Thursday, January 30, 2020

Assignments essay Essay Example for Free

Assignments essay Essay |Assessors comments | |Qualification |QCF Level 7 : Extended Diploma in Strategic |Assessor name |Atif Kauser | | |Management Leadership | | | |Unit number and title |4- Developing corporate culture |Learner name | | |Assignment title |Culture, Objectives and improving corporate climate | | | |Assessment Criteria |Achieved? | |AC 1.1: explain how models of organisation culture can be used to achieve organizational objectives | | |AC 1.2: explain the difference between organisational and national culture | | |AC 1.3: analyse the corporate cultural profile in an organisation | | |AC 1.4: discuss the impact of an organisation’s corporate culture in achieving its objectives | | |AC 2. 1: evaluate the existing climate of an organisation | | |AC 2.2: recommend ways to improve corporate climate in an organisation | | |AC 2.3: propose a framework of organisational values that meet the specific strategic and operational needs of an | | |organisation | | |AC 3.1: identify internal and external stakeholders of an organization | | |AC 3.2: evaluate the effectiveness of an organisation’s existing communication strategies | | |AC 3.3: develop new communication strategies for stakeholders of an organisation that address differences in belief, | | |values, customs and  language | | |Assessor Feedback Action Plan | | | | | | | | | | | | | | | | | |Learner’s Feedback | | | |Assessor signature | |Date | | |Learner signature | |Date | | |Assessment Criteria |To achieve the criteria the evidence must show that the student is able to: | |Task no. | |Evidence | |reference | | | | | | |AC 1.1, 1.3, 1.4 |Culture: culture as shared values; culture at ascending levels; sub-cultures; professional | |1 | | | | |cultures | | | | | | |Models: Charles Handy – power, role, person and task cultures; Johnson and Scholes cultural | | | | | | |web; links to organizational objectives | | | | | |AC 1.2 |Organizational culture: industry culture; national and supranational culture; | |1 | | | | |models of culture eg Trompenaars’s implicit-explicit factors,  Schein’s three levels | | | | | | |National cultures: methods of classifying national culture eg the work of Laurent, Hofstede | | | | | | |and Trompenaars | | | | | |AC 2.1, 2.2 |Climate profile: how climate is defined; difference between climate and culture; | |1,2 | | | | |key aspects of organisational climate eg flexibility; responsibility; standards; rewards; | | | | | | |clarity; team commitment; impact of management practices on climate; impact of climate on | | | | | | |efficiency and effectiveness | | | | | |AC 2.3 |Values: values or core values as a part of organisational culture; crisis of ethics | |2 | | | | |in business and the new emphasis on value leadership – framework for developing and supporting| | | | | | |strong corporate core values | | | | | |AC 3.1, 3.3 |Stakeholders: customers, consumers, employees; shareholders; governments; | |1, 2 | | | | |communities, business partnerships and alliances – the increasing need to cooperate with | | | | | | |people from different cultural groupings (including beliefs, values, customs and language) | | | | | |AC 3.2, 3.3 |Communicating effectively: strategies; identifying potential barriers and ensuring strategies | |1, 2 | | | | |overcome them; developing self-awareness of own and organisational culture; benefits of a | | | | | | |diverse workforce; acculturation programmes; intercultural communication skills | | | | | Assignment Cover Sheet |Assignment Title |Culture, Objectives and improving corporate climate | |In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found.| |Attach work where needed. | |Learner’s Name: |Assessor: Atif Kauser | |Date Issue: |Completion Date: |Submitted On: | |Qualification: QCF Level 7: Extended Diploma in Strategic Management |Unit No Title: Unit 4: Developing Corporate Culture | |Leadership | | |Learner declaration | |I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. | | | |Learner signature: Date: | |Unit title |4- Developing corporate culture | |Qualification |QCF Level 7 – strategic management leadership | |start date |01-04-2013 | |deadline |05-05-2013 | |Assessor |Atif kauser | |Assignment title: |Culture, Objectives and improving corporate climate | |Scenario: Suppose you work for a business magazine called ‘The Biz Talk’. The editor has assigned you with the task of producing the Cover Story for the next| |edition. He wants you  to write a detailed article with the title ‘CULTURE, Objectives and Improving Corporate Climate’. | |For this you will have to choose one organization of your interest, conduct a primary and secondary investigation to gather facts and figures which will | |support you in writing the article. The article should cover and address the given tasks and outcomes. | |Task 1 | | | |Having done with the primary and secondary research, conduct a critical evaluation to study the current practices of your chosen organization as a case | |study, and Elaborate and explain the profile of your chosen organization by addressing the following tasks: | | | |Analyse the corporate cultural profile of your organisation | |Discuss the impact of your organisation’s corporate culture in achieving its objectives | |Explain how models of organisation culture taught to you in the tutorials can be used to achieve organisational objectives for your chosen organization | |Explain the difference between organisational and national culture by critically observing the presence of your organization in a particular country/region | |Evaluate the existing corporate climate of your organisation | |Identify the internal and external stakeholders of your organisation | |evaluate the effectiveness of your organisation’s existing communication strategies | | | |Provides evidence for: outcome 1, AC: 2.1, 3.1, 3.2 | | | |Task 2 | | | |Based on your analysis, propose recommendations and strategies for further improvement in the areas defined below: | | | |Recommend ways to improve the corporate climate in your organisation | |Propose a framework of organisational values that meets the specific strategic and operational needs of your organization | |Develop new communication strategies for stakeholders of your organisation that address differences in belief, values, customs and language | | | |Provides evidence for: AC 2.2, 2.3, 3.3 | |This brief has been verified as being fit for purpose | |Assessor |Atif Kauser | |Signature | |Date | | |Internal verifier |Wajiha Daud | | Signature | |Date | |

Tuesday, January 21, 2020

LeBlanc’s Gender Criticism of Chopin’s The Awakening :: Chopin Awakening

LeBlanc’s Gender Criticism of Chopin’s The Awakening Tomorrow marks thirty years since the Roe vs. Wade decision that gave women a reproductive choice in America. The occasion reminds me that women are continuously struggling to attain and maintain various levels of freedom. Elizabeth LeBlanc’s gender criticism of The Awakening---a novel published before women acquired suffrage---highlights one such freedom: the freedom to live on one’s own terms. The discussion delineates how Kate Chopin’s tale of one woman’s â€Å"choices, actions and attitudes may be construed as the attempts of a woman trapped in a sexually (in)different world to reconstitute herself as lesbian† (241). LeBlanc clarifies that Edna is a â€Å"metaphorical lesbian† who â€Å"creates a narrative or textual space in which she interrogates accepted norms of textuality and sexuality and constitutes herself as subject† (238). The use of the word â€Å"trapped† connotes a state of being cornered, with few choices and at the mercy of someone else. At first, Edna does seem trapped to a drone existence of bourgeois Creole society. But once she was â€Å"initiat[ed] into the world of female love and ritual,† (247) she began â€Å"seeking fulfillment and selfhood† outside of marriage and motherhood (244). Her gravitation toward a woman-centered existence, outside of culturally defined spaces, is an act of self-reconstruction. For example, at the risk of damaging her reputation, she rejects the obligation of her social class to host ‘callers.’ This is a figurative loosening of the ties that bound her to a tradition of waiting for life to happen. She defies that tradition and, in doing so, restructures her existence as a woman. Edna progressively moves away from all-things-traditional, or culturally predefined, into a space all her own. As a metaphorical lesbian, she â€Å"engages in a variety of woman-identified practices that suggest but stop short of sexual encounters.† One such practice is finding solace in a woman who already lives on the margins of society, Mademoiselle Reisz, who LeBlanc suggests is the actual lesbian in this narrative. Edna, LeBlanc writes, â€Å"is drawn to [her] whenever she falls into despondency and hopelessness† because Reisz’s â€Å"music penetrated [Edna’s] whole being like an effulgence, warming and brightening the dark places of her soul† (Chopin 103). It is she, who describes herself as â€Å"captivated† by Edna, who â€Å"fosters in Edna a sense of the possibilities for joy and fulfillment outside the realm of male tradition and meaningless codes† (252). Edna learns not to define herself in relation to her familial attachme nts, such as mother or wife.

Monday, January 13, 2020

Christmas party Essay

The dorm that I am supposed to live in was a terrible sight. At least that was my initial reaction during my â€Å"college move in day†. Countless staircases, smelly and scary corridors, a room that is so small and a chatty roommate gave me such a negative first impression of where I am to be stuck in throughout college life. An impression that fortunately is not going to last†¦ Countless Staircases and Odd-Smelling Corridors The seemingly countless staircases and endless climbing to the third floor of the dormitory made it excruciatingly difficult for my feet to move on. The corridors that lead to my room are quite dark and wood-smelling making it more creepy and intolerable to walk through. Miniature Room The room is exceedingly small that there is almost no space in between those two sets of twin bunk beds and one king size foldout bed that may be turned out into a sofa during daytime. In spite of its size though, it holds a private bath with shower. It also has a cable television, coffeemaker, DVD player, microwave oven, as well as, refrigerator. Conversational Roommate The dorm room is made lively by an exceedingly talkative roommate. We are four in the room: one is a senior, another is a sophomore and two of us are freshmen. Our roommate who is already in the senior year greeted me by bombarding me with countless questions including: â€Å"What course are you enrolled in? Are you going to take up BS Biology as well? Do you know the scientific name of spider? What is your favorite animal? Do you have the courage to hold large frogs, remove the skin of a cat, and dissect a horse? † When I responded â€Å"yes† to the first two questions and â€Å"no† to the third and last question, she was quick to comment and suggest that I should be prepared with college life and that even it is only the first day the following day, our professors are sure to already give us excruciating quizzes. Dwellers’ Relationship Our room in the dormitory though it looks and smells very old is still exceptionally lively because of the dwellers’ relationship with each other. Sometimes, we do not bother to go to the mess hall and eat or to the mini library and study room to browse through our lessons. We just stay in our room no matter how cramped or inadequate the space is. We bond together in our room when â€Å"working out, eating, and even studying† (Xplore.. n. p. ). Sleeping Difficulties Since the dorm room is designed to hold all beds close to each other and no dividers were made available, I had troubles resting or sleeping because two of my roommates have been engaged in non-stop snoring especially at night. Enjoyable Dorm Room There are other pleasant things or descriptions that go along with our dorm room in spite of all the aforementioned complaints and negative adjectives mentioned though. First of all is when there are social events, for instance, â€Å"open house†, â€Å"Christmas party†, â€Å"valentine’s day celebration† etc. During these days/events, the dorm room, especially ours is full of life. During â€Å"open house† days, the room is full of decoration, sandwiches, donuts, as well as, fruits are set on the table, the coffeemaker is continuously switched on; while during â€Å"Christmas party†, even the corridors are spray painted with green and red, the walls of the room are newly painted with Christmas designs as well, then gold-colored balls and multi-colored lights are placed after also, miniature trees are placed in a corner along with small socks and gifts beside and around it; during â€Å"valentine’s day† however, red hearts of all sizes may be seen, either they are glued on to the walls or hanging from all over the ceiling. The decorated dorm room at the time of social events uphold the emotions of an individual that even if loved ones are not living with you in that room, you are bound to feel that you are at home and they will be there for you no matter what (Xplore.. n. d. ). Second, we have our own lockers outsized enough for our backpacks. The hassle of packing before leaving and unpacking after arrival is avoided because we can just place our things there when we get to the dorm and we can just pick it up the next time we leave for school again. Third, folded study tables are provided to us to make studying more interesting and motivating. These study tables have several drawers wherein we can place our school supplies including our books, notebooks, pens, pencils, etc. there are other small compartments as well for any school-related material that needs to be placed where it can be taken speedily and conveniently. Fourth, the dorm room is also provided with an â€Å"exterior patio† where you can enjoy your cup of coffee in the morning while watching the ever bright rising sun. It is also the perfect area for making abstract paintings during a lazy afternoon. In addition to that, it is wonderful to just sit there and observe the slowly setting of the sun and even the moon and stars in the middle of the night. A place that is just right for students who wanted to relax, reminisce, or just stare into blank space while passing the time. Finally, the dorm room is full of life because of the things that are in it. These include shining gold and silver medals, as well as, elevated & soaring trophies. All these are bagged by our higher level roommates during the previous semesters. The gold and silver medals were typically acquired from academic contests like science, math, and history quiz bees; while the trophies were obtained from soccer championships. The room seemed to be very much alive because it has gotten hold of such awards. The room is radiating with brilliance, sport-mindedness, determination, intelligence, competence, and excellence as it exhibits the recognitions, prizes, and rewards of the people that it houses. Reference Xplor Communications. On- Versus Off- Campus: Part 1. 2004. n. a. 22 January 2008 http://getouttoday. com/collegelife/living/apartment/aptvdorm. htm