Grid Topologies Essays

Grid Topologies Essays Grid Topologies Essay Grid Topologies Essay The concept of Grid computing is very generic in nature. Some organizations are revising their own grid system so that it fits in their needs. In an organization, a number of computers are connected to one another in order to share resources. The intra-grid topology is configured in a single organization. The computers are connected through a high-speed locally configured network. In this topology, the design of a scheduling system is much easier since it provides static computing resources between computer systems.An intra-grid is a single administrative domain and the locally configured network which is designed privately guarantees a bandwidth. (http://oslab. khu. ac. kr/mgrid/resources/rao_ZHU_Yanmin_Survey_Report. pdf) The main idea of this is a unity among servers, networks and some storage systems into a single one for as faster delivery of information. The complicated system of an organization can be transformed into a single virtual computer which can help solve complicated problems. ( ibm. com/developerworks/grid/newto/) The idea of grid computing is to allow computers to work together.The virtualization of computers allows an organization to enhance development of older system and to enable the development of a new one and utilize the resources which are available to the users. The administrators can benefit from this since this helps provide a resilient infrastructure and it also improves the access to the data and information and it supports collaboration across different disciplines. : The idea of this also allows business establishments to increase the use of their existing resources. ( ibm. com/developerworks/grid/newto/)It is always the goal of grid computing to implement systems which can be help to everybody who is a part of the organization. With this, grid computing keeps on grouping computers and keeps on conducting researches in order to find ways on how to make things better and to improve transaction processing. If two or more intra-grids are configured, an extra-grid exists. If an intra-grid is designed a single administrative domain, an extra-grid is designed for more than one administrative domain which makes the level of management issues more complicated as well as its complexities increases.The resources in this topology become more dynamic in nature. An extra-grid involves a dispersed security, multiple domains and Wireless Area Network (WAN) connectivity. (http://oslab. khu. ac. kr/mgrid/resources/rao_ZHU_Yanmin_Survey_Report. pdf) The principle of grid computing involves networking file systems to provide ease of information dissemination, increase communication and bandwidth and increase the processing power of all systems used in the organization.This also may be an instrument to decrease the cost in the development of new applications and increase the speed of application so that the response becomes faster as well. In addition, this also allows the management for a high utilization of the company’s existing resources. ( ibm. com/developerworks/grid/newto/) The principle of an extra-grid always has an impact in the society since the result is very evident. Another topology adopted by the grid computing is the inter-grid which has the same concept as the internet.Since it has the most complex form of topology, it has dispersed security, multiple domains as well as a Wireless Area Network (WAN) connectivity. If in an organization, there is a need for collaboration among the various computing community, the establishment of an Inter-grid is necessary. This can also simplify and end-to-end process within the organization. (http://oslab. khu. ac. kr/mgrid/resources/rao_ZHU_Yanmin_Survey_Report. pdf) The internet offers a variety of information and allows users to share ideas and files. The concept of inter-grid is somewhat the same as this.This allows the computers to communicate in a much easier and faster way. Grid computing allows the management to provide a capacity for application which demands are high. This, additionally, helps the organization in the creation of a virtual one so that data and other resources can easily be shared. In some organizations, grid computing can speed up transactions as well as the provision of stable IT environment which can be used to provide a mission-critical environment. ( ibm. com/developerworks/grid/newto/) The figure below shows the relationship between these three topologies:

5 Study Secrets to Ace Your Exams

5 Study Secrets to Ace Your Exams Most students hate tests. They hate the feeling of trying to remember the answer to a question, worrying that they focused on the wrong material, and waiting to receive their results. Whether you learn at a traditional school or study from the comfort of your own home, chances are you’ll have to sit through many test-taking experiences. But there are a few tricks you can learn now to avoid the worry before you’re in the heat of the moment. Give these five proven study tips a try and see how much better you feel during your next exam. 1. Survey your textbook or workbook before you read. Take a couple of minutes to find the glossary, index, study questions and other important information. Then, when you sit down to study, you’ll know where to find the answers you are looking for. Make sure you read any study questions before you read the chapter. These questions let you know what you can probably expect in any upcoming tests, papers or projects. 2. Attack your textbook with sticky notes. As you read, summarize (write down the main points in just a few sentences) each section of the chapter on a post-it note. After you have read the entire chapter and summarized each section, go back and review the post-it notes. Reading the post-it notes is an easy and efficient way to review information and, because each note is already in the section it summarizes, you can easily find the information you need. 3. Use a graphic organizer to take notes when you read. A graphic organizer is a form you can use to organize information. As you read, fill out the form with important information. Then, use your graphic organizer to help you study for the test. Try using the Cornell notes worksheet. Not only does this organizer let you record important terms, ideas, notes and summaries, it also lets you quiz yourself on that information by folding the answers upside down. 4. Make your own practice test. After you finish reading, pretend you are a professor who is writing a test for the chapter. Review the material you just read and make up your own practice test. Include all vocabulary words, study questions (they’re usually at the beginning or end of the chapter), and highlighted words you can find, as well as any other information you think is important. Take the test you’ve created to see if you remember the information. If not, go back and study some more. 5. Create visual flashcards. Flashcards aren’t just for primary students. Many college students find them useful as well. Before you take a test, make flashcards that will help you remember important terms, people, places and dates. Use one 3-by-5-inch index for each term. On the front of the card, write down the term or question you need to answer and draw a picture that will help you remember it. This will help ensure that you grasp the study material as you’ll find that it’s almost impossible to sketch something you don’t really understand. On the back of the card write down the definition of the term or the answer to the question. Review these cards and quiz yourself before the actual test.

PR Functions Case Study Example | Topics and Well Written Essays - 1250 words

PR Functions - Case Study Example PR performs both organizational and societal functions influencing internal workers and wife target audience. Organizational detention involves workers and investors, management policies and the Board of Directors, etc. At this level, PR bridges information gaps in distribution channels, help coordinate the total marketing system, and adjust products and services to customer needs. Press releases and investors information are integral components of the communications mix (Apple Home Page 2008). Self-image is a function of societal norms. Group membership and group belonging relate directly to self-esteem and favorable self-image; acceptance and the grant of status by various organizations embellish the phenomenal self. The ability of groups to foster the development of more favorable self-images encourages belonging; the ability of products, symbols, services, communications, and other aspects of the marketing program to enhance the self-image encourages consumption behavior. One of the bases for understanding consumer behavior in its psychological and sociological dimensions, the self-image concept adds an important perspective to economic theories of consumption and is directly related to motivation (Gillin, 2007). At the societal level, Apple addresses all stakeholders including society and potential customers, IT professionals and economists, etc. At this level, the value of information about product characteristics varies directly with buyers' costs of search. When transactions and search costs are sufficiently small, buyers search more intensively and the additional advantage of intensive specialized search diminishes. The opposite is true for those with high search costs. Indeed, if search costs are sufficiently high it may not even pay to enter the differentiated products market at all (Gillin, 2007). The value of attribute information also depends on the difference between each consumer's preferences and market availabilities. If individual consumers exhibit little dispersion in their preferences and search costs, the gross value of advertising product characteristics is small and its net social value may be even negative, for the same reason it was in some of the examples in the sectio n above on advertising and perceptions. Since advance knowledge of attributes allows customers to specialize search activities in the most preferred varieties, the value of catering to particular groups is correspondingly greater when there is greater dispersion in tastes among buyers (Apple Home Page 2008). The aim of PR is to maintain relations with stakeholders and create a unique image of the company. The value and importance of PR is that a buyer cannot afford to investigate all of the alternative qualities of the products in the market. If Apple can increase profit and sales by offering a genuinely superior design and price in comparison with the existing configuration, there remains a possibility of accomplishing a similar result by changing buyers' perceptions of an existing good. So far as individual firms are concerned, these activities have the same initial effects on sales and profit as were examined in the preceding section. But the nature of market equilibrium and the social consequences of such actions are markedly different (Apple Home Page

Kennedy Tapes Journalism article Example | Topics and Well Written Essays - 1000 words

Kennedy Tapes Journalism - Article Example 22, 1963 in Dallas (John 8). Before and after becoming the president, Kennedy used a recording machine known as Dictaphone, typically for dictating notes or letters. In the given summer of 1962, he requested Secret Service Agent Robert Buck to hide recording devices in the Oval Office, the Cabinet Room, and a library in the Mansion. He placed in the given basement of the given West Wing of the given White House two of these machines. This was a room set aside for storing private president’s files. He placed another in the basement of the Mansion (John 13). The West Wing recorders were connected by a wire to two microphones inside the Oval Office and two in the Cabinet Room. The two in the Cabinet Room were on the exterior wall, placed in two spots and covered by drapes. They got activated using a switch near the President’s sit at the Cabinet table easily being mistaken for a signal press. About microphones in the Oval Office, one placed in the kneehole of the President ’s desk and the other concealed under a coffee table athwart the room. Each of them turned on plus off with a given push on an unobtrusive button (John 7). In the paragraphs below are the most fascinating excerpts in these tapes. ... Washington Bubble Even about 50 years ago the president had worries over the disconnection between Washington D.C., from the rest of the nation. â€Å"We have got so mechanical an operation in Washington that it does not have much distinctiveness where these people get concerned,† he said to his aides. ‘Color Is Damn Good’. Kennedy worried on the minutiae in his political campaign too. Discussing the 1964 convention, he held that he wanted videos to be colored. â€Å"Should they be in color?† he asked (Richard Dean Burns 57).  . â€Å"They would come over the T.V in black and white,† (Richard Dean Burns 65).   I do not know if maybe they would come over the NBC 1in color. Perhaps a million watching it colored and it would have a cause. I do not know how much expensive it is. Be rather an effect on the convention. The color is damn good when done right† (Richard Dean Burns 40).   Frustration over Vietnam During an assembly in September 196 3, President Kennedy vented his frustration with contradictory reports about the Vietnam’s civil war. Gen. Victor Krulak was hopeful while State Department counselor Joseph Mendenhall, on the same fact finding operation, said there was extensive military and social restlessness. â€Å"You both went to the same nation,† Asked Kennedy (Richard Dean Burns 76).  . The officials laughed apprehensively. â€Å"I mean how is that you obtain such different—this is a common thing (Richard Dean Burns 76).  . On the one hand, one finds the military saying that the war is going well, and on the other hand, the political (view) with its deterioration is influencing the military. What is the cause for the

Adam Revo Relaunch Essay Example for Free

Adam Revo Relaunch Essay First of all we would like to Thank ALMIGHTY, Who is the source of all our knowledge and wisdom. Then we would particularly like to thank our respected instructor Mr. Yasir Ali Somro for providing us the opportunity to look into various aspects of Marketing. His teaching is very informative and beneficial for us in future. He has been very helpful to us in making the project and in gaining further knowledge. Then thanks to our Parents, Friends and Colleagues in making of this project. Moreover we are thankful to all our group members who have coordinated and cooperated in the making of this report. 1. Company Description The group was initiated by Sir Adamjee Haji Dawood (1880-1948) who also played a vibrant role in the birth of the state of Pakistan by acting as a financial advisor and supporter to Quaid-e-Azam Mohomed Ali Jinnah-the founding father of Pakistan. Sir Adamjees role as advisor gave birth to various economic institutions; the Muslim Commercial Bank (MCB), Orient Airways, and the Morning Star newspaper. These were primarily established at the behest of Quaid-e-Azam Mohomed Ali Jinnah to win support of Muslims of Pakistan and facilitate them in migration to Pakistan during the partition of India in August 1947. Adam Motor Co., an assembler of Chinese SUVs and pickup trucks in Pakistan introduced an indigenous automobile Called the Revo. It is a 3576 mm long hatchback, powered by either a 800 cc or a 1051 cc petrol engine, sourced from Wuling in China. Otherwise the car is built from local parts. Adam Revo was a city car made by the now defunct Adam Motor Company of Pakistan. It was the first car to be designed assembled in Pakistan. The Revo is being assembled at a plant in Karachi owned by Adam Motors. And the engine and transmission systems have come from China. The company plans to make 5,000units a year 2. Reasons of failure There are some main causes of failure of this project: Political As world is a global village now so foreign brands are easily available in the market. People tend to prefer foreign companies over local companies. If you want to grow your local automotive industry then one must first give tax leverage to this industry to protect their companies or else foreign companies would run the domestic country down to nothing. Lack of Government support Former Prime Minister Shaukat Aziz inaugurated Revo’s plant in 2003, Aziz promised Feroz Khan, the maker of Revo, to buy his car for the government as it was the cheapest in the country. Feroz Khan did produce suffice to cater the needs of Government who decided to buy Adam Revo instead of Mehran. The government could have easily bought 5,000-10,000 cars a year but it never fulfilled its promise and that was one of the major reasons why the project collapsed. Lack of funds Due to interest of Prime Minister, Feroz Khan produces enough to carter the Government. When Government never fulfilled its promise, debt pilled up then company had to go bankrupt. There weren’t enough funds left to rejuvenate this company and to pay off its debt. Road grip of tires Tires used were of cheap quality, bumps and surface imperfections in the road results in inevitably reduced grip on the road which leads to a harsh ride. Speed-o-Meter People didn’t like cheap Speed-o-Meter of Adam Revo, which reminds drivers of 19s car. Now days where stylish cars are easily available, people didn’t like buying car which gives them the feel of driving any vintage car so they pay extra just to have car with a bit of pizzas by paying 45-75000 extra. Lower Quality of interior plastic The car wasn’t good enough. The cheap plastic interior and hideous looks were not up to the expectations of the potential buyers of car, who rather preferred a used car than an Adam Revo. No Promotions/Advertising/Marketing plan Effective way of selling your product is to advertise it through Ads, Campaign and promotions. Adam Revo didn’t do its advertising its product; therefore only small part of the total population was aware of Adam Revo, rest still get baffled when asked about Pakistan’s first car Revo. People weren’t aware of Adam Revo how could it have earned profit. 3. Strategic Focus and plan Mission/Vision Adam Motor Company’s mission is to introduce vehicles with maximum indigenization, to price our vehicles most competitively with reliable quality, to realize highest customer satisfaction through 3S facilities, to export and to be a responsible corporate citizen. Goals Pakistani car industry to reach greater heights and eventually compete with larger car companies, within Pakistan and internationally. Core Competency and Sustainable Competitive Advantage Adam Motors believe that given the right environment and training, their people can be the best in the world. They believe that all their products must contain high indigenization, reliable quality and excellent after sale service Ansoff Matrix Market Penetration: Adam Motors will first try to capture market share by penetrating into market using Market-Penetration Strategy and to compete from well settled companies  like SUZUKI, HONDA, TOYOTA, and CHEVERLOTE excreta. These companies are already offering good cars and have established there names in Automobile industry. To penetrate into market Adam has its advantage of low price. Its biggest competitor is Mehran (cash cow for SUZUKI) in 800cc. Adam still has 70 to 80000 price difference from it. This strategy is appropriate for Adam Motors as there is a demand and the customers are looking for bargains. Adam Revo has an affordable price which can penetrate deep into the market for middle class people. After company increase its market share company can go for Product development strategy while developing new product for potential interest to its current markets. Once company establishes its reputation it can offer a new product in a new market by using diversification strategy. Porter Generic Strategies Cost Leadership When it comes to market Revo, Overall cost leadership Strategy is appropriate for Adam Motors to gain market. Adam Motors is considered to be lowest cost producer within industry. And there advantage over Mehran makes is highly affordable for the middle class people and giving company a competitive advantage over other automobile companies. 4. Situation Analysis SWOT Analysis Strength: The only Pakistani manufacturer: The plant can produce up to 7000-10000 cars per year. Adam Revo, Pakistan’s first automobile manufacturing industry having largest manufacturing facilities with an annual production capacity of 70,000 – 10,000 vehicles. The vehicles produced include cars, small vans, Pickups and Cargo vans. With proper management and effective marketing Adam Motor’s Revo can manufacture suffice to carter the demand and can hold more than 50% of Market Share. Low priced car. Adam Motor’s Revo biggest strength is its low price 70,000 to 85,000 cheaper  than Suzuki’s Mehran which makes this car highly affordable. With Government intervention this company can cater enough of the population. Excellence in installation of CNG kits Adam Motors have an enormous experience in the field of CNG/LPG. CNG kits installed in Adam Motors cars make it fuel efficient car with globally acclaimed CNG components installed. Impeccable increase in petrol prices is making implausible for middle class people to afford the overhauling cost of the car. Providing CNG kits will raise the bar for the industry to new greater heights. Weakness: Poor after sale service. After sales services is considered to be and integral part of customer services and a key determinant of customer satisfaction; while this may seem obvious but it’s not often done. Unfortunately, lack of emphasis on after sales services was observed, due to lack of resources and improper after sales services planning. Low Resale Value Revo was the Pakistan’s first car to make out to roads and had to face criticism. As a first company the quality of car and its parts used were not as good as it should have been which cause its unpopularity and its image had to taste dust therefore, when it comes to resale value the owner easily can lose 70,000 or more on selling. Pakistani buyers are cautious buyers who give the vehicle’s resale more importance. Competing in Pakistan only Growing up among some of the world’s biggest company like Honda, Suzuki, and Toyota is really hard job to do. With competitor having better resources, better research facilities and established brand name, it gets hard to compete. Low consumer awareness Since advertising and promotion directly relates to consumer awareness. One of the main reasons Revo didn’t survived was people weren’t aware of the  Revo. Advertising and promotion are useful factors in creating awareness among the consumer. Unfortunately Adam Motors didn’t indulge themselves in of the marketing. Lack of advanced technology. Advanced technology is competitive advantage. Unfortunately Adam Motors don’t posses modern technology which surely is Adam Motors biggest weakness. Adam Motors is competing with companies who posses advanced technology and have moved from traditional fuel cars to hybrid and electric cars. Unattractive structure. Revo looks was a major issue for buyer. It’s resembles to the three-wheeler china van. The shape of the car made it look quite ridiculous and unattractive. Poor material was been used in exterior and interior of the car. Adam Motor’s should have put more thought into the design and quality of the car. Opportunity: Capturing the market of low income people. Pakistan’s major part of population falls under category of middle class, lower middle class and lower class. To capture the people who have low purchasing power company must focus on the affordability of the product. Revo is cheap car even cheaper then Mehran. People with low income can easily afford this car and it’s overhauling expenses. People who have bikes and want a cheap spacious car to enjoy ride with their families can easily afford this fuel-efficient and cheap car. Enter in the market of 1300 cc cars. After getting its market share and reputation, Adam Revo can go for opportunity to capture market with 1300cc car and other models. As the only competitor in producing cheap 1300cc car is Suzuki who have been failed trying different variation in their 1300cc model cars. Large market size to operate. Demand of cheap cars in Pakistan is very high. There’s no second thought to it. Majority of Pakistan’s population belong to classes who can not afford luxurious cars and are interested in cheap, fuel- efficient cars. There is  big market for there car if they plan well and market there product efficiently they can target large market size. Economy of Pakistan. Growing local industry can ultimately benefit economy of Pakistan. Developing good reputation will induce other companies to make investment in Pakistan my doing joint venture production. Export Revo can also give benefit to Pakistan’s economy. Threats: Competitors (Pak Suzuki) Currently Pak Suzuki is largest car assembler and market leader in Pakistan automobile market. Pak Suzuki has more than 60% of the market share. Having effective after sales service and wide spread network of show rooms and EFI technology surely is Adam biggest competitor. Market perception. The perception of consumer of Adam’s Motors is that they provide cheap car with low quality. As long as Revo don’t take steps to induce people that there product are best use of their money, whatever car they come up with will not going to be accepted by the consumer. Load shedding of CNG in Pakistan. Load shedding of CNG is one of the big problems in Pakistan and company like Adam Motor who are totally dependent upon CNG as this is one of the main reason which makes this car overhauling expenses affordable. Sharp Increase in price of Raw Material. Increase in price of everything due to inflation is also a threat e. The cost raw material and labor have also increased which will result in expensive product making it unaffordable for consumer of low income. Ambiguity in political issue. In Pakistan the ambiguity in political issue is very high. Every now and then we get strangled by the strike conducted by different political parties making it very difficult for industry to match the quota. Sometimes even worker don’t come to work which increases the cost of production and delay in delivery. Internal Strengths and Weaknesses Offerings It offers Fuel-efficient highly affordable Chinese made engines car which are 10% to 15% cheaper than other local competitors. As demand of cheap cars is so high in Pakistan, providing cheap cars to consumer so could get their needs satisfied. Marketing: The key marketing objective of the company is to become the segment leader in 800 cc market It is the main concern to market the Adam’s Dreamer at an economical price, which would give a competitive edge. To duly anticipate in maintaining quality benchmark by maintaining the efficiency of automobile production unit by continuous research and development program, keeping in view the customer’s needs and a sound distribution system to attain the max of customer satisfaction. Adam Motor intention is to attain an increase in share of the urban population consisting of Karachi, Lahore, and Islamabad as well as in rural areas of Pakistan in automobile industry. The duly purpose to attain this target by direct frontal assault on the market and to re-launch the brand on a higher scale to eliminate the resistance from small competitors and taking on competition directly. Personnel/Management Company strives for skilled entities who value time and quality as crucial assets. Finance Manufacturing Research and Development (R D) External Opportunities and Threats Consumer/Social: Today, companies recognize that they cannot appeal to each and every buyer in the market place The reason of this problem is that buyers are too numerous, too widely scattered and too much wearied in their needs and buying practices; therefore, to reach the right person who is definitely a potential customer of your product is very difficult. Competitive: For the newly launched automobile company it is very challenging to get even very small shares of the automobile market when the giants like TOYOTA, SUZUKI etc. are already capturing the major market. Paksitan’s first car Technological Competing with other Economic Prime Minister Nawaz Sharif, Known for his decisions which helps economy of the country to grow. Providing subsidy to industrial sector will definitely help industry like ADAM COMPANY to grow. This is an opportunity was the company to go for this opportunity. Legal/Regulatory Industry Analysis Competitor Analysis (Porter 5 Forces Model, Defense Strategy, Attack Strategy) Company Analysis Customer Analysis (Segmentation/Targeting) 5. Market-Product Focus Marketing and Product Objectives Target Markets The cars target audience was envisaged to be Pakistans middle class car buyer. The company had planned to export the car in the future to other countries as well. Points of Parity (POP), Points of Difference (POD) Positioning 6. Marketing Program Product Strategy/ Branding Strategy, BCG Matrix Price Strategy: The price of Adams Revo was low as compared with the competitors but the features of the car were not up to the standard of the competitors therefore to compete with the competitors it is essential for the company to change the price in order to change its design to get profits. The increase in price should be less than the competitors price in order to maintain the market reputation of having a low priced car. People were seen to be satisfied with the price of the car, however, the major reasons which caused the car to flop were the low quality, performance style as well as the lack of promotion, therefore it is required by the company to reposition its product and promote it. The repositioning of the product and the promotional advertisement will increase the cost of the car which may result in the increase of prices. The price offer by the company is almost 20% less than its major competitor Suzuki Mehran. The company can afford an increase in price to a level which is less than Mehran in order to reposition its product Promotion Strategy: For repositioning first we will redesign the promotion mix to inform customers about the attributes, features of the Adam’s Dreamer along with its emphasis on life style and technical expertise. Pull strategy will be used for the promotion to build up consumer demand. If the strategy is successful, customers will ask dealers for Dreamer and dealers will ask Adam’s Motors to produce more. Sales promotion is one of the ways to encourage sales of our new Adam’s Dreamer. The company can give discounts on conducting different car fairs or in the exhibitions. They can offer discounts sales to different car rental organizations or the transport departments of different companies, by doing this Dreamer can achieve road presence which can broaden the future sales of Adam’s Dreamer Place (Distribution Strategy): Our market segmentation reveals that The Company’s product Adam’s DREAMER is not for the superior class, that is, upper-upper but also not for the upper-lower class of the country. The Adams Dreamer is basically for the, upper-middle class, Middle class and lower-middle class of the country The smaller areas of the country are the major place for the middle class of society. In order to reach the every middle class consumer of the country the Adam’s DREAMER must be available in all the seller cities of each province. Therefore Adams Dreamer dealership must be in Hyderabad,Sukkar (SINDH) Sialkot, Multan (PUNJAB) Chaman (BALOCHISTAN) Gigot (KHYBER PAKHTUNKHUA) The semi-urban cities of the country are the major place for the lower-Middle  class of society. In order to reach the every lower class consumer of the country the Adam’s DREAMER must be available in all the small cities of each province. Therefore Adams Dreamer must be in Rohri SINDH Okara, Sahiwal, MianwaliPUNJAB Pasheen BALOCHISTAN Abottabad KHYBER PAKHTUNKHUA 7. Implementation Company has a nonexistent demand and Latent demand. As marketing and promotion of Adam Revo was never have attempted. They share a strong need for the product which is cheap and can satisfy there needs but due non marketing strategy people were unaware of the product which causes non existent demand. 8. Evaluation and Control As per the survey done by the general public, the evaluation result was in favor of re-launching the car but there were few amendment needed to be made, for example the interior part and as well as engine including the suspension of the car.

D.C. Berrys On Reading Poems to a Senior Class at South High Essay

D.C. Berry's On Reading Poems to a Senior Class at South High In "On Reading Poems to a Senior Class at South High" by D.C. Berry, the author vividly portrays the interactive experience of a poetry reading between a senior high school class and its teacher. The event is compared to a school of fish excitedly swimming around an aquarium until a sudden rupture in the aquarium causes everyone to "leak out." Berry uses form, sound devices, and poetic devices to enhance the different levels of excitement and interaction throughout the poetry reading. The nontraditional form of the poem with regard to stanzas, capitalization and punctuation, and rhyme scheme and meter, helps create a sensation of free-flowing water within a somewhat structured environment. The lengths of the stanzas reflect the changing pace of running water and the running monologue of the teacher. The first two stanzas are of average length because the water and speech have just begun to flow. The water rushes at a very fast pace as the students begin to show interest; this is reflected in an eight-lined stanza, the longest one in the poem. The highest level of interaction between the teacher and the students is in the fourth stanza which describes "thirty tails whacking words;" however, this stanza is cut short as the bell interrupts the teacher's speech. The water feebly drips in the fifth and sixth stanzas as the teacher no longer speaks, and all the excitement is gone. Finally, the last four-lined stanza restores the teacher to his original posi tion because it is equal in length to the second stanza when the teacher begins his reading. Nonstandard capitalization and punctuation further enhance the easy flow of the words with few ... ... also be seen as examples of metonymy within the context of describing the students as fish. In the first simile, the students are specifically referred to as the gills of a fish (instead of the whole fish) to emphasize their dependency on water. In the second simile, the class and the teacher are characterized as the tails of a fish to emphasize their active movement within the water and their interaction with the other fish. Therefore, the poetry reading is vividly portrayed as a school of fish actively and eagerly exploring their aquatic environment. This characterization of the students is a pun because there is an implied play on words between a high school class and a school of fish. Elements of form, sound devices, and poetic devices are essential to achieving this unique depiction of the poetry reading as an exciting and stimulating experience.

Dissertation on Retention

Management Decision Emerald Article: A reconceptualization of mentoring and sponsoring Earnest Friday, Shawnta S. Friday, Anna L. Green Article information: To cite this document: Earnest Friday, Shawnta S. Friday, Anna L. Green, (2004),†A reconceptualization of mentoring and sponsoring†, Management Decision, Vol. 42 Iss: 5 pp. 628 – 644 Permanent link to this document: http://dx. doi. org/10. 1108/00251740410538488 Downloaded on: 26-10-2012 References: This document contains references to 54 other documents Citations: This document has been cited by 7 other documents To copy this document: [email  protected] om This document has been downloaded 1621 times since 2005. * Users who downloaded this Article also downloaded: * David Clutterbuck, (2004),†Making the most of informal mentoring: A positive climate is key†, Development and Learning in Organizations, Vol. 18 Iss: 4 pp. 16 – 17 http://dx. doi. org/10. 1108/14777280410544574 (2004),†R eview articles Getting the best out of workplace mentoring: More help for the helper†, Development and Learning in Organizations, Vol. 18 Iss: 5 pp. 20 – 22 http://dx. doi. org/10. 108/14777280410554979 Sandy Bond, (2011),†Barriers and drivers to green buildings in Australia and New Zealand†, Journal of Property Investment & Finance, Vol. 29 Iss: 4 pp. 494 – 509 http://dx. doi. org/10. 1108/14635781111150367 Access to this document was granted through an Emerald subscription provided by ROBERT GORDON UNIVERSITY For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. 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The Emerald Research Register for this journal is available at www. emeraldinsight. com/researchregister The current issue and full text archive of this journal is available at www. emeraldinsight. com/0025-1747. htm MD 42,5 A reconceptualization of mentoring and sponsoring Earnest Friday Department of Management and International Business, College of Business Administration, Miami, Florida, USA 628 Shawnta S. Friday and Anna L. GreenSchool of Business and Industry, Florida A University, Tallahassee, Florida, USA Keywords Mentoring, Career development Abstract Mentoring is highly regarded as a career-enhancing phenomenon necessary for any aspiring executive. Several debates within the literature have led to a lack of consistency regarding the de? nition of mentoring and a mentor, the functions of a mentor, and the various types of mentoring. It appears that much of the confusion stems from the relationship and association of mentoring with the concept of sponsoring.Within the majority of the literature regarding developmental relationships, sponsoring has been posited to be a sub-function of mentoring. This paper presents two arguments for viewing and examining mentoring and sponsoring as distinctly different, non-mutually exclusive, and possibly concurrent phenomena, as well as offers universal de? nitions for both terms. This delineation is offered to aid aspiring executives in their decision making process as to whether to select a mentor, a sponsor, or both. Man agement Decision Vol. 42 No. 5, 2004 pp. 628-644 q Emerald Group Publishing Limited 0025-1747 DOI 10. 108/00251740410538488 Introduction Mentoring is an enduring and dynamic phenomenon, which dates back to ancient Greece when Odysseus entrusted the eponymous character, Mentor, with his son, Telemachus thousands of years ago in Homer’s Odyssey (Friday and Friday, 2002). The term â€Å"mentoring† has surged into the literature in many disciplines (e. g. , sociology, social psychology, education, management, social work, healthcare management, etc. ) over the last several decades. Mentoring emerged in the organizational literature in the late 1970s (e. g. Clawson, 1979; Collins and Scott, 1978; Kanter, 1977; Phillips, 1977; Roche, 1979; Shapiro et al. , 1978). Since that time, hundreds of books and articles (popular press, practitioner-oriented, and academic) have been published on mentoring in various organizational settings alone, not to mention other settings in which mentoring has been examined (e. g. , teaching, nursing, social work, etc. ) (Kelly, 2001). Published works in the organizational literature on mentoring have been anecdotal, conceptual, and empirical; and several journals have dedicated special editions to mentoring.By and large, these published works have highlighted the overwhelming perceived bene? ts (e. g. , increased mobility, promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring (Campion and Gold? nch, 1983; Kelly, 2001; Scandura, 1992, 1998; Whitely et al. , 1991, 1992). Hence, mentoring has been proclaimed as one of the key career development and advancement tools in the organizational milieu over the last decade (Simonetti et al. , 1999). In the organizational literature, Kram’s (1980) work has been viewed as one of the most comprehensive treatments of the mentoring concept (Scandura, 1998).It is implicit in Kram’s (1980, 1983, 1985) works that she explored naturally occu rring, informal mentoring relationships. Consequently, the functions and phases of mentoring that she inducted pertain primarily to informal mentoring. Based on her ? ndings, Kram (1980) suggested that mentors provide career support (sponsorship, exposure-and-visibility, coaching, protection, and challenging assignments) and psychosocial support (role modeling, acceptance-and-con? rmation, counseling, and ? ? friendship) to their proteges. She also suggested that mentorships (mentoring relationships) move through four phases: ? (1) initiation (the mentor and protege admire, respect, and trust one another); ? ? (2) cultivation (the protege develops competence and con? dence from the career and psychosocial support provided by the mentor); ? ? (3) separation (the paternalistic relationship between the mentor and protege changes, which may lead to non-positive affective experiences for both, because ? ? the protege has become more independent and empowered); and ? ? (4) rede? nition (t he mentor and protege’s relationship is reshaped to meet more collegial needs) (Kram, 1983).A canvassing of published works examining organizational mentoring suggests that as far back as the early 1980s (e. g. , Campion and Gold? nch, 1983; Hunt and Michael, 1983) and as recent as the early 2000s (e. g. , Higgins and Kram, 2001; Kelly, 2001) a lack of consensus on the de? nitions of mentoring and mentor has been articulated in the literature (Chao, 1998; Kelly, 2001; Lawson, 1996; Minter and Thomas, 2000; Noe, 1988a, 1988b). Hence, research on organizational mentoring has been criticized for not being conceptually well grounded (Gibb, 1994). An examination of over 200 practitioner and academic journal articles in the ? ld of management alone revealed that most de? nitions in the literature of mentoring, stated or implied, include sponsor or sponsoring as inherent in mentoring (e. g. , Campion and Gold? nch, 1983; Kram, 1983; Noe, 1988a, 1988b; Turban and Dougherty, 1994; Whi tely et al. , 1991), while some do not (e. g. , Covaleski et al. , 1998; Hunt and Michael, 1983). Similarly, most de? nitions of mentor (stated or implied) within the literature include sponsor or sponsoring in the de? nition (e. g. , Higgins and Kram, 2001; Scandura, 1998; Whitely et al. , 1991), while some do not (e. g. Hunt and Michael, 1983; Scandura and Schriesheim, 1994). Interestingly, some researchers did not directly state a de? nition of mentoring or mentor in either their survey or interviewing of participants (Phillips-Jones, 1982; Whitely et al. , 1992), thus allowing participants to draw on their own intuitive understanding of the mentor and mentoring concepts (Ragins and Cotton, 1993). However, other researchers did provide a de? nition of one of the concepts (mentor or mentoring) even though they recognized that the participants are still likely to draw on their own intuitive understanding of the terms (Chao et al. 1992; Ragins and Cotton, 1993). Still, given this la ck of consensus on de? nitions for mentoring and mentor, researchers and practitioners alike have continued to examine and explore various facets of mentoring. Those various facets include mentoring functions (e. g. , Kram, 1980, 1983), mentoring phases (e. g. , Kram, 1980, 1983), types of mentoring (e. g. , Burke and McKeen, 1989; Chao et al. , 1992), potential bene? ts of mentoring (e. g. , Fagenson, 1989; Scandura, 1992; Whitely et al. , 1992), potential drawbacks of mentoring (e. g. , Ragins et al. 2000; Scandura, 1998), diversity in mentoring (e. g. , Ragins, 1997; Ragins and Scandura, 1994; Thomas, 1993), and mentoring alternatives (e. g. , Higgins and Kram; Kram and Isabella, 1985). While many researchers have articulated the idea that the operational de? nitions of mentoring and mentor have varied considerably within Mentoring and sponsoring 629 MD 42,5 630 the last several decades, with some encompassing sponsorship or sponsor (Chao, 1998; Higgins and Kram, 2001; Mullen, 19 98), two of those major researchers have argued that mentoring needs to be reconceptualized (Higgins and Kram, 2001).Hence, two arguments for reconceptualizing mentoring are offered: (1) the lack of clarity and consensus on the de? nitions of a mentor, the process of mentoring, and the role of sponsoring; and ? ? (2) informal and formal proteges tend not to always receive career support, speci? cally sponsoring from their mentors (Bahniuk and Kogler Hill, 1998; Chao et al. , 1992; Noe, 1988b). Thus, the aim of this paper is to reconceptualize mentoring and sponsoring, and to offer them as distinctly different concepts, rather than viewing sponsoring as an inherent sub-function of mentoring.Therefore, it is posited that the reconceptualization of these two terms (mentoring and sponsoring) may bring much needed clarity and consensus to the organizational mentoring literature. It is also posited that this reconceptualization will provide aspiring executives with new knowledge to use in their decision making process as they select individuals to help them advance their careers. Mentoring and sponsoring – argument one Dalton et al. ’s (1977) theory of professional career development distinguished between mentor and sponsor, suggesting that an individual becomes a sponsor after being a mentor. On the other hand, Levinson et al. 1978, p. 97) viewed â€Å"a mentor as. . . a teacher, advisor, or sponsor†. These assertions would lead some to believe that the terms mentor and sponsor are confusing and overlapping (Campion and Gold? nch, 1983). As a result, the following question arises: has mentoring been used as a â€Å"catch-all† term? The answer would appear to be yes, given that the following terms have been used to describe a mentor in the organizational literature: guide, host advisor, sponsor, role model, teacher, protector, invisible godparent, friend, coach, counselor, patron, exemplar, benefactor, and advocate (Kelly, 2001; Pittenger and Heimann, 2000).Yet, Chao (1998) asserted that distinctions have been made between the terms mentor and sponsor. More recently, Higgins and Kram (2001, p. 269) echoed Chao’s (1998) sentiments, and distinguished between a mentor and sponsor by stating that â€Å"true mentors. . . provide high amounts of both career and psychosocial support, and sponsors. . . provide high amounts of career support but low amounts of psychosocial support†. Whether it is the interchangeable use of these two terms or the current de? itions of each that are posited to represent their distinction, it is feasible that both, to some degree, have contributed to much of the confusion in the organizational mentoring literature, thus leading to the mixed results on mentoring (Jacobi, 1991). In spite of the confusion and mixed results, mentoring relationships have been viewed as â€Å"one of the most complex and developmentally important relationships† in organizational settings (Levinson et al. , 1978, p. 97). Thus, mentorships and sponsorships have been pronounced to be critically important to the upward mobility of individuals in organizations (Kanter, 1977).The work of Levinson et al. (1978) served as the theoretical foundation for much of Kram’s (1980, 1983) work on mentoring, which appears to be the most comprehensive treatment in the organizational literature (Scandura, 1998). They suggested that a mentor is an individual who is usually older and â€Å"of greater experience and seniority. . . a teacher, adviser or sponsor† (Levinson et al. , 1978, p. 97). Building on the work of Levinson et al. (1978), Kram (1980) suggested that a mentor is a more senior ? ? individual who provides career and psychosocial support for the protege.Kram (1980, 1983) postulated career functions to include sponsorship, exposure and visibility, coaching, protection, and challenging assignments. The psychosocial functions were postulated to included role modeling, acce ptance-and-con? rmation, counseling, and friendship (Kram, 1980, 1983). Many of the de? nitions of a mentor used throughout the literature referenced Kram’s (1980, 1983, 1985) de? nition of mentor. Table I delineates how the terms â€Å"sponsor† or â€Å"sponsorship† are explicit in the de? nitions of mentor or mentoring that stem from Levinson et al. ’ (1978) and Kram’s (1980) de? nitions.Table I also depicts the de? nitions or lack of de? nitions of mentoring, mentor, and sponsor used in some published works that are generally considered premier management journals (Cabell, 2001). Due to the myriad management-related articles on mentoring, this method was chosen to determine which sampling of articles would be included in the table. As outlined in Table I, not all articles on mentoring explicitly de? ned mentoring, mentor, and/or sponsor, while a few did. As previously stated, in most cases, sponsoring is considered as sub-function of mentoring. Although there are various de? itions of mentor used throughout the literature, there appears to be more consistency in the de? nitions of sponsor used within the literature (see Table I). Sponsoring has been viewed in the literature as a developmental relationship in ? ? which the sponsor provides instrumental career support by nominating the protege for promotion and other types of organizational activities that may be supportive of promotion (Campion and Gold? nch, 1983; Thomas, 1993). This is relatively consistent ? ? with Kanter’s (1977) work, which posits that sponsors facilitate proteges in obtaining ? inside information and bypassing the hierarchy, as well as ? ght for their proteges’ promotions. While Shapiro et al. ’s (1978) continuum of advisory/support relationships acknowledges a difference between the organizational power that mentors and sponsors ? ? have in promoting the upward mobility of their proteges, they consider sponsors to have less organ izational power than mentors thereby causing mentors to be seen as more prominent than sponsors. It is highly probable that as a result of the works of Shapiro et al. 1978) and Kram (1980; 1983), which considers sponsoring a sub-function provided by mentors, that sponsoring has been viewed as a less powerful organizational developmental relationship than mentoring (Chao, 1998). This subjugation, thus causes sponsoring to remain in the shadows of organizational mentoring research. It is worthy to note that Kram’s (1980, 1983) early works were based on ? ndings from a sample in which a majority (11) of the 18 developmental relationships were direct or indirect reporting relationships in some phase of the developmental relationship.Consequently, the mentors had direct or indirect responsibility for promoting their ? ? protege. In which case, sponsoring (the nominating for promotion) was inherent in the developmental relationships Kram (1980, 1983) observed. Thus, Kram (1980, 198 3) was actually observing concurrent phenomena within her sample. Therefore, much of the organizational mentoring theory developed by Kram (1980, 1983) is based on what in recent research has been termed â€Å"supervisory mentoring†. Following suit, the supervisor-subordinate relationship has been the focus of much of the mentoring research (Gibb and Megginson, 1993).In this type of relationship, there is a high Mentoring and sponsoring 631 MD 42,5 632 Author (year) Campion and Gold? nch A relationship in which an individual takes a 1) Any individual who has a signi? cant positive 1) A sponsor discovers and fosters (1983) personal interest in another’s career and guides in? uence on another’s career, whether the role be individuals for higher placement in or sponsors that person one of sponsor, coach, or counselor other parts of the organization 2) A sponsor functions to generate ? power in proteges by ? ghting for and promoting them, by allowing them to bypass the hierarchy and obtain inside information, and by re? ected power or power by association Hunt and Michael (1983) Involves a unique, often emotionally 1) A person who suggests and advises new â€Å"fast interpersonal type of support and advising role track† recruits on career success matters that can be used to train and develop talented 2) A trusted counselor or guide ? ? ? proteges in many careers and organizations 3) A guide supporting a protege’s young adult dreams and helping in the attainment of them ? ? 4) A nonparental career role model for a protege Kram and Isabella Has a great potential to enhance the (1985) development of individuals in both early and middle career stages Noe (1988a) 1) An experienced, productive manager who relates well to a less-experienced employee and facilitates his/her personal development for the bene? t of the individual as well as that of the organization 2) Usually eight to 15 years older than the ? protege who frequently is a y oung professional with high career aspirations Noe (1988b) 1) A senior, experienced employee who serves as a role model, provides support, direction, and feedback to the younger employee regarding career plans and interpersonal development, and ? ? increases the visibility of the protege to decision makers in the organization who may in? uence career opportunities (continued) Table I. De? nitions of mentoring, mentor, and sponsor given in articles in premier journals Mentor de? nition(s) given in article Sponsor de? nition Mentoring/mentorship de? ition(s) given in article Author (year) Mentors actively intervene, contriving ? ? to get their proteges exposure and visibility through assignments that involve working with other managers ? ? and endorsing their proteges for promotions and special projects Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Whitely et al. (1991) Whitely et al. (1992) 1) A particular interpersonal r elationship that can in? uence career progress 2) Classical, or primary, mentoring is an intense developmental relationship of relatively long ? duration in which proteges receive a range of career and psychosocial help exclusively from one senior manager 3) Secondary mentoring is a shorter, less intense, less inclusive developmental process involving multiple relationships, each offering specialized developmental functions, which tends to focus on external, career progress-oriented functions, such as sponsorship and visibility and exposure, rather than on inner-oriented psychosocial development functions 4) A set of roles and role activities including coaching, support, and sponsorship 5) Psychosocial mentoring referring to activities like providing counselling and friendship 6) Career mentoring referring to providing sponsorship, exposure, and the like 1) â€Å"Classical† mentoring is where the developmental relationship is of relatively long duration, is intense, mostly ex clusive, and in ? which a protege receives a range of career-oriented and psychosocial help from one senior manager 2) Career mentoring includes short duration, less intense, multiple, and less exclusive relationships that are more specialized in the kind of progress-oriented functions provided to ? ? proteges, they are more likely to focus on external, career-oriented mentoring functions, such as sponsorship or visibility/exposure, than on â€Å"inner-oriented† psychosocial developmental functions (continued) Mentoring and sponsoring 633 Table I. MD 42,5 634 Author (year) 1) Someone who provides high amounts of both career and psychosocial support 2) â€Å"The mentor is ordinarily several years older, a person of greater experience and seniority. . . a teacher, adviser or sponsor† (Levinson et al. , 1978) Higgins and Kram (2001) Chao et al. (1992)Ragins and Scandura (1994) Scandura and Schriesheim (1994) Turban and Dougherty 1) A set of role activities, including coac hing, (1994) support, and sponsorship, that upper-level ? ? managers provide to proteges Tepper (1995) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) A sponsor is included in one of the de? nitions of a mentor 2) Someone who provides high amounts of career support but low amounts of psychosocial support 1) Individuals with advanced experience and knowledge who are committed to providing support to and increasing the upward mobility ? ? of junior organization members, their proteges 2) An individual in? ential in the work environment who has advanced experience and knowledge and who is committed to providing upward mobility and support to careers 1) A trusted counsellor who accepts a guiding role in the development of a younger or less-experienced member of the organization 1) An in? uential individual at work who has advanced knowledge and who is committed to providing upward mobility and support to a person’s career (continued) Mentoring/mentorship de? nition(s) given in article 1) The developmental assistance provided by a ? ? more senior individual within a protege’s organization 2) A relationship in which a senior person ? ? working in the protege’s organization assists ? with the protege’s personal and professional development Mentorship is de? ned as an intense work relationship between senior (mentor) and junior ? ? (protege) organizational members. The mentor has experience and power in the organization and personally advises, counsels, coaches, and ? ? promotes the career development of the protege. ? ? Promotion of the protege’s career may occur directly through actual promotions or indirectly through the mentor’s in? uence and power over other organizational members Author (year) Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Dreher and Cox (1996) ) Mentoring in organizations has been de? ned as a developmental relationship b etween an ? ? individual (protege) and a more senior and in? uential manager or professional (mentor) 2) Focuses particularly on the career-support aspects of mentoring Ragins (1997) 1) One who serves as a role model, friend, and ? ? counsellor, who accepts and helps the protege develop a positive and secure self-image 2) An individual who holds a position senior to yours who takes an active interest in developing your career. While it is possible for your immediate supervisor to serve as a mentor, relationships of this type represent a special opportunity to interact with a senior manager.The standard subordinate/supervisor relationship is not a mentoring relationship (it is possible to have multiple mentors) 1) Individuals with advanced experience and knowledge who are committed to providing ? ? upward mobility and support to their proteges’ careers Covaleski et al. (1998) 1) Sometimes also called coaching or counselling 2) It involves relations between senior managers and junior employees, in which the latter can â€Å"become interwoven into an organization’s culture by efforts of the former, who, embodying the â€Å"core values that best promote desired organization culture,† help frame the inculcation process† as well as â€Å"help cultivate desired norms and values† 3) A technique by which junior members imbibe and interiorize the more subtle, tacit, and noncodi? ble aspects of an organization’s goals, which are embodied in superiors and with which they develop their new identi? es as ? rm members 1) A more senior person who takes an interest in sponsorship of the career of a more junior person (Kram, 1985) (continued) Scandura (1998) Mentoring and sponsoring 635 Table I. MD 42,5 636 Author (year) 1) The mentor is traditionally de? ned as a source ? ? of information for the protege and the positive outcomes, such as greater income and promotion opportunities Mullen and Noe (1999) Ragins et al. (2000) Higgins and Kram (2001) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) Generally de? ned as individuals with advanced experience and knowledge who are committed to providing upward mobility and ? career support to their proteges (Kram, 1985) 2) A higher-ranking, in? uential individual in your work environment who has advanced experience and knowledge and is committed to providing upward mobility and support to your career Mentoring/mentorship de? nition(s) given in article A mentoring relationship is a one-to-one relationship between a more experienced member (mentor) and a less experienced member ? ? (protege) of the organization or profession. The relationship is developed to promote the ? ? professional and personal growth of the protege through coaching, support, and guidance. Through individualized attention, the mentor transfers needed information, feedback, and ? encouragement to the protege as well as providing emotional support and â€Å"putting in a good wordâ⠂¬  when possible Formal mentoring was as follows: â€Å"In order to assist individuals in their development and advancement, some organizations have established formal mentoring programs, where ? ? proteges and mentors are linked in some way. This may be accomplished by assigning mentors or by just providing formal opportunities aimed at developing the relationship. To recap: formal mentoring relationships are developed with organizational assistance. Informal mentoring relationships are developed spontaneously, without organizational assistance† A â€Å"traditional† mentoring relationship is one in ? ? which a senior person working in the protege’s ? ? organization assists the protege’s personal and professional development probability that the mentor will provide both psychosocial and career support for the ? ? protege.This would explain why sponsoring has surfaced as being inherent to mentoring in both qualitative research (e. g. , Kram, 1980, 1983) and quantitative research (e. g. , Noe, 1988a; Scandura, 1992), thus being viewed as a sub-function of mentoring. However, if a mentor is conceptualized in its most simplest of terms – those used by Webster’s Collegiate Dictionary – a wise and trusted counselor or teacher; and likewise with a sponsor – a person who vouches for, is responsible for, or supports a person or makes a pledge or promise on behalf of another – then from the onset, the nature of the reporting relationships in Kram’s study (1980, 1983) moved the examined phenomenon beyond the realm of just a mentoring relationship. Moving beyond this de? ition of mentor, there are at least two additional rationales for why a sponsor should not be viewed as inherent in mentoring, in addition to not being used interchangeably with the term mentor. First, the derivations of the terms are disparate – mentor from the ? ? Latin word mentor, meaning to teach; and sponsor from the Lati n word spondere, meaning to pledge. Second, based on Webster’s New World Thesaurus, mentor and sponsor are not synonyms. So, while Kram (1980, 1983) did observe the presence of the sponsoring phenomenon in her study, it is argued that it should have been considered a distinct concept rather than being considered inherent in mentoring.Since the foundation upon which the original conceptualization of organizational mentoring was developed in a somewhat dubious context, it begs the question as to the interchangeable usage of the terms mentor and sponsor. Similarly, given the emergence of the concept coaching in the literature as a distinctly different developmental concept than mentoring, it is posited that sponsoring should re-emerge as a distinctly different developmental relationship worthy of as much examination in the organizational literature as has coaching. So, based on this ? rst argument, it is posited that sponsoring may be just as important as mentoring in the upward mobility of individuals in organizational settings (Kanter, 1977).Therefore, a paradigm shift and new lens through which to investigate and utilize mentoring and sponsoring in organizational settings are being presented. Mentoring and sponsoring 637 Universal de? nitions Given the review of the various de? nitions of mentor, mentoring, sponsor, and sponsoring that have been presented in the literature, to date, â€Å"explaining mentoring through a single, universal and prescriptive de? nition. . . [has proven to be] inadequate† (Gibb, 1994, p. 47). However, explaining mentoring through a single universal and descriptive de? nition is more than adequate. Such a de? nition is necessary to provide solid conceptual grounding, and a lens through which to further examine and utilize mentoring and sponsoring. Hence, this is an opportune juncture to advance universal de? itions of mentoring and sponsoring to be used and operationalized in any research or organizational context hence forth. The following universal de? nitions regarding the concepts of mentor, mentoring, and mentorships are offered: . a mentor is a wise and trusted counselor or teacher; . mentoring is the guidance process that takes place between a mentor and a ? ? protege; and . ? ? a mentorship is a mentoring relationship between a mentor and a protege. MD 42,5 638 Similarly, regarding the concepts of sponsor, sponsoring, and sponsorships, the following universal de? nitions are offered: . ? ? a sponsor is a person who nominates or supports another person’s (protege) promotion; . ? ? ponsoring is the process of a sponsor nominating or supporting a protege’s promotion; and . ? ? a sponsorship is a sponsoring relationship between a sponsor and a protege. It should be noted that these suggested universal de? nitions of mentor and sponsor ? ? connote that neither one has to be older than the protege, which is a deviation from the sometimes explicit and other times implicit de? nitions for both terms in the organizational mentoring literature. It should also be noted that a mentor does not ? ? always have to be an organizational success to provide the protege with valuable guidance. Additionally, these universal de? nitions are speci? , yet general enough to be applicable regardless of the profession in which they may be studied or the research question examined, which has been perceived to be a matter of contention (Chao, 1998). Therefore, these de? nitions of mentor and mentoring allow for many of the forms of mentoring examined in the literature to be viewed as types of mentoring. This is consistent with Higgins and Kram’s (2001, p. 264) assertion that they are exploring different types of mentoring in their recent article, which views â€Å"mentoring as a multiple developmental relationship phenomenon†. Formal and informal mentorships – argument two The second argument for reconceptualizing mentoring and sponsoring requires an examination of the literature on formal and informal mentorships.As previously stated, original theorizing of organizational mentoring, in large part, resulted from the examination of informal, intraorganizational mentorships (i. e. , Kram, 1980, 1983). These types of mentorships have been purported to be a key developmental tool in the upward mobility of individuals in organizations (Hunt and Michael, 1983; Kanter, 1977; Pittenger and Heimann, 2000; Ragins et al. , 2000). Many researchers believe that all those who succeed have mentors, usually informal mentors (Campion and Gold? nch, 1983; Collins and Scott, 1978; Kanter, 1977). It should also be noted that sponsors have been said to be important to those who succeed (Kanter, 1977; Dalton et al. 1977) although they have not been the focus of as much attention in the literature as have mentors. Unlike sponsorships, there are copious amounts of articles suggesting that both informal and formal mentorships exist within most organizations, with informal mentorships being the most prevalent (e. g. , Noe, 1998b, Phillips-Jones, 1982). Informal ? ? mentorships are mentoring relationships where the mentor and protege, on their own ? ? accord, agree that the protege will trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Formal mentorships refer to mentoring relationships where a third party ? ? (usually the organization) sanctions an agreement between mentor and protege, ? whereby the protege should trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Both informal and formal mentorships can be either intraorganizational or interorganizational relationships (Ragins, 1997). Intraorganizational mentorships refer ? ? to those mentoring relationships in which both the mentor and the protege are employed by the same organization. Interorganizational mentorships pertain to ? ? mentoring relationships where the mentor and protege are employed by different organizations. Similar to mentoring, based on the u niversal de? nitions of sponsor and sponsoring offered in this paper, sponsoring can be formal or informal, and can occur intraorganizationally or interorganizationally.Informal mentorships tend to germinate as a result of work or non-work issues that ? ? lead the mentor and protege to realize they have shared interests, admiration, and commitment, which makes informal mentorships more in-depth and personal (Chao et al. , 1992; Lawson, 1996; Noe, 1988b). Thus, informal mentorships are likely to move beyond the discussion of career-related issues to more personal issues (Chao et al. , 1992; Noe, 1988b). The following examples given in an excerpt taken from Kalb? eisch (2000, p. 58) symbolize and embody some of the characteristics of informal mentorships: ? ? At a corporate cocktail party the proud mentor shows off her protege to her colleagues. As ? she introduces her rising star, her protege follows her lead in smiling and moving through the ? ? crowd. The protege mirrors her mentor ’s moves as she smoothly joins conversations then ? ? skillfully continues on to other interactions. At the golf course a mentor brings his protege along as a â€Å"fourth† to make up for a missing member of a traditional Saturday morning golf ? ? quartet. The mentor tells his pals that his protege is â€Å"like a son to him† and that he will ? t right in to their game. Mentoring and sponsoring 639 These examples illustrate how interactions in informal mentorships tend to move outside the typical con? nes of the of? ce.As a result of work and non-work interactions, ? ? the mentor helps to in? uence and socialize the protege (Bahniuk and Kogler Hill, 1998; ? ? Noe, 1988a). In addition, the mentor provides the protege with support, guidance, and feedback as a result of his/her knowledge about how to get things done, â€Å"what’s what,† and â€Å"who’s who† (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Veale and Wachtel, 1996). ? ? Therefo re, â€Å"proteges learn from their mentors. . . not only how to do their jobs better, but also how to manage their organizational careers better, and how to balance and manage their lives better† (Lawson, 1996, p. 6). As a consequence of the perceived bene? s of informal mentoring, formal mentoring programs began to surface in the early 1980s to provide mentoring to â€Å"more than just a lucky few† (Forret et al. , 1996, p. 6) in an effort to replicate and capitalize on the perceived bene? ts of informal mentoring (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Ragins et al. , 2000). While many organizations have implemented formal mentoring programs, there has been a lack of agreement on the intent and extent to which they are formalized in organizations (Noe, 1988b). Therefore, it has been suggested that ? ? organizations should not expect proteges in formal mentorships to gain the same ? ? bene? ts as proteges in informal mentorships (Noe, 1988b).Regardless, many orga nizations have instituted some form of formalized mentoring in an effort to gain a competitive advantage in today’s global and dynamic marketplace (Pittenger and Heimann, 2000; Veale and Wachtel, 1996). Some characteristics of formal mentoring programs are: top management support; corporate mentoring strategy; prudent mentor ? ? ? ? and protege selection and matching processes; comprehensive mentor and protege ? ? orientation; clearly stated expectations and responsibilities of mentor and protege; and ? ? established duration and contact frequency between the mentor and protege (Friday and Friday, 2002; Noe, 1988b; Scandura, 1998). Although formal mentoring programs are designed to replicate and capitalize on the bene? s of informal mentoring (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Ragins et al. , MD 42,5 640 2000), de? nite differences exist between them. Chao et al. (1992) suggest that the most notable differences between formal and informal mentorships begin with the i nitiation phase. The differences begin with the alteration of the voluntary nature from which informal mentorships evolve (Ragins, 1997). In formal mentoring programs, mentors ? ? and proteges are assigned (Chao et al. , 1992; Noe, 1988b; Scandura, 1998). The literature ? ? suggests that proteges may not perceive formal mentors as bene? cial as informal mentors. Numerous factors (e. g. , required participation, personality con? icts, perceptual con? cts, limited interaction, perceived pressure, lack of commitment and motivation, differences in expectations, lack of intimacy and perceived value, and ? ? sanctioned monitoring) contribute to formal proteges considering their mentors not to ? ? be as bene? cial as informal proteges consider their mentors (Chao et al. , 1992; Kram, 1985; Lee et al. , 2000; Noe, 1988b, Ragins et al. , 2000; Tepper, 1995). This perceived decrease in bene? t is likely the case because while formal mentors have been found to provide the same amount of psycho social support as informal mentors, they have not been found to provide the same amount of career support, which is usually an expected outcome of mentoring (Chao et al. , 1992; Noe, 1988a).As purported by Kram (1980, 1983), in naturally occurring, informal mentorships, ? ? mentors tend to provide both career and psychosocial support to their proteges. However, research suggests that in some informal mentorships and many formal mentorships, mentors tend to have dif? culty providing both types of support to their ? ? proteges, with the majority of the dif? culty being in providing career support (Bahniuk and Kogler Hill, 1998; Chao et al. , 1992; Noe, 1988b). Given the observance of dif? culty formal and informal mentors tend to experience in providing career support, ? ? particularly sponsorship, to their proteges, it lends support to the argument that mentoring and sponsoring are distinct phenomena.Consistent with Kram’s (1985) original conceptualization of â€Å"relationsh ip constellations† (in which multiple developmental relationships are not all provided by one individual) facilitating an individual in his/her upward mobility within the organization, mentoring and sponsoring are posited as distinct, but related, non-mutually exclusive developmental relationships. Thus, mentoring and sponsoring may be provided by the same individual, but it is not necessary or expected that they will both be provided by the ? ? same individual. Therefore, a mentor and a sponsor for a protege may be one in the same or they may be two different individuals. Kram’s (1985) work made the distinction â€Å". . . etween the classic mentoring relationship and other less involving, exclusive, and intricate types of relationships such as the sponsor relationship. . . † (Murrell and James, 2001). This distinction is likely to have contributed to the lack of importance given to the sponsor relationship and its potential in? uence on career advancement as co mpared to the attention given to the mentor relationship. Although the classic mentoring relationship, which is more psychosocial, has been found to enhance the competence and personal effectiveness of individuals trying to advance, it is the sponsor relationship that has shown to relate more closely to individuals actually advancing in organizations (Murrell and James, 2001).Thus, for aspiring executives developing career strategies it is suggested that mentors be selected when they need to enhance their competence and effectiveness on the job, and that sponsors be selected to assist them in advancing within the organization. Therefore, aspiring executives may use these two types of developmental relationships independently or concurrently at various stages of their careers based on their needs at that given point in time. Mentoring and sponsoring Conclusion Over the last three decades, much of the organizational mentoring research has conceptualized mentoring as the career and psy chosocial developmental support provided by a more senior individual to a more junior individual (Higgins and Kram, 2001; Kram, 1983).As outlined by Kram (1980, 1983), it has been suggested that only a subset of possible functions is provided by most mentors. Usually, providing upward ? ? mobility for the protege is not in the subset provided (Chao et al. , 1992; Kram, 1986; Noe, 1988b). This raises a question. If the mentor is providing all the other ? ? sub-functions, but not providing upward mobility for the protege, is this a mentoring relationship? According to the existing literature the answer would be: â€Å"Yes, but the ? ? mentor is just not sponsoring the protege; therefore, he/she is not a true mentor† according to Higgins and Kram (2001). They claim that a â€Å"true mentor† provides high ? ? amounts of both psychosocial and career support to his/her protege.On the other hand, according to the arguments posited in this paper, the answer would be â€Å"yes ,† and while the mentor is not a sponsor, he/she is a â€Å"true mentor† nonetheless. Some researchers have suggested that there is no one word that communicates what has been perceived in the literature to date as mentoring (Burke and McKeen, 1989; Levinson et al. , 1978). That may be the case because, to date, researchers have likely been examining at least two phenomena simultaneously, mentoring and sponsoring. The various de? nitions of mentor and mentoring, and the movement of mentoring into a formally structured arena have helped to highlight the distinction between mentoring and sponsoring as being distinct, non-mutually exclusive, and possibly non-concurrent phenomena.While scholars may have distinguished between mentors and sponsors (Kanter, 1977; it is being argued that as long as the concept of mentoring is viewed as ? ? encompassing the sponsoring of a protege’s nomination for promotion, the concept and its operationalization will lack clarity, and th us remain less scienti? cally supported than would be desired. Therefore, mentoring and sponsoring should be viewed as two distinctly different developmental relationships that are not necessarily mutually exclusive in terms of being performed by the same individual. Consequently, the terms mentor and sponsor, and mentoring and sponsoring should not be used interchangeably.With the assertion that there is no explicit agreement on which types of developmental experiences should be classi? ed as mentoring (Whitely et al. , 1992), the changing demographics in the workforce, and the global business milieu of this millennium, mentoring and sponsoring need to be reconceptualized (Higgins and Kram, 2001; Ragins, 1997). This paper has done just that; it has reconceptualized mentoring and sponsoring to account for the infusion of new dynamics that have arisen, and that are likely to arise, since the initial conceptualizing and theorizing of the terms in the organizational literature dating b ack at least three decades ago (e. g. Collins and Scott, 1978; Kanter, 1977; Lawson, 1996; Roche, 1979). If mentoring and sponsoring are to be considered enduring scienti? c phenomena, their de? nitions and operationalizations should not change every time environmental or organizational dynamics change or by different users of the terms (e. g. , researchers, practitioners, etc). 641 MD 42,5 642 The universal de? nitions offered in this paper are considered enduring. Regardless of the research or organizational environment and its dynamics, these universal de? nitions will not need to be changed, thereby allowing for consistency in the de? nitions and operationalizations of mentoring and sponsoring in future research and practice.Given the two lucid arguments presented, strong evidence exists to warrant the future use of these new lens through which to view and examine mentoring and sponsoring in organizational settings. In conclusion, aspiring executives have new information, which can help them develop a more effective career enhancement strategy that includes both mentors and sponsors. 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How Are the Iais Principles Met with in the Mauritian Legislation on Insuranc

UNIVERSITY OF MAURITIUS FACULTY OF LAW AND MANAGEMENT SECOND SEMESTER EXAMINATIONS MAY 2009 PROGRAMME BSc (Hons) Accounting with Finance – Level 3, 4 BSc (Hons) Finance – Level 3 BSc (Hons) Finance with Law – Level 3 MODULE NAME DATE International Finance Wednesday MODULE CODE DFA3006Y(5) 6 May 2009 TIME 9. 30-12. 30 Hours NO. OF QUESTIONS SET 6 DURATION NO. OF QUESTIONS TO BE ATTEMPTED 3 Hours 4 INSTRUCTIONS TO CANDIDATES This paper consists of SIX Questions and you are required to answer ANY FOUR (4) Questions International Finance – DFA3006Y Question 1 a) (i) Explain the term â€Å" foreign exchange exposure† in relation to the operations of a multinational enterprise. [5 marks] ( ii ) How are such exposures usually handled by management? [9 marks] (b) Seattle Inc is a medical device manufacturer. The company’s annual sales of $ 40m have been growing rapidly, and working capital financing is a common source of concern. The Chief Finance Of ficer, Martin Bell has recently been approached by one of the company’s major Japanese customers, Yosaka, with a new payment proposal. Yosaka typically orders ? 12. million in product every other month and pays in Japanese yen. The current payment terms extended by Seattle Inc are 30 days, with no discounts given for early or cash payment. Yosaka has suggested that it would be willing to pay in cash (in Japanese yen) if it were given a 3. 0 % discount on the purchase price. On the basis of the information below: Spot rate 30-day forward rate 90-day forward rate 180-day forward rate ? 96. 60/$ Yosaka’s Weighted average cost of capital ? 99. 08/$ Seattle Inc Weighted average cost of capital ?100. 42/$ ?103. 56/$ 9. 00% 11. 95%Advise Martin Bell on Yosaka’s proposition, assuming that Seattle Inc hedges all its foreign currency transactions. (c ) [8 marks] Calculate the rate of forward premium of the US $ on the 180-day forward rate. [3 marks] [Total marks : 25] Pag e 1 of 3 International Finance – DFA3006Y Question 2 â€Å"When the financial systems fail, everyone suffers† – Edward Carr, The Economist. (a) Explain the importance of regulations in a financial system. [15 marks] (b) In the wake of the financial crisis that has shaken America and Europe, do you think regulators have failed in their role? 10 marks] [Total marks : 25 ] Question 3 (a) Briefly outline the disadvantages of a fixed exchange rate regime? [6 marks] (b) Explain the following terms: (i) Special Drawing Right ( SDR ) ( ii ) Currency board arrangement ( iii ) Euro currency ( iv ) Dollarisation [12 marks] (c) The Thai baht was devalued by the Thai government from Bt 25/$ to Bt 29/$ in July 1997. Calculate the devaluation of the baht against the US dollar [3 marks] (d) Explain the difference between devaluation and depreciation of a currency. [4 marks] [Total marks : 25] Page 2 of 3International Finance – DFA3006Y Question 4 (a) Do you think free in ternational capital mobility is desirable for emerging economies? [15 marks] (b) Explain how an active secondary market for securities can be beneficial to: ( i ) lenders ( ii ) borrowers [10 marks] [Total marks : 25 ] Question 5 (a) Outline the main summary statements of the balance of payments accounts and explain briefly their economic significance. [10 marks] (b) How can flows of ‘laundered’ money from drug trade or international terrorist activities find their way into the Balance of Payments? [5 marks] (c)How can such illegal flows be avoided if a country wants to be perceived as a â€Å"clean† financial centre? [10 marks] [Total marks: 25] Question 6 (a) As a firm evolves, domestic operations are no longer adequate to sustain further development, and the firm seeks other avenues of growth. Outline the considerations that need to be taken if the firm is contemplating a strategic alliance with a foreign partner. [15 marks] (b) Explain the difference between â€Å"internal† financing and â€Å"external† financing† for a foreign subsidiary and give two examples of internal financing. [10 marks] [Total marks : 25] -END OF QUESTION PAPER- Page 3 of 3

Gift-Giving Guide for College Students

Gift-Giving Guide for College Students Gift-giving as a college student can be complicated. Of course, youd love to treat all of your friends and family to big, beautiful gifts ... but your budget and time restrictions often prevent doing so. What options are there, then, for college students who want to give great gifts without seeming cheap or lazy? Gifts Based on Recipients Great Gifts for Your College Boyfriend or Girlfriend. Its hard to come up with a meaningful, reasonably priced, personal gift for your significant other.Gifts for a College Roommate. A college roommate is like no one else; after all, what other person knows so much about you, puts up with your ridiculousness, and lets you eat their cereal when youre meal plan runs out? Whether its for a roommate birthday or the holidays, make sure you get something unique for this important person in your life.General Gift Ideas for Moms. Be it for Mothers Day or her birthday, getting a gift for Mom  is a must-do. Dont forget to make a phone call if youre away at school on the big day, too!Gifts for Your Siblings. You may have been incredibly close to your siblings before you left for school, or you may have been glad to have them no longer annoying you at the dinner table. Either way, forgetting a gift for your sibling can be an unforgivable offense! Gifts Based on Situations Low-Cost Gift Ideas. Regardless of whom your gift is for, it needs to fit within your budget. Thoughtful low-cost gifts will make you look anything but cheap.Last-Minute Gift Ideas. Alright, so your friends/roommates/brothers birthday totally sneaked up on you. Last-minute gift ideas based on someones hobby or creative outlet can help cover your oops-I-nearly-forgot tracks.Unique Valentines Day Gifts. With so much hype, it can be hard to come up with gift ideas for Valentines Day that are original and inexpensive.College Graduation Gift Ideas. Graduation season can get so chaotic that its easy to forget to get a college graduation gift that adequately celebrates this major milestone.

Molar Heat Capacity Definition and Examples

Molar Heat Capacity Definition and Examples Molar heat capacity or molar specific heat capacity is the amount of heat energy required to raise the temperature of 1 mole of a substance. In SI units, molar heat capacity (symbol: cn) is the amount of heat in joules required to raise 1 mole of a substance 1 Kelvin. cn Q/ΔT where Q is heat and ΔT is the change in temperature. For most purposes, heat capacity is reported as an intrinsic property, meaning it is a characteristic of a specific substance. Heat capacity is measured using a calorimeter. A bomb calorimeter is used for calculations at constant volume. Coffee cup calorimeters are appropriate for finding constant pressure heat capacity. Units of Molar Heat Capacity Molar heat capacity is expressed in units of J/K/mol or J/mol ·K, where J is joules, K is Kelvin, and m is number of moles. The value assumes no phase changes occur. Youll typically start out with the value for molar mass, which is in units of kg/mol. A less common unit of heat is the kilogram-Calorie (Cal) or the cgs variant, the gram-calorie (cal). Its also possible to express heat capacity in terms of pound-mass using temperatures in degrees Rankine or Fahrenheit. Molar Heat Capacity Examples Water has a molar specific heat capacity of 75.32 J/mol ·K. Copper has a molar specific heat capacity of 24.78 J/mol ·K. Molar Heat Capacity Versus Specific Heat Capacity While molar heat capacity reflects the heat capacity per mole, the related term specific heat capacity is the heat capacity per unit mass. Specific heat capacity is also known simply as specific heat.  Sometimes engineering calculations apply volumetric heat capacity, rather than specific heat based on mass. Molar Heat Capacity Key Takeaways Molar heat capacity is the amount of heat needed to raise the temperature of 1 mole of a substance by 1 Kelvin.The SI unit of molar heat capacity is the joule, so molar heat capacity is expressed in terms of  J/mol ·K.Molar heat capacity is specific heat capacity per unit mass.