The final project Research Paper Example | Topics and Well Written Essays - 1250 words

The final project - Research Paper Example Precisely, behavioral aspect of budgeting is summarized as participation, budget slack, politics, group effects, motivation and feedback. Financial accountants, economists as well as financial analyst are all involved in the process of developing a budget (Deegan & Unerman, 2006). A budgeting design where by the people involved are active members of the business or organization is known as participative budgeting. This kind of budgetary design ends up creating budget that is more realistic and adoptable. It pulls up employees’ morale and it cats a gauge for their effort in the growth and development of the business and or organization (Shah, 2007). As opposed to top-down budget that is generally imposed on employees by the executive directors and managers, participative budgeting takes into account the opinions and contributions of others. However, if the budget design is purely participative then the resulting budget may not put into consideration some of the high level strategic plans. If an organization has to use participative budgeting design them the top management must serve other people involved in the process with write-ups indicative expected outcome of the budgeting process. In literature, the models of budgetary participation between superiors and subordinates have been identified, with emphasis on who has the greater influence on the budget outcome. (Brown et al., 2013; Brink et al., 2012; Chong, K., & Chong, M., 2002; Chenhall, 1986; Wentzel, 2002; Lindquist, 1995). While Brown et al. (2013). developed a subordinate and superior-set theory, Brink et al. (2012) made their division based on the roles superiors play in the budgetary process namely active or passive players. This subdivision alludes to the principle that budget outcomes are being determined by the interaction between superiors and subordinate. In Brown et al. (2013) subordinate set theory and Brink et al. (2012) committed

Knowledge Management Essay Example | Topics and Well Written Essays - 750 words - 3

Knowledge Management - Essay Example The information or knowledge can be derived from two major sources: the individuals or employees and the information or data found in the approaches or procedures of the organization. â€Å"Knowledge management is the formulation of and access to experience, knowledge, and expertise that create new capabilities, enable superior performance, encourage innovation, and enhance customer value†(Gloet, 2006). Furthermore, â€Å" KM is a strategy that turns an organizations intellectual assets-both recorded information and the talents of its members into greater productivity, new value and increased competitiveness, it teaches cooperation from managers to employees, how to produce and optimize skills as a collective entity† (Gloet, 2006). The primary motive of knowledge management is to ensure that the aims and goals of the organization. The objectives of the organization revolve around the enhancement of performance, increasing organizational efficiency, innovation, learning and development and constant development of the organization (Addicott, McGivern and Ewan, 2006). Research suggests that KM concentrates on the integration of organizational learning and development in order to distribute knowledge and information. Furthermore, it allows individual employees and groups to work collaboratively in order to share organizational insights in order to improve organizational productivity and efficiency. It also concentrates on enhancing the overall organizational structure, increasing profitability and to change in accordance to the conditions of the market. Literature suggests that KM is an essential and integral part of business organizations and it concentrates on delivering and sharing of relevant knowledge to the appropriate individual at the right time. For this purpose, it is essential that the knowledge management systems are developed in accordance to the needs

Roll of Thunder Essay Example for Free

Roll of Thunder Essay The novel, Roll of Thunder, Hear My Cry, by Mildred D. Taylor is about the struggle between the blacks and whites, about thirty years after slavery. Set in the 1930s, in the Mississippi, where slavery was very much supported, growing up is harsh for a young black girl. The story is about Cassie, aged nine, growing up learning about the harsh situation, fighting her own personal fights and discovering her feelings about T. J. . Cassie has to persevere by remembering her mothers words: every body born this earth is something, and nobody, no matter what colour, is better then anybody else. Cassie, the main character, tells the story from her own perspective; this helps the reader think like her. She is a mother figure and has a strong sense of her individuality, shown throughout the book. She is loyal, inquisitive, clever and forthright. T. J. , also a main character, is quite different to Cassie; he is disloyal, a cheat, lazy and he talks a lot. His disloyalty is shown especially when he lets others take the blame for his own wrong doing like the cheating incidents. He ,like Cassie, is very clever, but uses it in the wrong way. Both Cassie and T. J. speak in the southern dialect and accent. Cassie does not, and cannot accept the way things are between black folks and white folks. This is shown in chapter one when Cassie refuses to take the new school book, like her brother Little Man, because the front page classified them as nigre and that they got the book last: See Miz Crocker, see what it says. They give us these ole books when they didnt want em no more. It is also shown in chapter five when Cassie goes to Strawberry and Cassie cant accept the reason thems white folks wagons, and later on, Cassie fights back to Mr Barnett because she thought it was unfair he served white folks first, especially a child. She is persistent and her short-temper shows through. She takes revenge, is outspoken and says things like you got no right. I aint nobodys little nigger. and I already know what I am, but I betcha you dont know what you are, you ole . After this, while still in much distress, she bumps in to Lillian Jean, who demands an apology. Cassie doesnt want to as Lillian Jean is not much older than her but is forced to by Big Ma: her voice cracking as she spoke. go on child, apologise. and a painful tear slid down my cheek, Im sorry M-Miz Lillian Jean. This is because, in the Mississippi, things like this happening is very risky and I dont think Cassie understands this and so far, she has been lucky. Cassie is also very clever, in school and out. Cassie got top exam marks for her year but she is clever also for the readers benefit; she asks lots of questions for the reader, many of which she already knows the answer of: like in chapter four when she asks questions about their family history, for which she already knows the answers. Cassie also eavesdrops quite a bit and is curious; without this, the story would be quite different. This is also an example of her knowing what others want to know and what people are thinking e. g. in chapter three when Cassie realises Stacey, her older brother, blames himself for the night men coming she says: aint no call to go blaming yourself, we all done it . Cassie knows the difference between right and wrong, but doesnt always follow the right and covers up! Cassie still has a lot to learn about the bitter situation and her family are reluctant to show her. Cassie thinks through carefully her actions before doing them. This is shown in chapter seven when, at the beginning, she talks through to herself as she wonders about how she can deflate Lillian Jean for making her apologise. The actions are carried out in chapter eight when Cassie made out she understands why she should apologise and later she led Lillian Jean into the under growth and fought back and made her swear not to tell anyone about the incident. Cassie refers to it as just a game. This is because Cassie thinks what she did was only fair and doesnt fully understand the reason as she is still quite young. Cassie is also caring and protective. This is shown in chapter four when T. J. cheats in a history test and allows Stacey to get the blame. Stacey follows T. J. up to the Wallace store to take revenge, even though they were forbidden to go there. T. J. and Stacey fight and Cassie cheers on. It is also shown in chapter eight when they meet up with T. J. , just after Mama had been fired because of what T. J. said. Cassie and her brothers all went against T. J. and stood up for Mama. Cassie also gets jealous- of Miss Wellevers new dress.

Prisoners Plight in Platos Cave Allegory

Prisoners Plight in Platos Cave Allegory Through the interactive oral, I learned about the prisoners plight in Platos cave allegory. In the allegory, there are prisoners, chained, and facing a wall with a fire behind them. Objects are held up, casting shadows on the walls. The prisoners are only able to see the projected shadows; therefore, the prisoners could mistake these shadows for reality. If a prisoner were to be released and leave the cave, they would be blinded by the light and realize their error. A recurring motif in Sophocles Oedipus the King is sight and blindness and this motif is revealed as the prisoners in the allegory are mirrored by the characters during their journey to enlightenment. Firstly, Tiresias, in relation to Platos cave allegory, is the individual outside of the cave who is all- knowing, understanding the falsity of what the prisoners perceive. His knowledge of the truth is clear as it is Tiresias who reveals Oedipus crimes to him, setting him off on a journey of self- discovery; however, Oedipus hubris enables him from realizing the entire truth. Another character seen as a prisoner in the cave allegory is Jocasta, who experiences life both inside and outside of the cave. When she is inside the cave, she lacks the vision and insight to see Oedipus true identity. However, once free, she is no longer blind; therefore, she realizes that she has not thwarted fate, but has fulfilled it by bedding her son, who is also her husband. Upon reflection, it can be seen that for Jocasta, ignorance is bliss; she would rather deceive herself and believe in an illusion, than live with the truth. The allegory can also apply to Oedipus who, like Jocasta, has spent most of his lifetime inside the cave. Though given a glimpse of reality by Tiresias, his tragic flaw, his pride, prevents him from understanding the entire truth. Ultimately, Oedipus realizes the truth, but his realization leads to his metaphorical demise as he blinds himself. In this way, Oedipus is forced to live in darkness though he knows the truth and is outside the cave. Considering the interactive oral, my understanding of the characters struggle of sight and blindness was further developed as the motif is illustrated through the prisoners in Platos cave allegory and depicted by different characters in Sophocles Oedipus the King. The Inevitability of Truth Sophocles was an Ancient Greek writer whose works are considered as classics to this day. His tragedies offer insight into the social and political condition of Ancient Greek and often have deep, underlying messages. In one of his best known tragedies, Oedipus the King, Sophocles uses the motif of sight and blindness as a metaphor for insight and knowledge. While the physically blind prophet Tiresias is the only character who has insight, the protagonist, Oedipus, is blind to the fact that he has already fallen into his fate. Likewise, Jocasta, the wife of Oedipus, is metaphorically blind to the truth and willing to live in ignorance rather than knowing the truth. Regardless of willingness to accept the truth, Tiresias, Jocasta, and Oedipus ultimately achieve sight which represents knowledge of the truth, paralleling the inevitability of fate. Though physically blind, Tiresias has far more insight and knowledge than the other characters, even knowing the truth about Oedipus identity. When Oedipus arrives in Corinth, Tiresias recognizes him and refuses to reveal the truth, knowing that truth is harsh. Only when Oedipus mocks him, Tiresias suggests that Oedipus himself is Laius murderer and the subject of the prophecy. TIRESIAS: That man, I say, is here: a stranger in our midst, they thought, but in a moment you shall see him openly displayed a Theban born, and shattered by the honor. Blind instead of seeing, beggar instead of rich, hell grope his way in foreign parts, tapping out his war with stick in hand. (Sophocles 26) Despite his blindness, Tiresias is not afraid of Oedipus because he knows the truth. Therefore, he holds an advantage over Oedipus and offers hints about the man he seeks, clearly stating that man is here. Though Oedipus has insulted Tiresias, he is unwilling to reveal the harsh reality. Instead, he leaves Oedipus with an ironic riddle in which he refers to Oedipus as a stranger in our midst since Oedipus is a stranger to himself; he does not know he is the man whom he so desperately seeks. Furthermore, Tiresias claims Oedipus will be able to see this stranger, which is also ironic since Oedipus, who can physically see at the moment, is unable to recognize the truth behind Tiresias message. Finally, he foreshadows Oedipus future as a poor, blind man; in this way, Tiresias directly refers to Oedipus peripeteia, the reversal of his situation. Therefore, Tiresias metaphorical sight allows him to recognize fate and its working, unlike Oedipus whose pride blinds him to his fate. Like Oedipus, Jocasta can see physically, but is a victim of metaphorical blindness and is willing to live a life of ignorance rather than live with the truth. Jocasta, too, receives hints of Oedipus reality throughout the play, but deliberately attempts to ignore them, choosing ignorance over truth. When Jocasta realizes the truth before Oedipus, she begs him to stop his pursuit in order to prevent future pain. JOCASTA: Yet be persuaded, please. Do not proceed. OEDIPUS: Persuaded from the truth? Pursuing it? I must. JOCASTA: God help you, Oedipus! Hide it from you who you are. (Sophocles 59) Learning the truth about Oedipus identity devastates Jocasta as she begs Oedipus in a frantic and desperate tone. Her despair is further established as she even pleads to God to help Oedipus; this is a bitter concession of her belief in the power of the gods over chance. Ironically, prior to Jocastas revelation of the truth, she was a strong believer in chance and mocked the gods, clearly rejecting the oracles sayings. Once she has achieved metaphorical sight, she has no choice but to acknowledge the power of the gods; however, the truth pains Jocasta and she wishes to revert to her old life of ignorance as seen in her attempt to dissuade Oedipus in his own journey to uncover the truth. She desperately begs Oedipus to hide from the reality of his identity. By hiding from his own self and the truth of his identity, Oedipus would be concealed from the knowledge of the bleak and bitter truth that he is the murderer of Laius who wed his own mother; his sight would be concealed and the tr uth would be prevented from being discovered. Therefore, knowing that the truth is harsh, Jocasta reveals her own wishes to live in ignorance rather than truth. Jocastas recognition of the truth points to the power of fate as she tries to prevent the truth from coming into the light, denying the veracity of oracle, which is ultimately all in vain and useless to the power of fate. Contrary to Tiresias, Oedipus has the ability to see physically; however, his fatal flaw shadows his ability to see the truth, which ultimately leads to his downfall. In his attempt to discover the truth about the murder of Laius, he seeks Tiresias. After being insulted and mocked, Tiresias reveals hints about the truth Oedipus is blind to: TIRESIAS: I say, the murderer of the man whose murder you pursue is you. TIRESIAS: I say that you and your most dearly loved are wrapped together in a hideous sin, blind to the horror of it. OEDIPUS: You think you can go babbling unscathed? TIRESIAS: Unscathed indeed, if truth is strength. OEDIPUS: It is. But not for you, you purblind man: in ears and mind and vision. (Sophocles 21) Despite the hints, Oedipus interprets Tiresias words as attacks of retaliation and cannot see past his own pride; he is unable to see the truth even though it is laid in front of him. Though Tiresias declares two truths, directly referring to Oedipus by using the words I say, you, Oedipus simply disregards the repetition of Tiresias declarations and essentially his pride blinds him from realizing the truth of Tiresias words that are so barely laid out in front of him. Furthermore, Oedipus goes on to mock Tiresias physical blindness, which is ironic given that it is in fact Oedipus who is blind to the truth despite his ability to see physically. Therefore, Tiresias is Oedipus only hope of knowing the truth; however, it is Oedipus own pride that prevents him from accepting the hints of truth. Since Oedipus had many opportunities to recognize the truth earlier and avoid his fate, his inability to detect these hints due to his fatal flaw makes his downfall even harsher. The skills and strengths that allow Oedipus to achieve status and glory also drive Oedipus to his destruction; therefore, his strengths also play as his weaknesses and lead to both his rise and ultimate downfall. Although many associated with Oedipus, including his parents, attempt to prevent fate, it is Oedipus true lack of knowledge caused by his pride, which leads to his downfall. When Oedipus discovers the truth, he gouges out his eyes, physically blinding himself from the reality. After learning about the harsh reality, he exclaims, How terrible- to see the truth when the truth is only pain to him who sees! (Sophocles 154).ÂÂ   Through this act, Oedipus makes a transition from metaphorical blindness to insight by physically blinding himself. Now that Oedipus is fully aware he has fulfilled the prophecy he tried so desperately to avoid, he becomes overwhelmed by the physical light in which he was metaphorically blind and seeks refuge in the dark. Since he is unable to handle reality, he chooses to live in physical darkness which allows him to reflect on his actions in an attempt to absolve his guilt. This act can also be seen as a way for Oedipus to punish himself, perhaps reducing his guilt and pain. Now aware of the reality, Oedipus acknowledges that along his journey, there were many truths laid out in front of him, but he was unable to recognize them. In this way, he realizes that the truth is only painful to the one who can see it. Ironically, in the end, Oedipus becomes physically what he has always metaphorically been: blind. Therefore, it is Oedipus own fatal flaw that blinds him from the truth and ultimately causes his downfall. Thus, by the end of the play, Tiresias, Jocasta, and Oedipus are fully aware of the truth, though it is too late to reverse or manipulate any of fates doings. Tiresias, who possesses the ability to see the truth, is physically blind and taken lightly by the other characters who fail to heed his warnings and recognize the truth laid barely in front of them. Despite Jocastas rejection of the oracles message and Oedipus decision to ignore the oracles words due to metaphorical blindness, the predictions become truth by the end of the play. Therefore, the opportunities to avoid or change fate depend on the ability to understand and see the truth. It is only if these opportunities are taken that fate can be manipulated; otherwise, fate will continue in motion.

The Argument Against Nozicks Distributive Justice Essay -- Law

Argument Against Nozick’s Distributive Justice Robert Nozick argues in his Entitlement Theory that there are three main topics in the justice of holdings: the acquisition of ‘un-held things’, the transfer of holdings, and the rectification of injustice in holdings.1 Nozick’s theory of what makes a transfer of holdings ‘just’ should be rejected for two key reasons and the rectification of injustice of holdings should be rejected for two key reasons. Robert Nozick declares a transfer of holdings just if the exchange is voluntary and if the holding being exchanged was originally acquired by just means.2 The first key point of this argument that should be rejected is the fact that the grounds for a ‘just’ transfer of holdings relies solely on whether or not the exchange was voluntary by both parties. With this low standard of justice, it permits voluntary exchanges in which one party unknowingly, probably because of circumstances they cannot control such as a limited mental capacity, could voluntarily commit to a transfer in holdings that will negatively affect them, either indirectly or directly. These people may voluntarily agree to a transfer in holdings that they would most certainly not agree to if they were in their right mind and could consider all of the factors playing into the transfer. There are these people who are not in their right mind or who don’t have to mental capacity to keep their best inter ests in mind, and there are also people who would willingly take advantage of these people to further their own selfish agendas. If one was to uphold Nozick’s grounds for what makes a transfer of holdings ‘just’, one is allowing people to cheat people with lesser mental capacities out of what is rightfully theirs through ... ...nd make the whole process of trade and acquisition very slow and cumbersome. Unless there was someway to effectively track and record every transaction in a fast and streamlined way, the rectification of holdings could effectively halt a market. Thus, for the four reasons stated above, Robert Nozick’s topics of transfer of holdings and rectification of holdings within his entitlement theory should be rejected. Not only are Nozick’s propositions inefficient and immoral, they may also create double standards as to what constitutes as an injustice. Works Cited 1 Robert Nozick, â€Å"’Distributive Justice’ from Anarchy, State and Utopia† in Tamar Szabà ³ Gendler, Susanna Siegel, and Steven M. Cahn (eds.), The Elements of Philosophy: Readings from Past and Present (New York: Oxford University Press, 2008), 309—310. 2Nozick, 309—310. 3Nozick, 310. 4Nozick, 311.

National Parks and Air Traffic Essay -- Nature Court Grand Canyon Essa

National Parks and Air Traffic I. Introduction Grand Canyon National Parks attracted 4.5 million visitors in 1999. Of these 4.5 million visitors, about 40% were not Americans - Germans, French, and Japanese led the way. Grand Canyon National Park brings in millions of tourist dollars per year to the region. One of the most popular ways to see the Canyon besides simply driving to the South Rim and spending the day is by airplane or helicopter. About 800,000 people per year fly over the Canyon. In the peak summer periods, there are over 1,000 flights every day. 31 air companies operating out of five states (Arizona, Nevada, California, Utah, and Colorado) operate tours over the Grand Canyon. In 1995, the total air tour revenue was approximately $115.9 million. An average 30-minute helicopter flights costs $100 per person. The air tour companies argue that they provide a needed service to older and handicap people and children, who would otherwise be unable to experience the Canyon. They also say that their use of the Canyon is envi ronmentally-friendly by not contributing to the air pollution, road congestion, vehicle traffic, garbage and crowded vistas that are common every day during the peak summer periods on the South Rim. Opponents to overflights state that the noise intrusion from the constant buzz of air traffic is intolerable for those hikers, campers, and visitors on the ground, trying to enjoy the natural quiet of the Canyon. They also state that because of the sheer volume of air traffic, this form of sight-seeing has become unacceptably dangerous, citing numerous fatal air accidents. II. Background Shortly after airplanes began flying, air tour companies started on the South Rim and in Nevada in the... ...l, Edwin. "Abuzz About Flights Over the Grand Canyon." New York Times 20 October 1996. Murphy, Jamie. "A Bunch of Little Gnats: A droning echo of tourist flights through the Grand Canyon." Time 28 April 1986: 60. National Parks Overflights Act of 1987 Â § 100, 16 U.S.C. Â § 1a-1 (1987). O’Brien, Bob. Our National Parks and the Search for Sustainability. Austin, Texas: University of Texas Press, 1999. Oversight of Grand Canyon Overflights, 1992: Hearing before the Subcommittee on Aviation of the Senate Committee on Commerce, Science, and Transportation, 102nd Congress, 2nd Session (1992). S. 268, The National parks Overflights Act of 1997, 1997: Hearing before the Senate Committee on Commerce, Science, and Transportation, 105th Congress, 1st Session (1997). "U.S. Government Announces Limits on Flights Over Grand Canyon." Arizona Republic 29 March 2000.

Hn 144 Unit 4 Assignment Essay

You will submit a 2–3 page double-spaced paper which should include a cover sheet and references page where you cite the article and the Code of Ethics. These are the only two sources you will need for this Assignment. If you choose to use additional sources, you will need to cite them as well. The paper should be written in APA format using Times New Roman, 12-point font. It should be no less than 500 words and written in paragraph format. You will need to include in-text citations and references. Part B: Ethics are defined as â€Å"a set of moral principles and perceptions about right versus wrong and the resulting philosophy of conduct that is practiced by an individual, group, profession, or culture† (Barker, 2001, p. 159). In the field of human services you will be interacting with individuals with a variety of needs within many systems. Due to the span of diversity among individuals it is important for you to become familiar with the ethical standards as set forth for human service professionals. The following Assignment will require you to find and discuss the importance of the ethical standards as developed by the National Organization of Human Services (NOHS). A code of ethics is â€Å"an explicit statement of the values, principles, and rules of a profession, regulating the conduct of its members† (Barker, 2001, p. 84). For this part of the Assignment, please complete the following: 1. On the internet, locate the Ethical Standards for Human Service Professionals developed by the National Organization of Human Services. 2. After finding the National Organization of Human Services ethical standards website make sure to bookmark this site as you will continue to reference this website throughout your studies. 3. Based upon the article in Part A, identify one ethical issue that may lead you as a human service professional to review the ethical standards and how you can resolve any ethical concerns. Why are the National Organization of Human Service ethical standards important to follow as you begin to work with individuals, families, groups, and communities? 4. Cite the National Organization of Human Services website and the Halstead article on your reference page. Submitting Your Assignment Put your Assignment in a Word document. Save it in a location, and with a name, that you will remember. When you are ready to submit it, go to the Dropbox and complete the steps below: * Click the link that says â€Å"Submit an Assignment.† * In the â€Å"Submit to Basket† menu, select Unit 4: Assignment * In the â€Å"Comments† field, make sure to add at least the title of your paper. * Click the â€Å"Add Attachments† button. * Follow the steps listed to attach your Word document. * To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted Assignment. STEVE’S JOURNEY ON THE HERO’S PATH It was a warm afternoon, characteristic of those in New England when one last bit of summer lingers before the emergence of autumn colors. I was a counselor in acollege counseling center, and the afternoon had been quiet as is usual for that time of year when students are first settling in on campus. Our office managerinformed me that a student had just walked in requesting to talk to a counselor about his difficulty sleeping. My first thought was that a student coming forcounseling on a beautiful afternoon and presenting with sleep disturbance would be dealing with the typical issues of a new student adjusting to college. I had no ideajust how atypical my encounter would be. Steve was a tall, slender male student in his early 20s. Upon greeting him, I noticed that his face lacked complete symmetry. The left side of his face was void ofexpression, and when he talked his lips pulled to his right. As we made our way to my office, I also noticed that his gait was unsteady, and he walked cautiously. As Ibegan a standard assessment, Steve told me that he was a junior transfer student who had graduated 3 months earlier from a community college near his home. Hewas away from home for the first time, had taken an apartment off-campus, and was living alone. He explained that he felt nervous about being away at school, washaving trouble sleeping, and needed to address this so that he could do well academically. He told me he had looked forward to attending this school for many yearsand did not want anything to stand in the way of his success. It was Steve’s medical history, however, that revealed the deeper elements of his struggle. At the age of 20, Steve had been a victim of a random violent attack. He had