compared to perfection: Of cloudless climes and starry skies This also shows just how infatuated he is with her. This is an immense scale to put her on as it compares her not only to a section of a country but to the enormity and perfection of the galaxy. This metaphor also refers to her mysterious nature because -the poem was written almost two hundred years ago, in the early nineteenth century- not much was known about the night skies as it is so far away nobody has ever been there. This also shows how little he knows about her. A sense of adulation also occurs throughout Lord Byron's poem and it seems as though he cannot criticise her at all. This is completely contrasted with the bond between himself and the woman in Dunn's "Reincarnation". We can say, almost certainly, that "Reincarnation" is autobiographical, as we know that Dunn's wife died in 1984 from cancer. I think the sudden and premature death of his wife has been the inspiration for this poem that is so full of naked emotion and so full of true love, unlike the lust for the woman in the poem by Lord Byron, that you can almost feel his pain. For now I know the shame of being late, Too late. This shows the sorrow he is feeling. It also hints at remorse, giving us the sense that he feels slightly guilty about the death, which was obviously not his fault. It could also be showing us that he feels he has unfinished business with her or maybe he feels that he didn't have chance to say goodbye because he was so unprepared for it. The diction chosen by Lord Byron is very sophisticated. The words he chooses to use, such as eloquent make his poem flow with a smooth and graceful rhythm. The rhymes in "She Walks In Beauty" are monosyllabic

Coca-Cola Company Struggles with Ethical Issues Essay

Many of the ethical issues surfaced when Warren Buffet resigned in 2006 and Doug Ivester took over. Ivester lacked leadership and as a result, the company faced many ethical issues. Ivester tenure was symbolic in that it was short-lived. This was a serious public relations glitch for a company who for so long, performed flawlessly. Ivester was replaced by Doug Daft, the former president and chief operating officer. Unfortunately, Daft had no success in derailing the controversies. In early 2000, Coca-cola was embroiled in ethical scandals such as racial discrimination, misrepresenting market test and manipulating earnings. Text Questions 1. Why do you think Coca-Cola has had one ethical issue to resolve after another over the last decade or so? In 2000, Coca-Cola failed to make the top ten of Fortune’s annual â€Å"America’s Most Admired Companies† list for the first time in a decade. Many believe this was a direct result of the contamination scare in June of 1999. 30 Belgian kids became ill after consuming Coca-Cola. Rather than come out right away and defends its product, Coca-Cola took several days to respond. I believe that as a result of this global crisis, Coca-Cola panicked and spiraled out of control. This company was operating on a high level for a decade and to be hit with such a scandal rocked the foundation the core. 2. A news analyst said that coca-cola could become the next Enron. Do you think this is possible? I do not believe that this case is similar to Enron. Enron’s culture was one of greed and win-at-all-cost mentality. Enron leadership created an atmosphere of invincibility. This was evident by the â€Å"rank-and-yank† system implemented to rid of those who were rated at the bottom 20 percent. This forced employees to engage in questionable practices in order to maintain their standing within the company.

Maslow Theory and Herzberg Theory Essay

Difference people got difference need ,we have to know that the worker in which level in the hierarchy so that we can give what he want to motivate them . It is based on what the workers need. what he want ? we just give it as motivator Hierarchy factors need For maslow ,there have a hierarchy with 5 lvl . a people will satisfied the level one by one according this hierarchy. the people will satisfied with the lower level and jump to the higher level until they reach the self actualization which is also call as self fulfilment . Simple and descriptive  Maslow assume that all people’s satisfaction only in these 5 lvl . from the physiologic until self actualization. First , there have know about the workers need in which level ,then only there can motivate him by giving what he want and once the worker get the motivate at first time and it will automatically go to another level for example ,the freshmen who just graduate and work for a company. First he will think ,will the condition and environment suitable for me ? he need a safety place. when the company give him a comfortable office to work. e will feel satisfied and his satisfaction jump to another lvl. Pay is a motivator Some time salary is a motivator for certain ppl. Maslow assume that pay is an motivator to the worker and it is an unsatisfied need . there assume , the worker may motivated by giving bonus or increase the salary. Any need can act as motivator as long as it is not satisfied or relatively less satisfied. It means by as long as the people satisfaction haven completely fulfil , it still can be use as a motivator to a people. Hertzberg Use of motivator There is based on the Use of motivator that include achievement ,opportunity of growth and recognition . hertzberg dn have the hierarchy ,but it have two factors. that is motivator and hygiene factor. there will use the motivator to motivate the workers. For example ,the manage want to upgrade to become General manager. I am the boss, I know he want to become GM,so I give him a task and tell him if u finish this task I will upgrade u as GM. the manager very excited and complete this task very fast within one month. so I also upgrade the mange as GM. his achievement is the motivator to this manager. Hygiene factors, motivator factors Whereas for the Hertzberg theory ,it doesn’t have any hierarchy . it have 2 factor which motivator n hygiene factor. More prescriptive Hertzberg is based on the research on human satisfaction there do not based on hierarchy lvl by lvl ,because there said difference ppl got difference satisfaction. so can not based on the hierarchy only. Pay is not a motivator But Hertzberg disagree that,Sometime salary is not that important for certain ppl. hertzberg think not all the ppl also motivate by pay. or example,a manage who work in the company he doesn’t focus on the salary . he care about the achievement he did . he want to upgrade from manager to a GM even the salary is maintain unchanged. but he still satisfied ,because he need achievement . Hygiene factors do not act as motivator Hygiene factor do you all what is it ? Hygiene factor is an factor that if you have it , u din feel any satisfaction but u dn have this one u will feel dissatisfaction. so ,this factor cant act as a motivator because it dn give any satisfaction. for example,water. toilet.

Destruction Of The First Nations Culture By Indian Residential Schools

The Indian Residential Schools non merely were the cause of much agony to the First Nations people during the 18 and 19 100s, but they have besides extended this agony to all coevalss that have followed. These schools have played a big function in the loss of traditions, linguistic communication, and beliefs that First Nations people held in such high respect through humiliation, force, and isolation. Anglican and Catholic churches managed the Indian Residential Schools from the 1870 ‘s to the early 1980 ‘s by following the legislative authorization that they were given by the Canadian Government ( Meseyton, 2005 ) . Kipling and Stout ( 2003 ) say that â€Å" by 1930, 75 per cent of First Nations kids between the ages of 7 and 15 old ages were enrolled in one of 80 such schools across the state and in the 1940s, attending was expanded to include Inuit kids every bit good † ( p.29 ) . There were about 150, 000 Frist Nations, Inuit, and Metis kids taken from their places and put in Indian Residential Schools ( CBC New, 2009 ) . In Nova Scotia, there was one Residential School for First Nations people, which resided in Shubenacadie. The Shubenacadie Residential School opened in 1930 and it closed its doors in June of 1967 ( Knockwood, 1992, Paul, 2006 ) . The object of the Indian Residential Schools were used as a portion of colonialism to absorb the First Nations people by destructing their civilization, linguistic communication, individuality, history, and spiritualty ( Longboat, 1987 ; Meseyton, 2005 ) . Taking away the First Nations heritage was seen to alter whom they were and do them intermix in to Canadian Society. Battiste ( 1986 ) explains that the Indian Residential Schools were evaluated based on their â€Å" ability to transform the Indian † ( p. 35 ) . This transmutation came with barbarous force and no respect to the kids ‘s self-pride because they were portrayed as barbarians, pagans, heathens and wild Indians ( Knockwood, 1992 ) . The Shubenacadie Residential School followed the Nova Scotia course of study with a few alterations in the faith class and they were besides taught to be ashamed of who they were ( Paul, 2006 ) . Paul ( 2006 ) besides says that the â€Å" kids were taught about all the advantages of Caucasic life and all the immoralities of First Nations ‘ isolation, linguistic communication and civilization † ( p. 283 ) . First Nations kids traveling into the residential schools were non allowed to talk their ain linguistic communication. Knockwood ( 1992 ) says, â€Å" Talking Mi'Kmaw was non permitted in the school because it held kids back in the schoolroom in reading, articulating and composing English † ( p. 26 ) . Taking the kids from their households and coercing them non to talk their linguistic communication was the first stairss in taking away their individuality. Even though the churches and Government made the First Nations people believe that they had a pick to direct their kids to school, this was non the instance. Harmonizing to Daniel Paul ( 2006 ) , because of how the Indian Act was written, the kids were considered wards of the Crown and did non hold Torahs to protect them so households could make nil. Families filled out signifiers to let their kids to go to these schools, but Paul ( 2006 ) says that it did non affair because these signifiers were merely â€Å" window dressings † and the Indian Agents did non necessitate the parents ‘ permission and could make whatever they wanted with the kids. Maltreatment of the First Nations kids was normally used in the Indian Residential Schools for control and assimilation. The kids were forced to give up their individualities through whippings, menaces, and isolation. Isabelle Knockwood ( 1992 ) conducted an interview with Peter Julian, former pupil at the Shubenacadie Residential School, that said by the clip he left the school he was ashamed to talk his ain linguistic communication for the small spot that he could retrieve. Talking the Mi'Kmaw linguistic communication was non the lone thing that brought on maltreatment. Isabelle Knockwood was besides a former pupil of the Shubenacadie Residential School. She can retrieve watching a nun shingle a small miss while shouting, â€Å" Look at me † because the nun did non recognize that direct oculus contact between a kid and an grownup was considered chesty in the native civilization ( Knockwood, 1992, p. 50 ) . The maltreatment made the kids forget about their civilization though fright. Knockwood ( 1992 ) says we â€Å" were forcibly disconnected from everything our parents and seniors had taught us, and everything new was learned in an ambiance of fright † ( p. 50 ) . At times physical and sexual maltreatment was used together. The kids were being sexual abused by the nuns and priest and if they did non follow with it, they would be all in ( Knockwood, 1992 ) . Physical and sexual maltreatment was non the lone signifiers of penalty used in the Indian Residential Schools. As stated earlier, isolation from households were besides used to absorb the First Nations kids. Children were non allowed to see their households frequently and for some they did non acquire to see their households at all because of the going distance to the school. During the Christmas interruption, the kids were forced to remain at the school alternatively of being place with their households ( Knockwood, 1992 ; Paul, 2006 ) . Even though the kids could non travel place for Christmas, they remember lovingly being able to pass it with their siblings that were at the school besides. Knockwood ( 1992 ) remembers this as the merely good thing about Christmas and says, â€Å" we ‘d acquire our nowadayss from place and acquire to sit with our brothers and sisters † ( p. 38 ) . However, Doug Knockwood remembers one Christmas were his male parent travelled to the sc hool to convey Christmas gifts and the nuns refused to let the kids to hold them and made him take the gifts back place ( Knockwood, 1992 ) . Christmas is one of the major vacations where households are near. This was a manner to unplug the bonds between the kids and the parents and take away the felicity associated with it. The kids ‘s gifts were the lone thing left that made them experience like kids. Harmonizing to Knockwood ( 1992 ) , the kids were merely allowed to play with their gifts until January 6 and so they were packed up and ne'er seen once more. Taking these gifts from the kids would be like taking them from their households once more because these gifts were the lone thing every twelvemonth that connected them to and reminded them of their households. Many of the parents besides had trouble accepting that their kids could non come place for Christmas. These parents would compose letters or hire attorneies to acquire their kids place, but all they would have was ill-mannered letters from the school denying them ( Paul, 2006 ) . Other households stuck together as a community to seek to acquire their kids place. Paul ( 2006 ) explains briefly that the Cambridge Reserve hired a adult male to travel to the school to pick their kids up but the Principal would non allow them travel. These are illustrations of how determined the churches and Canadian Government were in absorbing the First Nations people. The Indian Residential Schools did non supply the instruction that other Nova Scotia schools provided. The pupils were taught really basic instruction and the remainder was manual labor ( Knockwood, 1992 ) . Learning merely the basic instruction was so First States people could acquire by life in society by understanding English, but non have excessively much instruction so they obtain callings such as attorney, instructors and physicians. Making them make manual labor was in some manner ‘killing two birds with one rock ‘ . The Government could absorb them into Western Society and non hold to pay anyone to make the manual work at the school. The kids that attended these schools were non trained to make the work and most clip they were in the place to make manual work that was insecure. Knockwood ( 1992 ) describes that many of the kids got physically hurt because they were excessively little or untrained to run the machinery. There was really small clip to make anything merriment at the school. Knockwood ( 1992 ) remembers being able to play baseball and traveling skating. For the kids that attended these schools, keeping on to the memories of these times is what helped them do it through each twenty-four hours. This was one of the times, other than Christmas, that the kids that had brothers or sisters at the school would acquire to see them even for merely a few proceedingss ( Knockwood, 1992 ) . These tactics were ways that the churches and Government thought would insulate the kids and cut bonds with other household members. This was non the lone manner that the Indian Residential Schools managed to deprive First Nations kids of their individuality. The kids did non hold the chance to turn up and see what a normal household life would look like because they were at school for 10 months a twelvemonth with no parental contact other than letters, which were no usage, because they were written in English so the parents could non read them ( CBC News, 2009 ) . This farther goes to demo how isolation was used to take the bonds within the households so they could suit into Canadian society more expeditiously. There were besides residential twenty-four hours schools and some kids were sent away to schools in other states so they would larn to â€Å" reject their traditional cultural ways in favor of the life of the person in the dominant Canadian society † ( Battiste, 1986, p. 36 ) . No affair where the First Nations kids were sent for instruction, the chief result the Canadian Government desired was assimilation of the ‘Indian ‘ . Daniel Paul attended an Indian Day School on the Indian Brook Reserve where assimilation was still in advancement ( Paul, 2006 ) Paul ( 2006 ) recalls his clip in this school and says he â€Å" can non remember any attempt being made – except for a brief mention to basket weaving and other traditional trades – to learn us about heritage and civilization † ( p. 291 ) . The deficiency of instruction of the First Nations heritage and civilization in the Indian twenty-four hours schools was merely another effort of the Canadia n Government to absorb the First Nations people. Assimilation of the First Nations people did non travel like the Canadian Government planned. There are still First Nations people widely spread all across Canada. Did the Indian Residential Schools affect the First Nations civilization and their individuality? Harmonizing to Kipling and Stout ( 2003 ) , the parents that grew up in Indian Residential Schools create what they call â€Å" intergenerational † Survivors by go throughing the injury they experienced down to their kids ( p. 51 ) . The effects of the schools non merely affected the First Nations people in them at the clip but for coevals to come. Kipling and Stout ( 2003 ) explains this to be â€Å" like a pebble dropped in a pool, traumatic effects tend to ruffle outward signifier victims to touch all those who surround them, including kids and grandchildren † ( p. 51 ) . The subsisters of the Indian Residential Schools ne'er had a opportunity to go near with their households and larn what healthy relationships were. Kipling and Stout ( 2003 ) suggest that the force that the subsisters encountered at the schools was used towards their ain kids subsequently in their lives because they did non cognize how to show fondness. This is what causes a rhythm of maltreatment. Unless this rhythm is stopped, every coevals will endure the same sort of force from their parents. The maltreatment can besides stem from defeat. When kids were old plenty they returned place to their parents where they felt like they did non belong because they did non hold the accomplishments to assist their parents out and ended up going ashamed of who they were ( CBC News, 2009 ) . Not everyone experienced the same things in the Indian Residential Schools. Some First Nations people believe they learned valuable accomplishments such as talking English, how to maintain their places in good form, stitching, cookery and praying, while others thought it was the most atrocious topographic point to be ( Knockwood, 1992 ) . Knockwood ( 1992 ) besides explains that some of the pupils thought the whippings were deserved, while some thought it was a safety from place because their parents abused them, and some pupils were the priests and nuns front-runners so they did non endure the penalties. Even though there were some First States people that seen the schools as a good topographic point to be while they were at that place, this did non halt the agony of the First Nations civilization and individuality. The First Nations civilization and linguistic communication are threatened because â€Å" several coevalss of kids holding grown up in a scene where any manifestation of Aboriginality was disparaged and devalued † ( Kipling & A ; Stout, 2003, p. 34 ) . Kipling and Stout ( 2003 ) besides suggest that many subsisters are seeking to get by with both the maltreatment they suffered at the Indian Residential Schools along with the loss of their civilization. First Nations communities need to lodge together to mend if they want to convey back the civilization and linguistic communication of their ascendants. Without the instruction of traditions and linguistic communication, the First Nations individuality will be wholly gone. Randolph Bowers considers himself a Mi'kmaq adult male that is seeking to detect his ain individuality while seeking to assist others understand themselves better by bring outing their ain individuality ( Bowers, 2008 ) . The Indian Residential School did non affect Arbors straight but he states how it affected his household indirectly by stating: My household was non impacted by the residential school epoch straight. We were influenced indirectly. My grandma Honora Elizabeth Richard-Bowers lived during an epoch when the residential schools were enforced in Nova Scotia. For Metis households I suspect there was a changeless fright of authorities functionaries. Foster places, wards of the province, and residential schools were non far distant worlds for comparatively hapless Acadian households. Hiding their Aboriginal lineage was most likely really necessary during the late 1800s and early 1900s ( Arbors, 2008, p.37 ) . This shows that the Frist Nations people did non hold to be forced into an Indian Residential School to be stripped of their civilization and linguistic communication. Some of the households felt giving up their individuality was better than the alternate. Arbors ( 2008 ) goes on to state, â€Å" My experience is of being a non-status Indian turning up in a household that had about lost our connexions to Aboriginal heritage and civilization. There was ever a nothingness in my bosom, a immense portion of me that was losing † ( p. 29 ) . Arbors shows us that cognizing your heritage is of import in cognizing who you are. The grounds proves that the Indian Residential Schools took something from the First Nations people that was really of import to their individuality. It is of import for anyone to cognize who they are and where they came from, but for the First Nations people it is highly of import because happening their individuality though their traditions and linguistic communication aid mend the agony brought on by the Indian Residential Schools. Healing is an of import measure in recovering the civilization and linguistic communication of the First Nations people. Knockwood ( 1992 ) explains that it is of import that the subsisters of the Indian Residential Schools talk with other subsisters to assist with the healing procedure. Moayeri and Smith ( 2010 ) conducted interviews with two First States female parents that were former pupils at the Indian Residential Schools. These adult females have lost their individuality because of the maltreatment they suffered and the isolation they endured. In these interviews, the adult females explained that they were seeking to recover their individuality back by taking some power over their lives ( Moayeri & A ; Smith, 2010 ) . Many pupils are still seeking to mend themselves in one manner or another and with the support of their First Nations communities, the procedure of mending would profit the subsister every bit good as coevalss to come. In decision, the Indian Residential Schools along with other efforts of assimilation of the First Nations heritage, civilization, linguistic communication, and individuality have affected the First Nations people. Arbors ( 2008 ) says, â€Å" We are Canadians, but if we do non cognize where we come from and who we are, we are nil † ( p. 38 ) . Reconnecting with the First Nations communities and larning about their lost heritage will assist mend the agony for the future coevalss of First Nations kids. Reclaiming their individualities will do the First Nations communities stronger to contend any other signifiers of assimilation that may happen in the hereafter.

Corning Glass Work Case Study Essay

1. Enumerate the conditions why Corning had to undergo the series of structural changes. Following the international growth and expansion of Corning, the following problems were being faced in the organization’s structure and management processes: i) With the international expansion of CGW, the company was becoming too big and complex to be managed by its current structure. Hence a need was felt to create the international arm as a separate legal entity and hence Corning International Corporation (CIC) was born. ii) CIC was created as a subsidiary to CGW to emphasize the growing importance of Corning’s overseas business. The management felt that the creation of CIC as a separate unit was important to upgrade the role of international managers and help them feel more accepted within Corning. iii) Before the international strategy shift of the mid 1960s, CGW did not meddle much into the affairs of its foreign affiliates. The foreign affiliates maintained their own individual reporting and control systems. However, following the strategic shift to gain majority in these foreign subsidiaries, the management system and processes began changing, such as integration of subsidiaries’ accounting systems into the parent company. This caused problems as most of the subsidiaries were European non-English speaking countries and didn’t follow American standards. Hence a need was felt to integrate these foreign subsidiaries with the parent company so as to maintain uniform standards and processes. iv) The acquisition of majority shareholdings in foreign subsidiaries also encouraged management to begin to coordinate and integrate its foreign operations. The task of unifying, coordinating and integrating the European operations specially was a difficult one. There was a long list of independent companies that needed to be brought under control and a lot of these companies were old rivals. Hence lack of coordination and cooperation existed at every level. Furthermore, each of the European companies had export customers and offices in several other European countries. This caused lot of chaos and confusion when it came to bringing order into CGW’s European operations. Also, the European country affiliates were well established and extremely knowledgeable about their local environment. It was difficult for the newly appointed area managers who did not have the same level of market and product expertise to challenge these country affiliates and convince them in favour of consolidation of manufacturing operations. v) The structure within CIC was organized on geographical dimensions. The top management had a tendency to take major decisions based on their local interests and hence promoted their local projects. As a result, conflicts started arising between geographical entities. Such conflicts could only be resolved at the desk of Forrest Behm, President of CIC, who was the only one with sufficient power and connections at the corporate level to communicate plans to and from top leadership of CGW. As the international operations expanded, Behm turned out to be the only one in a position to take a global perspective of the various international businesses and this in turn increasingly burdened him with more conflict-resolution issues. He felt that a structural change within the organization was required to bring in a global perspective amongst its people. vi) Another challenge that Corning was facing was the transfer of technological knowledge from parent company to its foreign operations. Before major international expansion, this transfer was maintained through informal channels between technical experts in the parents company and the foreign plants. As the foreign operations expanded and technological innovations grew in size, the old model of knowledge sharing turned out to be insufficient to handle the growing demands. Hence foreign subsidiaries had to rely on the formal channels within the international organizational. This led to escalating frustrations on both the sides. vii) Furthermore, the capital allocation process also changed following the majority shareholding in foreign subsidiaries. Before the consolidation, the decision process for capital allocation was done primarily by the local managers of the foreign affiliate, who would then go out and raise the capital on their own. However, after these subsidiaries were acquired by Corning, they were required to submit a formal capital appropriation request prepared in English. The subsidiary general manager then had to chase it to the end through a series of corporate decision making filters. This allocation system had other major implications on the relationship between the technical personnel on each side. Whereas before, the technical managers from the parent company provided assistance to subsidiaries on projects, the former now became a part of the judge and jury system to decide on the capital allocation to these subsidiaries. As a result, the technical managers tended to become more conservative with their advice and assistance to the subsidiaries. viii) Due to the incoherency of its area based organization structure, CIC found itself grappling with the global marketing coordination necessary for some businesses. There was no one who was responsible for coordinating between different foreign subsidiaries on global actions like price, product, sourcing etc. The needs of global product development were not being communicated to the R&D group. This meant that the international product development needs were being largely ignored. In order to address the above mentioned problems, Forrest Behm, decided to restructure the organization by appointing three international business managers. The primary motive behind the appointment of these business managers was to supplement the organization with a global business perspective. 2. Identify the problems with the organization structure (until 1972; business manager concept) that led to the formation of World Boards. i) Corning International Corporation (CIC) since its inception was not truly integrated with its parent organization Corning Glass Works (CGW). The creation of CIC as a separate company was insufficient from the onset. The relationship between senior managers in the parent company CGW and in CIC remained unchanged. The vice-presidents in CIC never really achieved the status and importance of vice presidents in CGW. As a result when the three international business managers were appointed by Behm with the status equivalent to Vice-Presidents, they faced difficulty liaising with vice-presidents and other senior managers in the domestic organization (CGW). They were simply viewed as lacking power, status and credibility to get things done. ii) There was some hostility prevalent between the domestic and foreign arm of the organization. The domestic division managers felt that if they had to provide the foreign operations with so much support, they might as well run the foreign operations themselves. This contributed towards making the job of international business managers in acting as a liaison even more difficult. iii) The role of the International Business Managers was not clearly defined since its inception. They were given very vague general mandates like â€Å"to straighten things out in consumer products in International† or â€Å"to put together a world strategy for products in Science and Medical†. As a result nobody understood what they were really there for and hence people could not establish a connection or relation with them. This contributed to some area managers feeling that they were wasting their time and energy in entertaining these international business managers and meeting their demands of time and information. iv) There was lack of communication between Behm and foreign subsidiary country managers who felt that they were not informed of such a role being introduced in the organization hierarchy. As a result, employees in the foreign subsidiaries had no clarity who they were supposed to report to after the organizational changes. This contributed to a creation of general sense of defensiveness in the subsidiary employees from the outset. So the business managers were largely viewed by foreign subsidiaries as more of an interference and less of a coordination help. v) The three business managers did not have the right skills to act as liaisons. Their inability to establish strong links between the foreign subsidiaries and the domestic products divisions was partly due to the attitude with which some of them had taken up these roles. For example, the international business manager for the Consumer Products Division came across as interfering and authoritative. This was not helpful in yielding the desired results. 3. Examine whether their current structure (world boards) is appropriate to the business environment. Provide suggestions to Behm on the proposed reorganization. The current structure of world board is strong and is capable of bringing in order to the organization provided some changes are made to it. The world boards were not created to control or manage the foreign subsidiaries but rather to act as a channel to facilitate coordination, communication and cooperation between the parent company and its foreign subsidiaries. The members of the world boards must keep this vision in mind during their meetings and interactions. We propose the following changes to the world board in order to make them more effective: i) Behm should first start with putting a limit on the maximum number of people on the world boards to 6-7. This will avoid the problem of world boards becoming too big and chaotic to manage. The world boards should include at max 2-3 people from US product division, 2-3 people from subsidiary units and 1 international business manager. ii) The Optical Products World Board was able to achieve results by successfully resolving their conflicts before the board meetings. All other world boards should follow their model and try to adapt it to as much extent as possible. iii) The domestic division managers need to understand that the company as a whole can only be unified through corporate culture, shared vision and values, and management style rather than through formal structures and systems. Hence they should avoid trying to control the subsidiaries’ business the way they have been doing so far. The domestic division managers should be encouraged to develop a networking and inter-dependent relationship with the subsidiaries. Internal attitude change within Corning’s domestic managers is critical to encourage coordination, participation and involvement of the subsidiaries. While being a part of Corning, the subsidiaries need some autonomy for themselves to develop an ability to make impactful contributions to the organization as a whole. iv) Behm should ensure that the world boards meet regularly and achieve fruitful results. If left to themselves, things may go back to how they were. Hence a more direct involvement on part of Behm is required (at least in the boards that still have major difference of opinions) to facilitate communication and resolve difference of opinions. v) Corning should slowly and gradually adopt the transnational model to promote worldwide integration and knowledge sharing to exploit both global and local advantages. The top leadership needs to see the organization as a network and should refrain from shaping it as a centralized hub. Interdependence between units should be promoted amongst product, functional and geographic units. vi) Cross-subsidiary teams should be developed in the long run to compel different subsidiaries to work together for their own good as well as the overall good of the organization.

Review emerging standards of culturally competent care Research Paper

Review emerging standards of culturally competent care - Research Paper Example This is possible only if health professionals are sensitive enough to demonstrate respect toward the different values, beliefs, and practices of one’s counterparts (Cherry & Jacob, 2005, p.246). The writers also insist on the need of taking responsibility ‘to inquire, learn about, and integrate beliefs and values of others in professional encounters’ so that it would change one’s negative prejudicial behavior. This paper will evaluate the significance of developing cultural competence in nursing care especially in critical care settings like Intensive care units (ICU) where proficient care is highly crucial. What is Culturally Competent Care? Health care is a very sensitive area of service where people often confront with long standing disparities on the basis of culture, tradition, nationality, ethnicity, language, and socio-economic status. ‘Culturally Competent Care’ is the modern perception that has been developed to address health and huma n service issues in a multicultural social environment. In other words, the modern world requires collective responses of doctors, nurses, and other care givers to patient’s varying attitudes, values, verbal indications, and many more; which is possible only by initiating cultural sensitivity as a new dimension of clinical specialization like age and gender. In order to be culturally competent, nurse needs to obtain cultural information with intent to apply that knowledge into practice while they encounter various sorts of ethnic and cultural differences. The major objective of this knowledge acquisition is to avoid stereotyping patients on the basis of their race, culture, or any external appearance. The logic behind this approach is that high-quality outcome can be derived from culturally competent care. When doctors and nurses familiarize themselves with the cultural perceptions and practices of patient, normally it would make a positive impact on treatment results and pat ient satisfaction. Why cultural competence in nursing? As mentioned in the introduction, cultural diversity has become the major facet of almost every developed nation. Therefore, in order to meet the specific needs of people with different cultural background, the nursing care given should be culturally competent. Health care industry reform has been a hot button issue for several decades in the United Sates. Although several attempts have been made to equalize care delivery across the nation, as critics comment, all were defeated by unethical medical-political coalition. Culture influences people’s perception of illness and their causes, the way they seek health care, their approaches to medical treatments, and how they respond to health care providers. Therefore, health providers especially nurses need to obtain skills to act according to the health behaviors of the clients. Infant death and pregnancy loss is an ongoing problem in the United States of America. Studies show the noticeable racial and community based disparities in infant death rates. This situation points to the need of equal delivery of health care services to everyone regardless the race, culture, or community. According to the AAN Expert Panel Report (1992) culturally competent nursing care should follow mainly four principles; 1) care is designed for the specific client 2) based on the uniqueness of the