Tsunami essays

Tsunami essays In the early hours of Boxing Day (0058 GMT) an earthquake six miles deep and measuring 9.8 on the richer scale (the largest for forty years) occurred under the Indian Ocean. This caused a huge Tsunami which The earthquake occurred when the Eurasian plate (continental crust) moved against the Australian plate (oceanic crust) (compacting it) on the destructive plate boundary. The Tsunami was travelling 500 mph over water and when it reached land it slowed but increased in height making it more dangerous still. In some places the Tsunami reached as far as one km inland. The tsunami destroyed countryside, housing, hotels and infrastructure but the highest costing was the loss of lies. Over 150 00 are dead and hundreds of thousands are still missing. The secondary effects are no less devastating. Water born diseases such as cholera, dysentery and malaria are spreading fast and there is a lack of clean water as wells are contaminated, there is also a lack in food getting to the survivors causing famine and in the abandoned houses criminals are looting the areas. Another grim effect of the tsunami is the abduction of children by criminal gangs to be used as slaves, sold for adoption or even, used for sex. The tsunami caused so much destruction as the countries hit had absolutely no tsunami warning system, the only sign they had was the sudden retreat of the water although people believed were told (whoever you believe) that they were quite safe and this was totally normal. They were totally unprepared for such n occurrence so had no evacuation system or emergency rations. The death toll could have been reduced if the earthquake had not occurred during the festive season, as inevitably there was a great The UK generated 60 million in one week although did not respond ...

What You Need to Know about an Advanced Higher English Dissertation

What You Need to Know about an Advanced Higher English Dissertation What You Need to Know about an Advanced Higher English Dissertation If you want to show off a bit in front of your professors while you are writing an Advanced Higher English dissertation, it is important to follow the right steps. Remember that the Advanced Higher English is a course for learners who want to improve their understanding and their ability to use more sophisticated language by taking part in higher level writing skills training. Such a course provides personalized academic assistance, challenging students to improve their reading and writing, as well as comparative insights. If you want to know how to write your Advanced Higher English dissertation, you need to understand some core facts: It Is a New Experience for You Up until this point, work as a graduate student is often an extension of an earlier life in school. Most people are good at school which is why they continue onward with more of it. They enjoy self-confidence and success that accompanies school. Many students enjoy the labs, reading, papers, and tests, and find that with a bit of studying similar to what they did in undergrad, they can pass. But the one thing that is vastly different from all other work you may have completed as an undergrad is this final project. This is something new, this is something unlike anything you have experienced in the past and it is something that helps to mark the transition you are making from the role of â€Å"student† to the role of â€Å"scholar†. It is a Very Independent Task This kind of writing is much the same as writing a book; you do most of it on your own, and you are self-directed. This is something that often takes students by surprise. Even those who are not accustomed to being held by the hand and certainly don’t expect it are still a bit shocked by how much they are on their own, working completely independently of everyone else around them. Even if you know someone working on this same final project, your work is completely different which can leave you with feelings of isolation or intimidation. It Brings a Great Deal of Stress This project is one which can change your life dramatically once you are done and that can bring with it a great deal of stress, especially stress about the future. But there are things you can do: Consider doing some soul searching to ask yourself if this is absolutely something you want to commit yourself to. Remember that not pursuing this is not shameful. Keep in mind that the skills built during this process can be used throughout your career. Your final document may be something you use in your early career moves. You need to manage your topic well. Communicate with your advisor as much as you can. You need to manage your committee. Overall, when you set out to write, make sure that you follow these steps in order to ensure your professors are impressed. Your Advanced Higher English dissertation can be completed with ease and completed well. Also, you can enjoy professional dissertation help provided by our online academic writing service .

Practical 1 Assignment Example | Topics and Well Written Essays - 250 words

Practical 1 - Assignment Example Annealing process effects on mechanical properties of the sample’s test strain properties. The material loses its ductility during the cold rolling process. Anneal strengthening effect or toughness of the material under investigation (copper) increases in degree of prior cold work and the corresponding annealing. The ability of crystalline material to plastically deform depends on the ability for dislocation movement within copper. When the movement of dislocations is impeded, the material is strengthened. This is achieved through a number of ways such as; Strain hardening or work-hardening or cold working is a process that makes copper harder and stronger through plastic deformation. As it is plastically deformed, dislocations move as additional dislocations are produced. As dislocation within the material increases, the grains interact and become pinned or tangled. As a result, there is decreased grain mobility of dislocations as the material is strengthened. Ductility increases with the grain size, as the strength decreases. Atomic diffusion occurs as temperature increases and it releases internal strain energy. Since atoms are not fixed in a position but move once they have enough energy to break their bonds, diffusion increases rapidly with the increase in temperature. This allows the atoms to move to unrestrained positions and recover a normal position in lattice structure. This is the recovery phase and leads to adjustment of strain. In the annealing process, the test sample was performed in 1000Â ºC capacity furnace. It was observed that the hardness of the copper sample increased with gradual increase in reduction in cross-sectional area. This is due to strain hardening. The maximum value of hardness was obtained at 117HB 40% reduction in area. Understanding of mechanical deformation properties ensures efficient stress relieving procedures. Thickness of material affects the hardness of the material. It is observed from the experiment that

Joseph Smith, Brigham Young and the Origins of Mormonism Research Paper

Joseph Smith, Brigham Young and the Origins of Mormonism - Research Paper Example Currently, the religious group of Mormons has expanded to a greater extent and known as the Church of the Jesus Christ of the Latter- day Saints with its thirteen million members. Out of these thirteen million members of this group, more than half are outside the US territory. Beside the group the Latter- day Saints, another smaller group which is known as Reorganized Church of Jesus Christ of Latter- Day Saints (RLDS) has membership of 250,000 members in more than fifty countries. The headquarter of the Church of the Jesus Christ of the Latter- day Saints is situated in the Salt Lake City and directing a worldwide movement- a strong missionary force composing of fifty thousand members both male and female. The Mormons use to wear their special conservative dresses and can be identified easily. Although Mormonism supports the original traditions of Christianity and works out for the restoration of ancient Christian’s faith, it also holds a wide range of distinctive practices a nd doctrines. Beside its faith on various practices and doctrines, Mormons have also strong beliefs on holy writ and holy books. As far as the origin of Mormonism is concerned, there are several links and set of various associations and stories related to the originator of Mormonism- Joseph Smith. The most widely distributed concept about Smith is that he maintained a claim that the angels directed him towards gold plates. He translated the scripture of these gold plates as the religious Book of the Mormons. Later on in 1840s, Smith instituted the concept of polygamy among his devotees and finally, in 1844- at a very young age, Smith was murdered by a non- Mormon enemy. Brigham Young was the successor of Smith and led Mormonism after the death of Joseph Smith. Currently, the efforts of Brigham Young have proved to develop a strong hierarchical system controlling the church from top to bottom. The followers of Joseph Smith’s faith are known as Mormons and their faith is called Mormonism. In the beginning, the term Mormons was considered negative and uncomplimentary. Later on, it was not like that; however, Mormons most often prefer to be known as Later- Day Saints (LDS) (Russell Ballard, 2). The Mormons as well as the Latter Day Saints, both, share a common set of ideas. These generally include the ultimate belief in Bible and religious scripture like the Doctrine and Covenants and Book of Mormons. The teachings of eternal progression and marriage and polygamy were ultimate parts of their religious teachings. However, in the late 19th century, Latter Day Saints have abandoned the practices of plural marriages in Mormonism. Some other variations of Mormons include the cultural Mormonism and fundamentalism in Mormons. Cultural Mormons are more concerned about their cultural and traditional traits than theology. On the other hand, fundamentalists in Mormons still practice the concept of polygamy that was initially the concept in Mormonism and later on disco ntinued by the Latter Day Saints. Beginnings Joseph Smith born in 1814, resided with his family members in Windsor. This is the only authentic trace about Smith’s family. Smith always cradled on Green mountains and roam freely to explore the narrow gullies and deep ravines. He always love to explore the snow covered mountains and broad lands. He spent the younger years of his life with curiosity- in search of the soul of the world (Belisle & Joseph Smith, 17- 18). This is known as historical faith of Smith where he explored the facts of

English Language Essay Example for Free

English Language Essay English is the universal language; thus, the need for its mastery is a must. Its diverse concepts need be learned in detail so that the communication between two conversing parties could be made in an efficient and effective manner. In achieving this end, my English writing teacher has greatly contributed to my learning of the intricacies of the English language.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This English writing class under my teacher was the best class I attended so far. It was a very engaging class where everyone had the chance to interact with each other academically; thus, everyone improved intellectually at the same pace. My teacher enthusiastically elaborates on certain aspects of a lesson which I had difficulty comprehending; the assignments were excellently explained as well as the giving of lecture instructions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some instructions in the writing class were complicated, but my teacher took meticulous efforts to simplify these into easily comprehensible lessons. I took great interest in writing essays because I knew that my teacher grades them honestly and fairly; hence, this enabled mo to appraise my standing in class and to improve on other facets of writing in which I am not particularly good at.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I learned a lot under my teacher’s tutelage; not only academically, but also on those that pertain to life outside the portals of the academic institution. A lesson that reverberates in my mind is that we should do our best in everything that we do. I learned this particular lesson when I wasn’t able to get a good grade for one of my essays; thus, I have to always do my best in every essay that I write. Eventually my perseverance paid off, I got good grades for my subsequent essays.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   English writing is not at all that complex if someone is there to assist you in your endeavor to learn the English language. The right person for the job is a first-rate English writing teacher.

Graffiti - The Unlawful Art :: Urban Art

One day in the afternoon while I was surfing on the Internet, one of my friends forwarded a really interesting website addressed www.stillfree.com to me. At the beginning, I thought it was some kind of shopping promotional website but after clicking on it, an interesting video popped up. I saw a man being video recorded while he was climbing up a fence of a military airport. Then, he ran quickly towards the Air Force One, which is the personal aircraft of the President of the United States, and tagged a graffiti drawing on the jet. It gave me a big shock after watching the video because that man actually sneaked in to the US military airbase and tagged the Air force One aircraft. The event was being broadcast on some major TV channels. After making everything clear, I realized that video was not really took place at the US airbase and it was actually made up by a prominent fashion designer Marc Ecko. The whole process of the video was so real, but it came up as a campaign video to promote the art of graffiti. There are many different points of view on graffiti and it has always aroused arguments on its legalization. Graffiti can be recognized as a form of art, or crime. Graffiti consists of inscriptions, slogans and drawings scratched, scribbled or painted on a wall or other public or private surface. According to The Dictionary of Art, the word "graffiti" is derived from the Greek term "graphein" (to write) and the word "graffiti" itself is plural of the Italian word "graffito." Graffiti is also a form of self-expression. It is the means used to express the artist's identity, feelings, and ideas. The art of graffiti is also a kind of communication that links people regardless their cultural, lingual, or racial differences. When graffiti was first becoming popular, the tools being used were mostly wide tipped markers and spray cans. Graffiti can also be analyzed according to the elements of lines, color, and structures that are present in the work in order to produce a narrative about it. The graffitist first does a sketch, and then he or she plans out characters and selects colors. Next, the artist selects his or her surface and does a preliminary outline, followed by a filling in of colors and ornamentation, and then the final outline is completed. However, graffiti is not readily accepted as being art like those works that are found in a gallery or a museum.

Personality Biases of Accounting Students: Some Implications for Learning Style Preferences

The current issue and full text archive of this journal is available at www. emeraldinsight. com/1362-0436. htm CDI 13,4 Factors in? uencing career choice of management students in India Tanuja Agarwala Faculty of Management Studies, University of Delhi, Delhi, India Abstract Purpose – This paper aims to explore the in? uence of a range of factors on the career choice of management students in India. The importance of different individuals in the family and at work in making career choices among these students is also to be explored.In addition, the study seeks to address the relationship of the cultural values of individualism-collectivism and the protean/conventional career orientations of MBA students from India, with factors as well as people in? uencing the choice of a career. Design/methodology/approach – Participants consisted of 93 students from India entering management, who were starting their ? rst year of the two-year full time MBA program. Self-administered questionnaires were used to gather data on factors and types of relationships in? encing career choice, individualism/collectivism, and protean/conventional career orientation. Findings – â€Å"Skills, competencies, and abilities† was the most important factor and â€Å"father† was the most signi? cant individual in? uencing the career choice of Indian management students. The predominant cultural value was collectivism, although the students demonstrated individualist tendencies in some contexts. A protean orientation guided the career orientation of these students. Research limitations/implications – The data were collected only from one management institute in India.Originality/value – Empirical research on factors and types of relationships in? uencing career choice, and their correlates, has not been conducted among Indian students. The paper addresses this issue and the study has implications for career counseling. Keywords Careers, Career g uidance, National cultures, Students, India Paper type Research paper 362 Career Development International Vol. 13 No. 4, 2008 pp. 362-376 q Emerald Group Publishing Limited 1362-0436 DOI 10. 1108/13620430810880844Introduction Globalization has brought about a radical transformation in what organizations need to do to maintain their competitiveness. As managerial skills become crucial for organizations to achieve success in a competitive and turbulent business environment, there has been a sharp rise in the demand for managerial professionals worldwide. Sturges et al. (2003) proposed that the MBA degree imparts certain key competencies to students. These competencies may be of key signi? cance in the career success of students as â€Å"management† has gained in importance over other forms of professions.Industry demand for new managerial resources in India far exceeds supply. According to one estimate, the total number of entry-level managers needed by corporate India every y ear stands at 2,735[1]. But the best business schools in India produce about 1,740 managers in any given year. This demand-supply gap, amounting to almost 36 percent, has resulted in competition for scarce managerial talent, high levels of attrition, and an increase in the compensation levels of managerial professionals.For a large number of students in India, a managerial career has become the most preferred career choice. The emergence of management as a formal education is fairly recent, yet the MBA degree has emerged as one of the most sought after higher educational quali? cations. There was a 55 percent increase in the number of institutes imparting management education in India between 1999/2000 and 2005/2006. More than 100,000 students are studying towards an MBA degree in approximately 1,200 institutions offering MBA degrees in India.Business factors coupled with several sociocultural changes have led to changing career preferences among young people in India. An individual ’s choice of career is likely to be in? uenced by several factors, including personal and cultural values, family background, career expectations, etc. Studies have been conducted in different cultural contexts to determine the range of ? factors that in? uenced students in making career choices (Ozbilgin et al. , 2005; Kyriacou et al. , 2002; Ozkale et al. , 2004). However, a literature review suggests that no empirical study has been onducted among management students in India in order to understand their subjective view about why they choose to pursue a career in management. The main purpose of the present study was to identify important factors that in? uenced the choice of career of students pursuing an MBA degree in India, and the role that various people and relationships played in their career choice. The study also attempted to explore the dominant cultural values of the students along Hofstede’s individualism-collectivism dimension, as well as the strength of their protean career orientation.An attempt was also made to examine whether there was a relationship between individualism versus collectivism as a cultural value and protean versus conventional career orientation of management students in India with the types of factors, people and relationships that are likely to play an important role in their career choice. Gender differences among the Indian MBA students were also explored. Career choice of management students 363 Theoretical background â€Å"Choice† means â€Å"selecting or separating from two or more things that which is preferred† (Webster’s Dictionary, 1998). Career choice† involves choosing one occupation over another. Hence, in order for â€Å"career choice† to take place, two conditions are necessary: (1) availability of alternative career options; and ? (2) an individual/personal preference between these career options (Ozbilgin et al. , 2005). The numbers of career options/alternativ es available to an individual at any given point in time are in? uenced by external factors (labor market, state of the economy, etc. ), as well as individual factors (education, family background, attitudes, etc. . Career choice, therefore, is not unbridled. Rather, career choices are often constrained by sociocultural factors (Swanson and Gore, 2000), individual factors, personal and cultural values, signi? cant relationships, and structural factors such as barriers faced by women in certain careers such as management. Most career choice research has focused on predicting career choice behaviors based on personality or demographic ? variables (Ozbilgin et al. , 2005). Studies attempting to identify career choice in? encing factors have focused largely on individuals’ aptitudes, interests, opportunities, etc. CDI 13,4 364 Factors in? uencing career choice Few studies have examined the factors that in? uence career choice. Previous studies have identi? ed a number of varied f actors that in? uence students’ career choice (Ginzberg, 1951; Super, 1957; O’Connor and Kinnane, 1961; Paolillo and Estes, 1982; Felton et al. , 1994). The most widely used classi? cation in career choice studies is the three-dimensional framework by Carpenter and Foster (1977) and Beyon et al. (1998).The three factors are: (1) intrinsic (interest in the job, personally satisfying work); (2) extrinsic (availability of jobs, well paying occupations); and (3) interpersonal (in? uence of parents and signi? cant others). Some research evidence exists to show that sociocultural, economic, and political changes affect the career choices of young people. Bai (1998) found that the market economy changed the values of university students who put self-interest before societal interests, and rated money and power as the primary motivators in ? nding a job. The relative in? ence of various factors on the career choice of students has been found to ? vary across cultures (Ozbilgin et al. , 2005). Most research on career choice has been conducted on occupational groups such as accountants and healthcare professionals (Carpenter and Strawser, 1970; Paolillo and Estes, 1982; Gul et al. , 1989; Bundy and Norris, 1992; Auyeung and Sands, 1997; Morrison, 2004). Barring a few studies ? (Simmering and Wilcox, 1995; Moy and Lee, 2002; Sturges et al. , 2003; Ozbilgin et al. , 2005; Pines and Baruch, 2007), the career â€Å"choice† of MBA students and the factors in? encing this choice have rarely been addressed. The subject matter is worth exploring since the MBA degree has raised management to professional status, offering management graduates a gate to a fast-track managerial career. There is no data about the factors that in? uence career choice of students in India. The in? uence of relationships on career choice Relationships constitute an important dimension of human functioning, yet the interest in understanding how relationships and careers are intertwi ned has increased only in recent years (Blustein et al. , 2004; Schultheiss, 2003; Phillips et al. 2001; Schultheiss et al. , 2001). Most research efforts in the area have focused on how relationships and networks are conducive to career mobility and advancement. The role of relationships in making career choices has been overlooked. There exists a need to direct research efforts to exploring the types of relationships that matter, and why they are signi? cant in making career choices. The present study speci? cally aims to explore the relative importance and in? uence of different relationships (mother, father, relatives, colleagues, etc. ) in making career choices among Indian MBA students.Individualism-collectivism, and factors and relationships in? uencing career choice Culture is an important determinant of how people think and behave, while â€Å"values† are â€Å"broad tendencies to prefer certain state of affairs over others† (Hofstede, 1980). Cultural values a re likely to have an impact on the factors and relationships that in? uence career related choices of students. Studies have focused on the cultural dimension of individualism-collectivism (I/C) as an important determinant that in? uences career â€Å"choice† of students from countries that vary along the I/C dimension.These studies have examined cultural variations in factors in? uencing career choice ? (Auyeung and Sands, 1997; Ozbilgin et al. , 2005). The I/C dimension, ? rst measured empirically by Hofstede (1980), describes how individuals relate to others and to society, and represents the extent to which they are emotionally and cognitively attached to a particular network of individuals. According to Hofstede’s empirical index for the dimension, Western countries (the USA, the UK, Australia) cluster toward the individualist end while Asian nations (such as Japan, Taiwan and India) cluster toward the collectivist end. Individualism† refers to the tendency of people to consider their own interests only, to view themselves as â€Å"independent† of organizations, and to place a higher value on self-reliance and individual action. â€Å"Collectivism† refers to the inclination of people to view themselves as â€Å"interdependent† and as part of a larger group, and to protect the interests of group members. Therefore, preferences for social in? uences in making career choices may also differ in individualistic versus collectivistic cultures. Research examining the differential role of peers, colleagues, mentors, managers, etc. in career decision-making is limited. Related research suggests that there is a positive relationship between collectivism and family relatedness, and individualism and peer relatedness ? n, (Benet-Martinez and Karakitapoglu-Aygu 2003; Kwan et al. , 1997). Some studies have treated I/C as an individual difference variable (Ramamoorthy and Carroll, 1998; Ramamoorthy and Flood, 2002), suggesting th at even within a country considerable variability may exist in cultural values at the individual level. These differences may have an effect on individual’s attitudes and behavior.It may be inferred, therefore, that variability in I/C is likely to exist in the sample of Indian management students, and this variability may have an effect on what factors and relationships are likely to in? uence these students in their choice of career. Career orientation and career success â€Å"Career success orientation† may be described as â€Å"the way people de? ne their success at work and that individual perceptions of career success re? ect individual values, attitudes and motivation with respect to both work and life in a broader sense† (Derr, 1986).This orientation provides a guide to action, and hence is similar to an attitude (McGuire, 1985), which has a cognitive component (a set of beliefs about the career), an evaluative component (a sense of what would be a  "good career† or a â€Å"bad career† for oneself), and a behavioral component (an action tendency or a predisposition to behave in certain ways). There are two types of career orientations: (1) protean (new career orientation); and (2) conventional (traditional organizational orientation). Hall ? rst described the protean career in 1976.According to Hall (2004), a â€Å"protean† career is one that is managed proactively by individuals (self-directed) according to their own personal values (values driven), rather than by organizational rewards. Core protean values are freedom and growth (Hall, 1976, 2002), and the main criteria of success are subjective (intrinsic/psychological success) and not objective (extrinsic/material). A protean career orientation re? ects the extent to which an individual adopts such a perspective to their career (Briscoe and Hall, 2006). Career choice of management students 365 CDI 13,4 66 A conventional career orientation de? ned career success in terms of measurable objective factors such as salary, recognition, or number of promotions (Gattiker and Larwood, 1988). The core value of conventional career orientation is â€Å"advancement†. Even though career success has been researched extensively since the 1950s, the study of subjective and objective career success did not start until 1988 (Gattiker and Larwood, 1988), and until 2002, none of these studies involved collecting the participants’ own (subjective) view of their measures of career success.The current study aims to explore Indian management students’ subjective view of career success and also attempts to understand the relationship of their career success orientation with the factors and relationships in? uencing career choice. Method Sample characteristics and data collection The sample[2] consisted of 93 management students at the University of Delhi, India, who were starting their ? rst year of a two-year full time MBA degree progr am. Questionnaire responses were obtained from 99 students, of which 93 were Indian citizens. The other six students were foreign students from Nepal, Sri Lanka and Canada.For the purpose of the present paper, only the responses of the Indian citizens were analyzed. Hence, the total sample size was 93, of whom 50. 5 percent (n ? 47) were male, and 49. 5 percent (n ? 46) were female. Their age ranged from 20 to 27 years, with an average age of 22 years and two months. The majority of the students (31. 2 percent) were 21 years of age and Hindu (88. 2 percent) by religion. All the students were unmarried. The majority of students (n ? 65; 69. 9 percent) belonged to families in which the father was serving as an employee in either a technical or a professional capacity.Only 18 students (19. 4 percent) had a business background, with their father being self-employed or an entrepreneur. Of a total of 93 students, 42 students (45. 2 percent) had non-working mothers and 43 had working mothe rs, of which 37. 6 percent (n ? 35) were in the employment of others, 6. 5 percent (n ? 6) were self-employed, and 2. 2 percent (n ? 2) were working part-time. A total of 43 students came from families where both parents were working, either in the employment of others or owning their own business. Each student was asked to complete a questionnaire within the ? rst 20 days of joining the full-time, wo-year MBA degree program. The data for the present article was collected in July 2006. Measures ? Factors in? uencing career choice. The 14-item scale developed by Ozbilgin et al. (2004) was used to obtain data on the degree to which various factors in? uenced the career choice of the students sampled. Each item on the scale corresponded to a career choice factor. The reliability of the scale, as evidenced by Cronbach’s a, was 0. 66. Relationships in? uencing career choice. The in? uence of certain individuals (relationships) such as father, mother, friends, colleagues, etc. on s tudents’ career choice was assessed through a nine-item questionnaire (a ? 0:65). Individualism-collectivism. Cultural values on Hofstede’s individualism-collectivism dimension were measured using a 16-item questionnaire developed by Triandis and Gelfand (1998). Cronbach’s a for eight individualism items was 0. 59, and for eight collectivism items it was 0. 62. Career orientation. A 13-item scale developed by Baruch (2006) was used to measure career orientation, with nine items measuring a protean view of a career and four items measuring a traditional view of a career. Cronbach’s a for protean items was 0. 5, and for traditional items a was 0. 81. Responses on all the questionnaires were obtained on a seven-point Likert scale where 1 ? strongly disagree/not at all important, and 7 ? strongly agree/very important. Results Factors in? uencing career choice The means and standard deviations of the 14 factors that in? uenced the career choice of MBA students in India are presented in Table I, for the total sample and by gender. As is evident from Table I, MBA students from India rated their â€Å"skills, competencies, and abilities† as the most important career choice in? uencing factor, followed by â€Å"education and training† and â€Å"? ancial rewards in this career†. Separate analyses by gender showed that male and female Indian MBA students differed in the factors they rated as the most important in in? uencing their career choice (see Table I). Male students rated â€Å"? nancial rewards in this career† as the most important factor in their career choice decision followed by â€Å"Quality of life associated with this career† and â€Å"skills, competencies, and abilities†. For female students, â€Å"skills, competencies, and abilities† and â€Å"education and training† were the most important factors. T-tests revealed two factors – â€Å"Quality of life associated wi th this career† (t ? :98; p , 0:05) and â€Å"Financial rewards in this career† (t ? 2:37; p , 0:05) – that were signi? cantly more important determinants of career choice for male as compared to female MBA students in India. No other career choice factors revealed signi? cant gender differences. For both male and female Indian management students, as well as for the total sample, â€Å"lack of access to other career options† was the lowest rated factor in their Total sample (n ? 93) Mean SD 6. 04 5. 90 5. 82 5. 77 5. 70 5. 58 5. 46 5. 39 5. 13 4. 59 4. 31 3. 71 2. 94 2. 48 1. 07 6. 04 1. 31 1. 30 1. 40 1. 53 1. 52 1. 57 1. 52 1. 47 1. 93 1. 89 1. 66 1. 60Career choice of management students 367 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Factors in? uencing career choice My skills and abilities My education and training Financial rewards in this career I have a free choice in making my career decisions Quality of life associated Promotion opportunities Training and education My love of this career Success stories of friends, family My knowledge of the labor market My ? nancial/economic condition Ease of access to this career Chance, luck or circumstances Lack of access to other career options Males (n ? 47) Mean SD 5. 96 5. 77 6. 13 5. 72 5. 98 5. 83 5. 17 5. 30 5. 04 4. 36 4. 23 3. 66 3. 09 2. 1. 02 1. 29 0. 82 1. 26 0. 99 1. 15 1. 48 1. 60 1. 44 1. 54 1. 95 1. 82 1. 47 1. 55 Females (n ? 46) Mean SD 6. 13 6. 04 5. 50 5. 83 5. 41 5. 33 5. 76 5. 48 5. 22 4. 83 4. 39 3. 76 2. 78 2. 35 1. 13 1. 43 1. 62 1. 34 1. 68 1. 81 1. 52 1. 55 1. 60 1. 37 1. 94 1. 96 1. 84 1. 65 Table I. Means and SDs: factors in? uencing career choice of Indian MBA students CDI 13,4 career choice. â€Å"Chance, luck or circumstances†, â€Å"ease of access to this career†, â€Å"? nancial and economic condition†, and â€Å"knowledge of labor and/or career market† were also not perceived as having an important in? uence on their career choice . Role of relationships in in? encing career choice Table II presents the means and standard deviations with respect to the in? uence of individuals and relationships on career choice of Indian MBA students for the total sample and by gender. It is evident from the results that â€Å"father† exerted the greatest in? uence on the career choice of students in India, for both male and female students. For female students, the second most important in? uence was that of the â€Å"mother†. However, for male students, â€Å"friends†, that is, the peer group, played a more important role than the â€Å"mother†, and was second only to the â€Å"father† in their career choice decision. Managers† and â€Å"relatives† were the least important in in? uencing the career choice of all Indian management students. t-Tests revealed no signi? cant differences between male and female students in the in? uence of relationship types (father, mother, work c olleague, etc. ) on career choice. Cultural values and career success orientation Table III presents the descriptive results for individualism/collectivism (I/C) and for protean/conventional career orientation. The mean scores on Hofstede’s I/C dimension suggest that Indian MBA students were moderately high on both individualism (mean ? 0:52) and collectivism (mean ? 42:82), with a slightly higher score on 368 No. 1 2 3 4 5 6 7 8 9 Individuals/relationship types Father Mother Friend/s Fellow students Teacher/mentor Work colleagues Signi? cant other/partner Another relative Manager Total sample (n ? 93) Mean SD 4. 76 4. 23 4. 13 4. 03 3. 60 2. 94 2. 68 2. 63 2. 63 1. 94 1. 90 1. 89 1. 83 2. 03 1. 90 2. 22 1. 83 1. 94 Males (n ? 47) Mean SD 4. 57 4. 19 4. 32 4. 00 3. 83 3. 20 2. 61 2. 37 2. 63 2. 03 1. 87 1. 83 1. 68 1. 98 1. 85 2. 22 1. 72 1. 98 Females (n ? 46) Mean SD 4. 96 4. 26 3. 93 4. 07 3. 37 2. 68 2. 75 2. 9 2. 63 1. 85 1. 94 1. 95 1. 98 2. 08 1. 94 2. 24 1. 92 1. 92 T able II. Means and SDs: relationships in? uencing career choice of Indian MBA students Table III. Means and SDs: cultural values and career orientation of Indian MBA students Indian MBA students Total (n ? 93) Males (n ? 47) Females (n ? 46) Cultural values Individualism Collectivism Mean SD Mean SD 40. 52 40. 98 40. 04 5. 77 5. 69 5. 87 42. 82 42. 63 43. 00 5. 77 5. 37 6. 20 Career orientation Protean Conventional Mean SD Mean SD 48. 85 49. 38 48. 30 6. 33 5. 78 6. 87 19. 80 20. 26 19. 33 4. 86 3. 85 5. 72 collectivism.A paired t-test was conducted to determine whether there was a signi? cant difference on these two cultural values among the Indian MBA students. The paired t-test revealed that the mean score of collectivism was signi? cantly higher than the mean score of individualism (paired samples t ? 22:82; p , 0:01). The mean scores of male and female students on the I/C dimension (Table III) suggest that both male and female MBA students in India had stronger collectivistic v alues (mean scores for males ? 42:63; for females ? 43:00) compared to individualistic values (mean scores for males ? 40:98; for females ? 0:04). Mean scores for the two types of career success orientation, protean and conventional, suggest that Indian management students were moderately high on both (protean mean ? 48:85, nine items; conventional mean ? 19:80, four items). Thus, freedom and growth, as well as position and salary, were important criteria of career success for these students. A paired t-test conducted between the two subscales (protean subscale and conventional subscale) revealed the protean career orientation to be signi? cantly higher among the Indian MBA students (paired samples t ? 43:56; p , 0:01).T-tests for group differences revealed no gender differences with respect to cultural values as well as career success orientation, among Indian MBA students. Relationship of factors in? uencing career choice and relationship types with individualism/collectivism Apar t from an attempt to explore the relative strength of I/C cultural values among Indian MBA students, the present study aimed to examine the relationship between individualistic and collectivistic value orientations at the individual level and the in? uence of various factors and relationships in making career choices among Indian management students.Pearson correlations were calculated in order to understand which career choice factors will be more in? uential for students with a more collectivistic or individualistic orientation. Individualism was found to be signi? cantly positively correlated with the â€Å"quality of life† (r ? 0:36; p , 0:01), â€Å"promotion opportunities† (r ? 0:22; p , 0:05), and â€Å"? nancial rewards† (r ? 0:35; p , 0:001) available in a management career. High collectivism was signi? cantly positively correlated with â€Å"love of a career in management† (r ? 0:26; p , 0:05), and â€Å"belief that one had a free choice in mak ing the career decision† (r ? :33; p , 0:001). Pearson correlations were also calculated between cultural values and types of relationships that in? uenced career choice of Indian MBA students to see whether students who differed in their levels of collectivism/ individualism also differed in the extent to which they were in? uenced by different types of relationships (father, mother, friends, etc. ) when making career choice. The results showed no signi? cant correlation between individualistic values and in? uence of relationship types on the career choice of Indian MBA students. However, a high level of collectivism was found to be signi? antly positively correlated with the in? uence of â€Å"father† on their career choice (r ? 0:24; p , 0:05). No other relationship type was found to have a signi? cant correlation with collectivism. The ? ndings of the present study are supported by studies conducted in other collectivistic societies such as Turkey. Career choice of management students 369 CDI 13,4 370 Relationship of factors in? uencing career choice and relationship types with career orientation Pearson correlations calculated between career orientation and factors in? uencing career choice and relationship types suggested that protean career orientation was signi? antly positively correlated with â€Å"skills, competencies, and abilities† (r ? 0:30; p , 0:005), â€Å"knowledge of labour/career market† (r ? 0:25; p , 0:05), â€Å"training and education opportunities† (r ? 0:36; p , 0:01), â€Å"quality of life† (r ? 0:23; p , 0:05), â€Å"love of this career† (r ? 0:27; p , 0:01), and â€Å"free choice† (r ? 0:23; p , 0:05). Conventional career orientation was found to be signi? cantly positively correlated with â€Å"quality of life† (r ? 0:50; p , 0:01), â€Å"promotion opportunities† (r ? 0:30; p , 0:005), â€Å"? nancial rewards† (r ? 0:55; p , 0:01), â€Å"training and educ ation opportunities† (r ? :22; p , 0:05), â€Å"ease of access to this career† (r ? 0:21; p , 0:05), and â€Å"success stories† (r ? 0:33; p , 0:001). With respect to relationship types, high protean career orientation was signi? cantly negatively correlated with the in? uence of â€Å"relatives† (r ? 20:27; p , 0:05) and positively correlated with the in? uence of â€Å"manager† (r ? 0:28; p , 0:05). Conventional orientation, on the other hand, was signi? cantly positively correlated with the in? uence of â€Å"mother† (r ? 0:26; p , 0:05), â€Å"father† (r ? 0:23; p , 0:05), and â€Å"manager† (r ? 0:26; p , 0:05).Discussion The study aimed to identify the factors and relationship types that in? uenced career choice of MBA students in India. The relationship of individualism/collectivism and protean/conventional career orientation with factors and types of relationships that in? uenced the career choice of these students was a lso explored. Indian MBA students considered their own â€Å"skills, competencies, and abilities† and â€Å"education and training† (intrinsic career choice factors) as playing the most signi? cant role in their choice of a management career. With respect to relationships, â€Å"father† exerted the greatest in? ence on their career choice. The results replicate the ? ndings of the study by Pines and Baruch (2007), and Pines et al. (2002) across ? ve countries (i. e. Israel, the UK, Turkey, Cyprus, and Hungary). Students opting for a managerial career may be similar in certain respects, irrespective of nationality. The important in? uence of â€Å"father† in career decision of Indian students may be understood in the context of a largely patriarchal society. The fact that the majority of the students had a professional background, their father being an executive/ professional, may also have in? uenced their career choice.Numerous studies have shown similar ities between parents’ occupations and their children’s career aspirations (Barling, 1990; Trice and Knapp, 1992). Findings on I/C suggest that even though Indian MBA students had a mix of both cultural values, they showed a de? nite preference for collectivism, thus supporting Hofstede’s (1980) ? ndings. Several other studies suggest that the Indian culture is collectivist (Sinha and Verma, 1987; Verma, 1999; Verma and Triandis, 1998). Evidence also suggests that Indian students exhibit a mix of both individualistic and collectivistic behaviors when I/C is seen as an individual level variable.Hence, I/C are not a bipolar dimension (Triandis, 1994). In a dynamic society characterized by economic liberalization and a Western pattern of education, students may be exposed ? n to both I&C value preferences, emphasizing both (Karakitapoglu-Aygu and Sayim, 2007; Ramamoorthy et al. , 2005). It is likely that Indians value both I&C, which coexist and jointly in? uence t he way they de? ne themselves, relate to others, and decide priorities in conforming to social norms (Sinha et al. , 2001). The relative salience of the situation will determine which of the two – collectivism or individualism – will be evoked (Tripathi, 1988).It is likely that Indian students who demonstrated high collectivistic orientation may make individualistic choices in situations that related to the individual’s career (Sinha and Tripathi, 1994). Similarly, students who showed higher individualism may make collectivist choices in a non-career context. The ? ndings about the relationship of factors and people in? uencing the career choice of Indian MBA students to cultural values may be explained within this context. In individualistic cultures, individuals are looking for individual advantage, career progression, autonomy and individual ? ancial security (Price, 1997); they believe they are responsible for their own future and are concerned with material possessions and social status (Di Cesare and Golnaz, 2003; Hofstede and Hofstede, 2005). A higher level of individualism among Indian students was found to be signi? cantly correlated with extrinsic factors (money, status, etc. ), suggesting that these students placed a greater value on material bene? ts, such as money, social prestige, and career advancement. Those students who had a collectivistic orientation emphasized â€Å"free choice† and â€Å"love of career† as important in? uences on their career choice.Collectivists tend to subordinate personal goals to group goals, and emphasize values of harmony, cooperation, and low levels of competition. Hence, high levels of collectivism may be associated with a desire to demonstrate that one had chosen the career out of free will, and not out of competition or pressure to conform, thus emphasizing harmony. Indian management students who were high on individualistic values were not in? uenced by their family or signi? c ant social networks in their choice of career. However, students who were high on collectivism were in? uenced by their father in ? their career choice decision.Similar ? ndings were reported by Karakitapoglu-Aygun and Sayim (2007) in a study of Turkish MBA students. Since the I/C dimension emphasizes separateness versus embeddedness in social relationships, it is expected that a collectivistic person may value support from others, especially from family members, in his/her career decision-making process, thus suggesting a positive relationship between collectivism and family relatedness (Kwan et al. , 1997). On the other hand, an individualistic person might not value the involvement of others, especially family members, in an important decision such as career choice.Indian management students demonstrated both protean and conventional career orientation, but were predominantly protean. According to Reitman and Schneer (2003), MBA graduates enjoy both self-managed and promised (con ventional) career trajectories. Except for one career choice factor – i. e. â€Å"quality of life† (extrinsic) – all other factors (â€Å"love of the career†; â€Å"skills and competencies†) that were positively correlated with protean career orientation in the present study were individual-centric.Studies have shown a protean career orientation to be positively related to subjective career success (in terms of career satisfaction) while the ? ndings with regard to objective career success (in terms of salary and promotion rate) have been inconsistent (Briscoe, 2004). Since the protean career orientation re? ects self-directedness, people/relationships may not in? uence career choice of protean individuals. The in? uence of manager on a protean individual’s career choice in the present study may suggest the protean individual’s desire for growth, and the perception of manager as a symbol of success.Career choice of management students 371 CDI 13,4 372 Individuals with higher conventional orientation, unlike those with protean orientation are not likely to be self-directed or in charge of their career. Therefore, factors like ease of access and success stories of others may play an in? uential role in their choice of career, as among Indian students. These individuals are also likely to be in? uenced by others, such as father and mother, in their career choice. These ? ndings may be viewed in conjunction with the predominantly collectivistic orientation of Indian students.Gender differences In terms of the â€Å"intrinsic† and â€Å"extrinsic† classi? cation of career choice factors, it appears that intrinsic factors (such as skills and competencies) were more important for female students in their choice of management career, while extrinsic factors were more important for male students. The results may be explained with reference to the traditional view of â€Å"managerial career† as being a â€Å"male† profession. Women face barriers to career success not faced by males (Simpson, 2000) and are assessed under stricter criteria than men (Morrison et al. , 1987).To progress women must prove that they have the competence to succeed. Hence, the inputs of education and training are more objective merits that help women to enhance their credibility and credentials (Melamed, 1996). The study revealed no gender differences on any other variable. Hall (2004) proposed that a person’s career orientation was unrelated to gender. Regarding the study of sex differences, Baumeister (1988) proposes that this is no longer necessary, while Eagly (1987) and Lefkowitz (1994) advocate the investigation of sex differences in organizational behavior.If obtained consistently across studies, even null ? ndings are important (Lefkowitz, 1994) since these would help establish that women and men are similar in many respects. Implications The ? ndings of the study may have an implic ation for vocational guidance and counseling among Indian students aspiring for a career in management. By gaining an insight into how students make their career choices, an effort can be made to guide students towards more realistic career choices. However, the ? ndings of the study have limited generalizability. Notes 1. See www. india-today. om/btoday/07051998/cover5. html/12/28/2007 2. 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(1994), â€Å"Theoretical and methodological approaches to the study of collectivism ? ? and individualism†, in Kim, U. , Triandis, H. C. Kagitcibasi, C. , Choi, S. C. and Yoon, G. (Eds), Individualism and Collectivism: Theory, Method, and Application, Sage Publications, Thousand Oaks, CA, pp. 41-51. Triandis, H. C. and Gelfand, M. J. (1998), â€Å"Converging measurement of horizontal and vertical individualism and collectivism†, Journal of Personality and Social Psychology, Vol. 74, pp. 118-28. Trice, A. D. and Knapp, L. (1992), â€Å"Relationship of children’s career aspirations to parents’ occupations†, The Journal of Genetic Psychology, Vol. 153 No. 3, pp. 355-7. Tripathi, R. C. (1988), â€Å"Aligning development to values in India†, in Sinha, D. and Kao, H. S. R. Eds), Social Values and Development: Asian Perspectives, S age Publications, New Delhi, pp. 314-32. Verma, J. (1999), â€Å"Collectivism in the cultural perspective: the Indian scene†, in Lasry, J. C. , Adair, J. and Dion, K. (Eds), Latest Contributions to Cross-cultural Psychology, Swets & Zetlinger, Lisse, pp. 228-41. Career choice of management students 375 CDI 13,4 Verma, J. and Triandis, H. C. (1998), â€Å"The measurement of collectivism in India†, paper presented at the Meeting of the International Association of Cross-Cultural Psychology, Bellingham, WA, August. Webster’s Dictionary (1998), Webster’s Revised Unabridged Dictionary, MICRA, Plain? ld, NJ. Further reading Agarwal, P. (2006), â€Å"Towards excellence – higher education in India7†, Working Paper No. 179, Indian Council for Research on International Economic Relations (ICRIER), Confederation of Indian Industry (CII). Kumar, R. and Usunier, J. -C. (2001), â€Å"Management education in a globalizing world: lessons from the French ex perience†, Management Learning, Vol. 32 No. 3, pp. 363-91. Corresponding author Tanuja Agarwala can be contacted at: [email  protected] com 376 To purchase reprints of this article please e-mail: [email  protected] com Or visit our web site for further details: www. emeraldinsight. com/reprints

Organisational Theory Essay

â€Å"Power, conflict and resistance key determinants of organisational life. † -Modern, symbolic-interpretive, post-modern and critical theory perspectives have different ways of understanding power, control and resistance in organisations. Choose two of the four theoretical perspectives and discuss how each perspective’s understanding of power, control and resistance in organisations contributes to different ideas about the nature of organisations. Introduction: The purpose of this essay is to analysis the two theoretical perspectives of Modern and Post-modern which have different ways of understanding power, control and resistance in organisations. We shall go through by the philosophical choices of ontology and epistemology, then examine the assumptions underlying of these two perspectives, and to compare from different perspectives and of distinctive contributions to the power, conflict and resistance which are key determinants of organisational life. Ranson et al. (1980), stated that â€Å"Organizational structure†¦ describes both the prescribed frameworks and realized configurations of interaction, and the degrees to which they are mutually constituted and constituting. Modernism: As to Hatch and Cunliffe (2006), Modernist focus on Objectivism which is belief in objective, external reality that independently exist from our knowledge on ontology philosophical saying. Martin Parker (2008) stated that on epistemology way, Modernism elevates the ‘faith in reason to a level at which it becomes equated with progress. † Clegg and Kornberger (2003) explained that Modernism does go through adherence to the canons of positivism – which discovering the Truth by using reliable measurement and valid concepts to examine knowledge against an objective world. Hatch and Cunliffe (2006) that Modernist organisation theorists believe that complete knowledge means understanding how and why organizations function the way they do and how their functioning is influenced by different environmental conditions. Modernist is emphasis on looking for universal laws and methods to solve problems, and by using standardized procedures and routine practices to control the organisation. Hatch and Cunliffe (2006) further elabourated

Inferential Statistics and Findings Essay Example

Inferential Statistics and Findings Essay Example Inferential Statistics and Findings Essay Inferential Statistics and Findings Essay Inferential Statistic is the procedure of pulling decisions from informations that are capable to random fluctuation. for illustration. experimental mistakes or trying fluctuation. Our squad uses illative statistic to compare two groups. which are Melks and DHL. This paper outlines the sampling and informations aggregation process used to prove the void hypothesis. The nothing and surrogate hypotheses are: ( There is no important difference in trade name consciousness based on the selling channel used ) . ( There is a important difference in trade name consciousness on the footing of the selling channel used ) . Here is an illustration of the statistics of our consequences depicting the entire figure of people from minimal age to maximum from ages 35 to 55. Mock information for the independent variables for Melks. The Pie chart below states the per centums of income of each part surveyed. get downing with Los Angeles taking with 44 % . New York with 35 % . and the southern part with 21 % . Los Angeles and New York combined holds about 80 % of the income documented in the studies. The following pie graphs explicate how MELKS services where utilized from consumers by telling ware online from Online shops like Amazon. eBay. Craig’s list. and a bunch of section shops while and having by Melks bearers. Besides one of the graphs show the per centum DHL controls with their bringings from these same online shops. Although the graphs expression really similar. nevertheless they are different in the figure of clients of whom use the services. The above column chart shows how we picked the targeted group for our squad survey with the people in the 35-55 old ages old age group. These peculiar groups of people have households. and they use bringing services of some type when telling. delivering or buying merchandises through the Internet. In decision Inferential Statistics is pulling decisions from informations that are capable to random fluctuation in this instance is Melks and DHL and this shows us the difference in per centum of use between the two bearer services Melks and DHL. This has give us more information to find if the void hypothesis will be right or if we will necessitate to accept the alternate hypothesis. Mention Heppner. P. P. . Kivlighan. D. M. . Jr. . A ; Wampold. B. E. ( 1999 ) . Research design in guidance ( 2nd ed. ) . New York: Brooks/Cole. Kerlinger. F. N. ( 1986 ) . Foundations of behavioural research ( 3rd ed. ) . Fort Worth: Holt. Rinehart and Winston. Inc. Smith. Ph. D. . S. ( 2013 ) . Determining Sample Size: How to Guarantee You Get the Correct Sample Size. Retrieved from hypertext transfer protocol: //www. qualtrics. com/blog/determining-sample-size Nichols. J. ( 2014 ) ehow subscriber. The Average Income Per Household by State. Retrieved from hypertext transfer protocol: //www. ehow. com/info_7750187_average-income-per-household-state. hypertext markup language

Biography of Camilo Cienfuegos, Cuban Revolutionary

Biography of Camilo Cienfuegos, Cuban Revolutionary Camilo Cienfuegos (February 6, 1932–October 28, 1969) was a leading figure of the Cuban Revolution, along with Fidel Castro and Chà © Guevara. He defeated Batista forces at the Battle of Yaguajay in December 1958, and after the triumph of the Revolution in early 1959 he took on a position of authority in the Army. Cienfuegos is considered one of the greatest heroes of the Revolution and every year Cuba celebrates the anniversary of his death. Fast Facts: Camilo Cienfuegos Known For: Cienfuegos was a key guerilla leader in the Cuban Revolution.Also Known As: Camilo Cienfuegos GorriarnBorn: February 6, 1932 in Havana, CubaDied: October 28, 1959 (Presumed dead after his plane disappeared over the Straits of Florida)Education: Escuela Nacional de Bellas Artes San AlejandroNotable Quote: Vas bien, Fidel  (Youre doing fine, Fidel)  (Uttered during a revolutionary rally in 1959 after Fidel Castro asked Cienfuegos how his speech was going) Early Life Camilo Cienfuegos Gorriarn was born in Havana, Cuba, on February 6, 1932. As a young man, he was artistically inclined; he even attended art school but was forced to drop out when he could no longer afford it. Cienfuegos went to the United States for a time in the early 1950s in search of work but returned disillusioned. As a teenager, he became involved in protests of government policies, and as the situation in Cuba worsened, he became more and more involved in the struggle against president Fulgencio Batista. In 1955, he was shot in the leg by Batistas soldiers. According to Cienfuegos, that was the moment at which he decided he would strive to free Cuba from the Batista dictatorship. Revolution Cienfuegos moved to Mexico, where he met up with Fidel Castro, who was putting together an expedition to head back to Cuba and start a revolution. Camilo eagerly joined up and was one of 82 rebels packed into the 12-passenger yacht Granma, which left Mexico on November 25, 1956, and arrived in Cuba a week later. The Cuban Army discovered the rebels and killed most of them, but a small group of survivors was able to hide and later regroup. The 19 rebels spent several weeks in the Sierra Maestra mountains. Comandante Camilo As one of the survivors of the Granma group, Cienfuegos had a certain prestige with Fidel Castro that the others who joined the revolution later did not. By the middle of 1957, he had been promoted to comandante and had his own command. In 1958, the tide began to turn in favor of the rebels, and Cienfuegos was ordered to lead one of three columns to attack the city of Santa Clara (another was commanded by Chà © Guevara). One squad was ambushed and wiped out, but Guevara and Cienfuegos ultimately converged on Santa Clara. The Battle of Yaguajay Cienfuegoss force, joined by local farmers and peasants, reached the small army garrison at Yaguajay in December 1958 and besieged it. There were about 250 soldiers inside under the command of Cuban-Chinese captain Abon Ly. Cienfuegos attacked the garrison but was repeatedly driven back. He even tried putting together a makeshift tank out of a tractor and some iron plates, but the plan was not successful. Eventually, the garrison ran out of food and ammunition and surrendered on December 30. The next day, the revolutionaries captured Santa Clara. (Today, a museum in Cienfuegos honor- the Museo Nacional Camilo Cienfuegos- stands in Yaguajay.) After the Revolution The loss of Santa Clara and other cities convinced Batista to flee the country, bringing the revolution to a close. The handsome, affable Cienfuegos was very popular, and upon the success of the revolution was probably the third most powerful man in Cuba, after Fidel and Raà ºl Castro. He was promoted to head of the Cuban armed forces in early 1959. In this capacity, he assisted the new Castro regime as it made changes to the Cuban government. Arrest of Matos and Disappearance In October 1959, Fidel Castro began to suspect that Huber Matos, another one of the original revolutionaries, was plotting against him. He sent Cienfuegos to arrest Matos, as the two were good friends. According to later interviews with Matos, Cienfuegos was reluctant to carry out the arrest, but followed his orders and did so. Matos was sentenced and served 20 years in prison. On the night of October 28, Cienfuegos flew back from Camaguey to Havana after completing the arrest. His plane disappeared and no trace of Cienfuegos or the airplane was ever found. After a few frantic days of searching, the hunt was called off. Death Cienfuegos’s disappearance and presumed death have caused many to wonder if Fidel or Raà ºl Castro had him killed. There is some compelling evidence on both sides, and historians have not yet reached a conclusion. Given the circumstances of the case, it is possible that the truth will never be known. The case against: Cienfuegos was very loyal to Fidel, even arresting his good friend Huber Matos when the evidence against him was weak. He had never given the Castro brothers any cause to doubt his loyalty or competence. He had risked his life many times for the Revolution. Chà © Guevara, who was so close to Cienfuegos that he named his son after him, denied that the Castro brothers had anything to do with Cienfuegoss death. The case for: Cienfuegos was the only revolutionary figure whose popularity rivaled Fidel’s, and as such was one of a very few people who could go against him if he wished. Cienfuegos’s dedication to communism was suspect- for him, the Revolution was about removing Batista. Also, he had recently been replaced as head of the Cuban Army by Raà ºl Castro, a sign that perhaps they were planning to move on him. Legacy It will probably never be known for sure what happened to Cienfuegos. Today, the fighter is considered one of the great heroes of the Cuban Revolution. He has his own monument at the site of the Yaguajay battlefield, and every year on October 28 Cuban schoolchildren throw flowers into the ocean for him. Cienfuegos also appears on Cuban currency. Sources Brown, Jonathan C. Cubas Revolutionary World. Harvard University Press, 2017.Kapcia, Antoni. Leadership in the Cuban Revolution: the Unseen Story. Fernwood Publishing, 2014.Sweig, Julia. Inside the Cuban Revolution: Fidel Castro and the Urban Underground. Harvard University Press, 2004.

Argument Essay Example | Topics and Well Written Essays - 2500 words

Argument - Essay Example This paper begins with the basic argument that organizations are forced to deploy surveillance mechanisms in their workplaces because of unethical behavior of employees during work. However, personal confidentiality could be defined as a right of an individual to freely live his life without the interference from anyone else until he permits someone to do so (Bagdanskis & Sartatavicius, 2012). Organizations are bound to follow ethical code of conduct by the laws prevailing in the US. The basic purpose of this research is to decide whether these surveillance systems used by companies to monitor job activities of their staff are ethical or not. They do not appear to be as such from the first glance. However, final conclusion will be made after having analyzed available literature on ethical perspective of organizations’ employee surveillance systems. Fundamentally, organizations are paying their employees for the work they do, so they have every right to monitor them in the offi ce because, while employees are working, they are considered as an intellectual property of the organization; therefore, organization possess every right to ensure that they are duly working on the tasks assigned to them. On the other hand, organizations must pay their employees on time, provide them friendly and healthy environment to work in and should take the responsibility of providing health insurance. Once an organization fulfills its side of the contract, then it wins the right to engage its employees within the boundaries of their job description. The above argument may appear to be vicious. However, scholars must attempt to understand the basic goal of the organization that is to maximize the shareholders’ return. In order to fulfill this promise, organization cannot allow its employees to waste organizational resources on wishful internet surfing, for instance. At the same time, this paper urges its readers not to take this literary effort as an attempt to issue a free license to organizations to violate human rights through enslaving the workers by intruding on their privacy. On the contrary, it is highlighting a basic right of organizations to direct the professional endeavors of their employees. According to Evens (2007), more than eighty percent of American organizations installed mechanisms to monitor employees’ activities, which include close circuit cameras and other similar devices. In reaction to this trend many of the scholars rose voices in order to eliminate this practice. But they are not willing to appreciate the positive impact of this practice on employees’ productivity. Additionally, employees are saved from old fashioned scolding from their bosses as due to technological interventions the latter can monitor the former ones remotely. At the same time, covert surveillance motivates empolyees to keep on working because of constant monitoring in their offices. However, nowadays polite management is a norm, but this humbleness thrives on the concept of paycut due to any professional deficiency on the behalf of employees. On the other hand, organizations are expected to communicate the workplace management rules in order to keep their employees well informed about the mechanism of control, which firms tend to deploy (Dillon, Hamilton, Thomas, & Usry, 2008). However, there is a statistically inverse relation between workplace surveillance and job performance measures