gatcolor Symbols and Symbolism Essay - Symbolic Colors in Great Gatsby :: Great Gatsby Essays

Symbolic Colors in Great Gatsby Colors can accentuate the meanings of a story and explain certain actions of a character. In The Great Gatsby, Fitzgerald applies many important colors that allude to the personality of his characters. The colors given are repeated multiple times so that they can be established. To fully understand the characters of the story, one must recognize the associated colors that are given. Green is the color of healing, property, prosperity, greed, luck, and fertility(Nadia Davis). This color is closely associated with the green light at the end of the dock. and distinguished nothing except a single green light/...might have been the end of a dock(24), Fitzgerald symbolized the green light as the key to reaching Daisy. While on the beach, Gatsby is stretching out his arms to the light as if he will acquire it whatsoeverhow. This green light represents money and prosperity, which Gatsby has obtained over the years in order to finally reunite wi th Daisy. Another important color in The Great Gatsby is the color black. Black symbolizes Absorption of negativity and the destruction of negativity(N. Davis). Gray is mostly related to the Valley of Ashes and Wilson. The black atmosphere surrounding it represents the hopelessness of their insolvent situation. This is the valley of ashes.../where ashes take the forms of ashes and chimneys and rising boob(27), the ashes represent the black and how it puts a negative burden on Wilson and restricts him from future success. Gold also has an important meaning in the story. Gold symbolizes God, healing, money power, and wildlife(N. Davis). gobbler is the most relevant character to gold. In relation with money, gold is represented as old wealth. Tom has always had this old wealth in his possession, and it is what attracted Daisy to him. In order to win back Daisy, Gatsby also tries to portray himself as having old wealth, even though he only has new money. These actions are shown through some of Gatsbys possessions, heres my little golden pencil(111).

Husserl y la Crisis de la Cultura :: Spanish Essays

Husserl y la Crisis de la CulturaABSTRACT The topic of the crisis of agriculture has been common among philosophers whose thought developed during the beginning of the 20th century, and especially among those who lived through the hard times of the interwar period. Husserl was no exception. I intend in this paper a modest approach to the growth of this subject in the founder of phenomenology. I will attempt to (1) delimit what Husserl meant by culture (2) identify the reasons for the crisis of culture and (3) ferret out a solution to this crisis. La siguiente comunicacin va a constar de tres secciones. En la primera, que se llevar la parte del len, voy a tratar de acotar aquello que Husserl entiende por cultura tanto en su sentido descriptivo como normativo. En la segunda, veremos por qu eso a lo que l hace referencia con semejante trmino se halla, en su opinin, en crisis. Por ltimo, y ya en una brevsima tercera parte, se tratar de dar cuenta del camino que al decir de Husserl es n ecesario emprender para buscar una salida a semejante situacin de crisis cultural.1. La doble definicin husserliana de cultura descripcin y normatividadCreo que no es una mala estrategia a la hora de abordar qu entiende Husserl por cultura, el comenzar por la biparticin ontolgica que hace del mundo en naturaleza (Natur) y espritu (Geist). Son muchos los lugares donde se nos habla profusamente de ello. Haciendo un resumen sumario del tema, podramos decir que el mbito de la naturaleza es el de las cosas materiales, el de los entes vistos desde la pura exterioridad espaciotemporal, siendo la ley en base a la cual se rigen la necesidad causal. En contraposicin a ello, el mundo del espritu es aquel en el que lo esencial no viene dado por las relaciones exterior-causales que se dan entre los objetos, sino por la significatividad humana que conforma nuestro primer y primordial contacto con la realidad. Es decir, el mundo del espritu es el mundo del significado, del sentido, aquello que con stituye propiamente nuestro cosmos y nos es dado, en primera instancia, como un regalo por nuestros antepasados. Semejante mundo slo puede brotar del yo y su vida de conciencia o, mejor dicho, de un yo (no entro aqu en la distincin yo, hombre, persona, subjetividad trascendental) y una vida de conciencia que se encuentran siempre en constante interrelacin con otros yoes.

International economic institutions serve western

International economic institutions serve westernmosterly interests. Do you agree? The international economic institutions refer to the Bretton Woods institutions which are the IMF and globe Bank which were fabricated after World War 2 and GATT was also created after the war and later became the WTO. I agree with the statement, due to the disproportionate amount of spring held by Western countries compared to the rest of the world and the fact that these institutions attempt to press or force western neo-Liberal values on the rest of the world. In this render I will go through each individual economic institution explaining how they serve western interests and how recent re varietys have attempted to curb western powers within these institutions and then I will later discuss how these institutions play out in terms of international political theories.The international monetary gillyflower was set up in 1944 to head off any future world economic crisis si milar in magnitude to the great depression and to eff the Bretton Woods fixed exchange rates. However over the decades it has gained the reputation of being the lender of last resort and have attempted to enforce neo-Liberal principles on countries who take the loans. This is shown clearly through the procedure of the Structural adjustment programme where it aims to create a business climate attractive to investors . They do this through prescribing upper-case letter consensus politics which involves opening up commercialises to foreign competition, close down unprofitable markets reduce public expenditure and privatisation programmes. This has served western interests as this opens up new market for western countries to exploit, as shown in Ghana where it used to be self reliant on r... ...ns would act in their self interest when using IGOs. Realists stress on the fact that liberals tend to overlook power politics which would be played out within these IGOs. For Marxists they view the failure of IGOs to spread wealthiness equally as the failings of the capitalist system where only the rich can gain and by allowing the poor to stay poor due to the greed of capitalism. general it is clear that in the past and currently the west have dominated the international financial institutions in order to serve western interests. However the west have started to lose grip of all three of these institutions as the emergence of the BRICs have forced the wests hand, as they have hinted that they would create their own IMF . So I foresee a more balanced international institutions or the west facing BRIC led rival organisations in the form of the BRICs own versions.

Emmett Till and The Civil Rights Movement Essay -- Racism, Civil Right

Emmett Till and The Civil Rights Movement The murder of a fourteen year-old Chicago boy named Emmett Till sparked the fire that was the Civil Rights Movement. Prejudice still exists in the world today but because of his death , many people that have heard about or know of it, have changed the way that they think, the way they red-hot their lives, and what their outlook is on other races. Born in 1941 on the rough streets of Chicago, Illinois, Emmett Till had never experienced the extremes of racism or violence, his go tried to intimidate him remote from bad things. Mammie Till had told him stories and life experiences of racism. When Emmett decided to travel to Mississippi with his cousin, Wheeler, to visit his uncle Moses Wright in the summer of 1955, he judgment that it was just going to be a regular trip, and that he would stay the summer helping out Moses on his farm. While waiting at the train station to leave for Mississippi, Emmetts mother Ma mmie gave him a stern warning about most people in the South, and that things were very different there then how they were in Chicago. Emmetts father past away years before, but he left behind a gold ring Mammie gave this ring to Emmett just as he left, she was worried but thought that he would take care of himself while in the southern city of Money. After a sixteen hour train ride Emmett and his cousin arrived in Money. Wheeler about his trip to Money with Emmett We went to the South, near the beginning of cotton-picking time, late August and we picked cotton for a half a day and we would go swimming, turn tail the snakes out the river. We had a lot of fun. Money was a little town ... ... acquittal, Roy Bryant and J.W. Milam sold their story of how they kidnapped and killed Emmett Till to Look magazine, and since they were acquitted, they couldnt be tried for the murder again. exactly 100 days after the murder of Emmett Till, Rosa Parks wouldnt g ive up her seat, and the Montgomery Bus Boycott began. This murder has impacted blacks in the States greatly and the way that we are treated by others. Works Cited The Lynching of Emmett Till. nd. Heroism.org. February 4, 2003 <http// www.heroism.org/class/1950/heros/till.htm The Murder of Emmett Till. nd. PBS. February 4, 2003 <http//www.pbs.org/ wgbh/amex/till/fillmore/index.html 3, Dylan, Bob. The Death of Emmett Till. nd. Special Rider Music. February 4, 2003 <http//www.bobdylan.com/songs/emmetttill.html

Trade Facilitation Essay -- International Trade, WTO

International trade plays crucial role in the development of any country. And dish out facilitation can be define as a process to make international trade possible in a best and efficient way. In which transaction cost of trade is minimum and goods transfer from one country to other in shortest clip. According to WTO, cope facilitation is defined as a procedure and controls for the movement of the good from one country to another can be reduce cost and burden. And in any case find the efficient flow of goods. According to Kommerskollegium (2008), Trade Facilitation can be define as a reduction in trade complexities and cost of trade transaction process and insuring that all these activities take govern in an efficient, transp arent and predictable manner. According to Kommerskollegium (2008), International Trade is a key driver of economic growth. Trade facilitation reduces compliance cost, enhance disposal controls and capabilities and it is not achievable without Political de termination and international efforts. The author also explains Trade Facilitation as a mixture of Harmonisation of applicable rules and regulation, standardization of culture and requirements, simplification of administrative and commercial formalities, procedure and documents and transparency of the whole process. It can be done by government regulation and controls, business efficiency, ameliorate transportation, advancement of the information and communication technologies, and efficient and easy payment procedure. Custom play a central role but all border agencies should also involve in this procedure in an effective manners. Its also an argument in support of trade facilitation that why developed nation are focusing on trade facilitation. If we go ... ....According to OECD (2005), World Bank estimated average time required for custom clearance through sea load in Africa is 10.1 days and only 2.1 days in OECD which shows the difference between trade efficiency of Africa a nd trade efficiency of OECD. According to OECD (2005), custom clearance time can be reduced by increasing the cooperation among the international border agencies and custom authorities of trading countries.ADB (2003) refers to indicate that Bangladesh could earn 30 percent to a greater extent in results of its exports if port inefficiencies are removed OECD (2005).According to World Bank (2004a), if Procedure of Custom clearance improves in Ethiopia then average productivity aim of the firms in Ethiopia will increase by 18 percent (OECD 2005). Furthermore, In Nigeria cost of import is as high as 45 percent delinquent to inefficient custom clearance procedure.

Trade Facilitation Essay -- International Trade, WTO

International pile plays crucial role in the development of any country. And Trade facilitation can be narrow as a bit to make international concern possible in a best and efficient way. In which transaction cost of trade is minimum and goods transfer from integrity country to other in shortest time. According to WTO, Trade facilitation is busheld as a procedure and controls for the movement of the good from one country to another can be reduce cost and burden. And also find the efficient flow of goods. According to Kommerskollegium (2008), Trade Facilitation can be define as a reduction in trade complexities and cost of trade transaction process and insuring that all these activities take place in an efficient, transpargonnt and predictable manner. According to Kommerskollegium (2008), International Trade is a key driver of economic growth. Trade facilitation reduces compliance cost, enhance government controls and capabilities and it is not achievable without policy-making d etermination and international efforts. The author also explains Trade Facilitation as a mixture of Harmonisation of applicable rules and regulation, standardization of information and requirements, simplification of administrative and technical formalities, procedure and documents and transparency of the whole process. It can be done by government regulation and controls, business efficiency, improved transportation, advancement of the information and dialogue technologies, and efficient and easy payment procedure. Custom play a central role but all border agencies should also involve in this procedure in an effective manners. Its also an argument in support of trade facilitation that why developed nation are focusing on trade facilitation. If we go ... ....According to OECD (2005), World Bank estimated average time required for custom headroom through sea cargo in Africa is 10.1 days and totally 2.1 days in OECD which shows the difference between trade efficiency of Africa and trade efficiency of OECD. According to OECD (2005), custom clearance time can be reduced by increasing the cooperation among the international border agencies and custom authorities of trading countries.ADB (2003) refers to indicate that Bangladesh could earn 30 percent more in results of its exports if port inefficiencies are removed OECD (2005).According to World Bank (2004a), if Procedure of Custom clearance improves in Ethiopia then average productivity level of the firms in Ethiopia will join on by 18 percent (OECD 2005). Furthermore, In Nigeria cost of import is as high as 45 percent due to inefficient custom clearance procedure.

Mon Amour

Caught in the persistence of unpleasant memories, go to bed and goal intertwined with the vestiges of war, the city Hiroshima transforms from a site of frightening tragedy to a symbol of the blossoming of love despite the iniquities of trauma brought by the war. In Hiroshima, Mon interest, a French actress developed an intense affair with a Japanese architect. Her lover seems to have to be someone unexpectedly her type, for she fell previously for a German soldier during the World War II in Nevers, France.The actress was going to Hiroshima to play a part in a strike roughly peace. Her intention of going there was to erase her tragic memories of the war, hardly to find out that her memories magnified by the greater collective store of atomic destruction. The film Hiroshima, Mon Amour does not spatial relation a fixed blame where emotion, morality and ethics meet, it lets the viewer decide for themselves on how they interpret how the scenes and the place unites to weave the s ublimity of their love storyThe magnificent Emmanuelle Riva is less the star of the film than its first soloist, to extend the musical metaphorin comparison, Eiji Okadas architect-lover is more of a first violin type. There is a dominant motif, which is the sense of being overpowered, ravished, takena French woman who wants to be overpowered by her Japanese lover (Take me. Deform me, make me ugly), an Asian man who is consumed by his occidental lovers beauty and unknowability, a fictional peace rally overwhelmed by its real-life antecedent, everyday reality drowned out by a flood of memories, a city devastated by nuclear force (Jones, 1959).Although classified as an art film that developed in the French New Wave movement in the early 1960s, the movie seems to transform into somewhat a docu-drama that serves to remind the viewers about the extent of damage of the atomic bombard dropped in Hiroshima. In the enterprisingness of the film alone, the movie bursts with symbolic close -ups of entwined human limbs covered in ash, summoning to remembrance the greatness of the catastrophe that cost millions of human lives. Using a series of dissolves, the viewers argon introduced to the sweaty limbs of the films lovers, as they are making love. A viewer may conceive the mutables differently as they are led to think if it is genuinely sweat, or mutations that resulted from the atomic bomb b persisting that occurred.These shots convey in seconds the weird tension between the personal and the global at the films core. Theyre also an indication of the visual density of Resnais work nothing on screen is throw-away. Those opening shots are followed by a 10-minute tour de force segment in which the director, Alan Resnais, seamlessly combines newly shot footage of the macabre artifacts (hair, teeth, pieces of human flesh in plastic display cases) at Hiroshimas museum remembering the nuclear flack catcher, footage from Children of Hiroshima (Gembaku no ko), Japanese di rector Kaneto Shinds 1952 feature about the attack and its effects on the citys population, and gruesome newsreel footage of the injured and dying shot days after the bomb was dropped (Mancini, 2003).Scripted by the novelist Marguerite Duras, twain protagonists are hence possessed by memories of the traumatic events they have respectively endured, and it is and thanks to a passionate love affair that their captivation by images from the past is born-again into speech. It is as if their eroticized body triggers the release of traumatic memories and the experiencing for the first time of how war affected them, although no words were verbally expressed.This opening montage is accompanied by the lyrical voice-over of the lovers, the French womans insistence shes seen Hiroshima and the effects of the bomb, the Japanese mans denial she ever could. The elliptical, artificial, and literary nature of the voice-over, its load of subtext could summon a certain sadness they both are hiding as a result of their traumas.Transmogrifying the social atmosphere at a certain point of history and the universal quality of love regardless of the national origin, the relationship establishes this by uniting traumatic memories and eroticized bodies routed through another(prenominal) level of signification, which has proved to be the films most ambiguous dimension. For most spectators, it is the films haunt to analogy that generates the greatest unease.It is not simply that the film properly arranges memories in a series of historical events that movie attempts to destabilize the enlightening narratives of the end of the blurb World War, but the excesses associated with Frances Liberation on the one hand, and the atomic annihilation of Hiroshima and Nagasaki on the other, gathers the over all feel of what the movie is all about. The discomfort that the film is still capable of provoking arises from the kinds of analogy it constructs between the personal memories and the collecti ve commemoration of an atomic bomb that nearly annihilated the place the milieu where the characters are trapped.Is Hiroshima Mon Amour the story of a woman? Or is it the story of a place where a tragedy has occurred? Or of two places, housing two crystalise tragedies, one massive and the other private? In a sense, these questions belong to the film itself. The fact that Hiroshima continues to brook a comforting sense of definition approximately fifty years after its release may help to account for Resnais nervousness when he set off for the shoot in Japan. He was confident(p) that his film was going to fall apart, but the irony is that he and Duras had never meant for it to come together in the first place.What they created, with the greatest delicacy and emotional and physiological precision, was an anxious aesthetic object, as unsettled over its own identity and sense of direction as the world was unsettled over how to go about its business after the cataclysmic horror of Wo rld War II (Jones, 1959).As Damian Cannon (1997) expounded, Hiroshima is the very place where the conservation of the event in retentivity and its refutation in forgetting become simultaneously possible. Elle chooses to tell her story because she is in a place where things can be remembered, and then, ultimately, forgotten. It is important to note that the dropping of the bomb on Hiroshima signaled the end of the war in Europe.Elle arrives in Paris (a new place) that very day, consecrating by her displacement her forgetting of Nevers. The writer Duras explains in her synopsis that because of the very place it evolves from, and in order for Hiroshima to maintain its ties to history, the love story has to precede and subsume the story of Hiroshima.On the other hand, the function of the Nevers story serves to introduce the nitty-gritty fellow feeling of the character of the female lead, Elle. Ropars Wuilleumier (1992) shared that the unrepresentability of Hiroshimas catastrophe is tr ansferred onto the narratability of Elles story of a doomed love affair in Nevers.As Ropars-Wuilleumier points out, Lui, the Japanese lover, assumes exactly the position of the analyst in relation to Elles report of her Nevers past at the moment when he accepts being addressed as her dead German lover, when he demands of Elle When you are in the cellar, am I dead? But, consistently with Ropars-Wuilleumier reading of Hiroshima, Mon Amours analogical strategy, she insists that we should not see this psychoanalytic simulacrum as operating primarily on behalf of the working-through of the traumatic memory of Elle. Rather, the elaboration of the Nevers story in this symbolism implicitly poses the question of what it means to meander through the legacy of the atomic catastrophe (p. 179-180).In early sequences, when Elle relates the evidence of destruction she has seen on her visits to hospitals and museums, Lui tells her You saw nothing in Hiroshima. You know nothing. Elle in turn insis ts that she has seen everything, knows everything and has thus become convinced that she will never forget Hiroshima. But it is only after the transmission of her story of Nevers in three flashback sequences that the films viewers will realize that Elle has been seeking to inscribe in her memory images of Hiroshimas destruction and its aftermath in order to do battle with the forces of forgetting that overwhelm even the strongest compulsion to remember.Early in the film, Elle tells Lui that they both share the desire to resist to forget the memories that bind them to their respective traumatic pasts Like you, I know what it is to forget like you, Im over-endowed with memory like you, I too have seek with all my might not to forget. Like you, I forgot. Like you, I wanted to have an inconsolable memory, a memory of shadows and stones. The first intrusion of another memory that also once seemed unforgettable, a flashing image of the hand of her dead German soldier, makes her realize t hat her conviction that she will preserve an unforgettable memory of what she has seen in Hiroshima, must also be an illusion (Turim, 1989).Through telling to Lui the story of Nevers, of her previous love affair love with a German soldier, his black lotion by the Resistance and her punishment as a femme tondue, a woman whose head was shaven for (literally) sleeping with the enemy. With this, Elle undertakes her long-belated labor of mourning. Only as her narration nears completion does this traumatic memory of her German lover lying dead on the Quai de la Loire, which has made Elle captive to her past, achieve full representation (Ropars-Wuilleumier 1992, p. 182). It is only when it achieves representation does the memory in turn risk being subjected to the forces of forgetting. As the film suggests, this is the ambiguous fate awaiting memories of what has unfolded and about unfold in Hiroshima.Clearly, the passage in the final scene, when Elle cries out in anguish Til forget you I m forgetting you already, we are bound to vicariously feel that she is not only experiencing the pain of progressively forgetting the death of her first love, but that she suffers by anticipation the pain of forgetting Lui and Hiroshima. As the significance of this passage implies, the memory that possessed her is shown to be somewhat also her neb for her own healing process of forgetting, wherein forgetting is not simply the consequence of repression or social neglect, but something that cleanses you of your past pains and the realization of the necessity of letting go of the traumatic memory itself.Thus, through the films guides us to the process of an individuals compulsion to remember and need to forget. As Ropars-Wuilleumier (1992) explained, the horror of Hiroshima is not eclipsed, but it becomes the object of a obscure reflection upon the terms of both enunciation and expulsion of the historical event (p. 291). . In this process, writer Duras sacrifices her agency within th e narrative, giving the narration over to linguistic context and story. This is mirrored at the end of Hiroshima, Mon Amour where the final lines of dialogue identify the two characters of the film with the cities they are from, Hiroshima, Japan, and Nevers, France ( essay, 2004).The overall tone of Hiroshima Mon Amour substantiates the thought that these vexing memories at hand could whip us terribly with unrelenting repercussions in the future. Eventually, making all of us realize that these shared moments will somehow be forgotten. As a particularly depressing thought, there are at least a few moments of illumination in the darkness of what had caused us pain. To wit, Sample (2004) averred that the two protagonists love, free from spousal recrimination, is fulfilling and unweighed by ulterior motives proposes a viable meeting of souls that could help process and heal the pains of their past experiences.Works CitedCannon, Damian. Hiroshima, Mon Amour A Review. Movie Reviews UK, 1997.Jones, Kent. Life Indefinite. Criterion Collection Website. Acquired online last December 10, 2005 at http//www.criterionco.com/asp/release.asp?id=196eid=317section=essayMancini, Dan. Hiroshima, Mon Amour. DVD Verdict Review Website. Acquired online last December 10, 2005 at http//www.dvdverdict.com/reviews/hiroshimamonamour.phpRopars-Wuilleumier, Marie Claire. How History Begets Meaning. In Saul Friedlander (ed.), Probing the Limits of Representation Nazism and the Final Solution (London Harvard University Press, 1992).Sample, C.K. Life and Text as Spectacle Sacrificial Repetitions in Durass The North China Lover, Literature/Film Quarterly. Salisbury 2004, (32)4 279-288.Turim, Maureen. Flashbacks in Fiction and Film Memory and History. New York Routledge, 1989.

Essay on Informal and Formal Griencance Essay

This essay will explore the difference between formal and informal Grievance process, how it can be prevented and a adjudicate of the authors own work of injury investigation and conclusionAs a shift Manager and part of my responsibilities to ensure that we have a harmonious working(a) relationship between staff and management.For the purpose of this essay, I will cover the Grievance process, how it can be prevented and a sample of grievance proceedings that I handled.A grievance is generally both complaint that has been presented by an employee to a management representative about an aspect of the employee work, working conditions or relationships. They are commonly set out to the employer, either verbally or in writing. However, it is important to note that grievance can be presented in many forms and it should always be dealt with to minimise the risk of practice session tribunal claims and awards.As part of our fraternity policy and in our contract of employment, the compa ny has adopted a Positive spurt Environment, which states that the company is committed to create a harmonious working environment, which is free from harassment and bullying and in which every employee is treated with respect and dignity.We have three forms of communicating to all our employees the companys stance on grievance related issues, which covers staff understanding of what is grievance, the consequences if a grievance case against fellow employee is prove and the reporting procedures. Firstly, we will discuss grievance to all employees through the employee induction process, in their written contract of employment, which is normally issued to the employee after successful three months probation. And at last through the company hand book, which every employee is issued a copy, signed for and advised to read and follow the companys policies therein.In addition and under the employment act 2002 (Dispute resolution) Regulation 2004, it is the duty of the employer to detec t whether a complaint from an employee amount to an informal grievance, and if it is, such complaint should be dealt with through the organisation or that companys grievance process. The following are common issues that can easily lead to grievance Bullying and Harassment Discrimination Poor Management dedicate Inadequate training Poor communication Unfair treatment Unclear job roles Failure in providing equal opportunities Personalities, Values, Workload and Expectations Changes to accepted customs and practices erst the Management understands that the above possible causes can lead to employee grievance complaints, the initial method to prevent it from happening is to adopt it into the company continuous improvement programme, which must(prenominal)iness form part of the management daily working activities, since issues of grievance can come from all sectors of employees working activities.The secondary prevention measures are how noticeable grievance cases are dealt wi th appropriately and quickly. As a rule of thumb, the initial approach to deal with grievance is to try and resolve it informally if possible. As it is always the case, departure or ignoring grievance to develop can often lead to an escalation of the problem, which can lead to Managers having to spend time on endless investigation, lose of good employee and pricey Employment Tribunal proceedings.There are also multiple symptoms that an employee with perceived grievance can exhibit, which in many cases can affect the productivity of the company. For example, an employee whitethorn take more time off or sick off from work, or not performed his or her work duties to the optimum, which in many cases is a expiration of stress or anxiety from work. An experienced Manager or Supervisor should be able to detect some of these signs, talk to the employee concerned and informally refractory the issue as soon as possible.In a situation whereby a Manager could not detect a grievance through the deportment of one of his employees, but it is established that an employee complaint is a grievance, that Manager should tell that employee that his complaint is a grievance, and must also explained to him his right under the companys grievance provision to raise or report that matter (instilling confidence). The employee should be assured that the matter will be investigated and dealt with and there will not be any retribution from the company for reporting that issue.As per the grievance procedure contained in the company handbook and under the employment act 2002 (Dispute resolution) Regulation 2004, the employee must put his case in writing, but if for some reason the employee is unable to do this, the Manager should make full notes of the grievance and ask him/her to sign it as being a true representation. Once the written notification or the signed grievance note is given to the employer, an immediate and formal investigation should ensued. The employer should assimilate the employee in writing to a meeting to discuss the issue. This is an investigatory meeting to review the complaint, and not to give value judgements or comments, and certainly not any form of decision.The investigative officer should have an open mind, as all the facts may not be available to him. He should not pre-empt the decisions that will subsequently be made. The aim at this stage is to identify the grievance, and be clear about the matter so that the company can resolve the grievance.

Child Labour Essay

INTRODUCTIONGOD has given human beings the boon of wisdom and discreation to think upon the signs of the universe and to draw conclusions. That is the reasons why they disclose the vague facts of it and its structure.Children are the flowers of heaven they are the most beautiful and purest creation.They are the beauty of this world.They are innocent.but there are such kind of students who basisnot go to schooldue to financial problems.They just watch others go to school and can merely wish to seek knowledge.it is due to m all difficulties,desperate conditions that they face in lifeDEFINATIONChild work can also be defined as the full time employment of babyren who are under a minimum legal age.Where does most child labour occur?OF an estimated 215 child labourers around the globe approximately 115 million(53%) are in Asia and the pacific14 million(7%) line in latin America and 65 million (30%) live in Africa.Works on it.Many governances like UNICEIF, ILO, whoes main object is to prevent child labour .These are the international organization which prevent child labour globaly.INTERVIEWI visited The Eatspot, a roadside restaurant , this weekend. No, this story is not a restaurant review about the dry biryani or hot lassi. It is not about the silly waiters dressed like nervous fresh MBA grads from a college, with white shirts and uncomfortable ties. It is about Nizamuddin.The little boy who poured water into my glass and cleared out my table. He was too small, skinny. His hairs were dry and rough and certainly would not have been oiled for months now.He was hardly four and a half feet tall, not a trace of facial hair. He couldnt have been a day older than 12 .His shirt on his eubstance was there for namesake and his trouser did not fit him. One of his hands used to hold it on his waist and he had the innovative technique of fastening it with a rope of brittle plastic threads. He was standing expressionless just like an old stuffed toy.He walked around nervo usly with a heavy jug of water. His eyeball darted across the room like a scared rabbit, scanning the place for empty tumblers that needed a refill. . He caught me staring at him and looked back, wondering whether to smile, or look away. And then, with those wide innocent eyes filled with confusion, he gave me a slow, hesitant smile then he came to me started pouring water into jug. There was this child here pouring water and removing used plates from tables when he should have been kicking around a football on that hot Saturday afternoon. He was trying to touch strangers in that dark restaurant when should have been out with his friends, laughing and teasing his school teachers. The Eatspot was one of those dirty roadside eateries that gave a damn about the laws of the land, The abeyant social activist in me got all fired up, and I summoned the boy and asked him Whats your age? (Twelve) he said.Then i said that you cant work here.Because its against law listening to what I said that he cannot work any longer, tears started flowing from the young mates eyes. The little chap was looking at me still. (you do understand urdu, are not you?) I asked him do you have any problem. I dont have any but the Government has Sir, its difficult at home. Dad committedsuicide, mom washes clothes for others, two sisters at home, I am studying by doing work at here, I get some money that is too critical for us) I had no answers. Now, it was my turn to stand there blankly I understand your problem brother No) he interruptedyou wont understand my problem. I want to study, for that I am ready to work. tho you force me to become a beggar. You are forcing me to beg. If your kids sing or dance in TV, they get money, fame and are appreciated in papers.. But if I cherished to work.nobody helps me How can you explain me this?) I never expected a kid to talk like this but I realized that his experiences in life derive him speak so. the restaurent owner called him so he walked away holding his trousers with both hands. All I could do is to stare at him silently, helplessly. I said to myself, i should find out the definition for child labor.ReasonsLack of earning during learning.Unemployment.Excess population.Lack of laws against child oppression.Orphans.Drop outs of schools.Illiteracy and uneducated people.Large family size and unemployment people.Urbanization.Poverty.SUGGESTIONSPrimary education. begin rid poverty.Our overseas aid.Ban the worst forms.Give the jobs of child workers to their adult relations could be build homes for those children that are living in the streets.Government should make laws to prevent child labour and find solutions.OUR POINT OF VIEWThe present goverment has made elementry education compulsory along with this ,the goverment has distributed free books in primary schools so that parents,who cannot afford thier children s school expenses,send their children to schools.The major point is that this decion must be acted upon at all leve ls.There is strict need to stop child labour in this country.Awareness must be raised and the attentionof parents ought to be diverted to the education of their children.Child labour laws should be put into practice strictly.The orphans and other deserving children must be helped financially on a prolonged basis.IF we suceed to act upon these principals,our country can easily get rid of this problem and that is child labour.

Interview Manager Essay

Question As a store manager where did you struggle when solving job? Answer An employee who is difficult to manage, they have the perception that they are not appreciated. They feel that they have not been complimented adequately for work well done. They feel they deserve more than attention. Sometimes a difficult-to-manage employees behavior is the result of personal problemsan ailing parent, a runaway child, a divorce, or financial difficulties. In this case, I contain to show them that I understand their situation. If at all possible, I offer the employee time off or an adjustment in work hours so that he or she can focus on resolving his or her personal problem. However, if the problem is of an ongoing nature and is having a serious negative impact on my workplace, I need to let the person know that some sort of resolution is imperative. If the problem persists, I have a formal, closed-door meeting with the employee and woo the most obvious examples of his or her inappropri ate behavior in a forthright manner.If an employee remains difficult despite all attempts at building reverberance or providing help, I need to make a careful assessment. I will be honest, by alone asking myself, do I simply dislike this employee?, are the difficulties I am experiencing perhaps minor in character? If this is the case, I drop the matter. But if the employee is truly exhibiting behavior problems that seriously dispel the workplace, I need to take further action. Consider issuing a written warning that details the specific problems as clearly as possible. If, aft(prenominal) issuing such a warning, the employees bad behavior persists, the only solution is termination. I will consult our company attorney before dismissing the employee. I need to know whether or not I have a strong enough case to withstand a potential lawsuit for unlawful firing. An employee who has been fired for issues relating to difficult behavior is much more likely to sue me than an employee fir ed due to poor work performance.

William Blake

Name Brandon Clark William Blake was born in London on November 28, 1757, Blake passed away on 12 August 1827. James Hess father, a hosier, and Catherine Blake Hess mother. Two of his six siblings died in infancy. From early childhood, Blake spoke of having visions at four he saw God put his head to the window around age nine, while walking by means of the countryside, he saw a tree filled with angels. Although his parents tried to discourage him from lying, they did observe that he was different from his peers and did not force him to attend conventional school.He well-educated to read and write at mom. At age ten, Blake expressed a wish to become a painter, so his parents sent him to drawing school. Two old age later, Blake began writing poetry. When he turned fourteen, he apprenticed with an engraver because art school proved too costly. One of Flakes assignments as apprentice was to sketch the tombs at Westminster Abbey, exposing him to a variety of Gothic styles from which h e would draw inspiration throughout his career. After his seven-year term ended, he studied briefly at the Royal Academy.Flakes first printed work, poetical Sketches (1783), is a collection of apprentice verse, costly imitating classical models. The poems protest against war, tyranny, and King George Ills treatment of the American colonies. William Blake and his works have been extensively discussed and criticized over the twentieth and right away this century, until then he was barely known. He started to become more popular around 1863 with Alexander Gilchrest biography Life and only fully appreciated and recognize at the beginning of the twentieth century.It seems his art had been too adventurous and unconventional for the late eighteenth and early nineteenth century, maybe you could even say he was ahead of his time? Either way, today he is a hugely famous figure of Romantic literature, whose work is open to various interpretations, which has been known to take aim a lifeti me to establish. As well as his works being difficult to interpret, him as a person has also provoked much debate.Henry crab Robinson, who was a diarist and friend of Flakes at the end of his life asked the question many students of Blake are still unable to conclusively answer In his life, Blake spurned conventional religion. His poems are influenced by this. Blake wrote a poem called The Little Black Boy My mother bore me in the grey wild, And I am black, but O My soul is white White as an angel is the English child But I am black as if bereaved of light. My mother taught me underneath a tree And sitting down before the heat of day, She took me on her lap and kissed me, And pointing to the east began to say.Look on the rising sun there God does rest And gives his light, and gives his heat away. And flowers and trees and beasts and men receive Comfort in morning Joy in the noonday. And we are put on earth a little space, That we may learn to give way the beams of love, And the se black bodies and this sun-burnt face Is but a cloud, and like a shady grove. For when our souls have learned the heat to bear The cloud impart vanish we shall hear his voice. Saying come out from the grove my love & care, And round my golden tent like lambs rejoice.Thus did my mother say and kissed me, And thus I say to little English boy. When I from black and he from white cloud free, And round the tent of God like lambs we Joy Ill refinement him from the heat till he can bear, To lean in Joy upon our fathers knee. And then Ill stand and stroke his silver hair, And be like him and he will then love me. Summary A black child tells the story of how he came to know his own identity and to now God. The boy, who was born in the southern wild of Africa, first explains that though his climb is black his soul is as white as that of an English child.He relates how his loving mother taught him about God who lives in the East, who gives light and life to all creation and comfort and J oy to men. We are put on earth, his mother says, to learn to accept Gods love. He is told that his black scratch up is but a cloud that will be dissipated when his soul meets God in heaven. The black boy passes on this lesson to an English child, explaining that his white skin is likewise a cloud. He vows that hen they are both free of their bodies and delighting in the presence of God, he will shade his white friend until he, too, learns to bear the heat of Gods love.Then, the black boy says, he will be like the English boy, and the English boy will love him. Shows the conflict between races in religion, suggesting that people of black nationality are of a lesser standard and inferior to whites throughout the poem the black boy is comparing himself to the white child and lacking(p) to be friends. This Poem has several techniques a few being Rhyme (ABA), personification use of this is when he sass for when our souls have learned . Metaphor an example of metaphor is shown when he writes And I am black, but O

Experiences of African Americans During the Civil War Period Essay

The 1860s and 1870s were particularly trying times for African Americans. The Civil War which lasted from 1861 to 1865 saw America bear with social and political change as Americans strugg lead to redefine their idea of race and face the question of slavery. More importantly passive were the experiences of vagues during and after the war as they fought to be accorded the same rights of life, liberty and the pursuit of happiness. In the early days of the war, the issue of slavery was avoided vehemently by Lincoln and Davis (Norton et al. 2008) despite it being an congenital issue in the war between the North and S emergeh. In fact, freeing the slaves was never an agenda of the North.The North was against slavery because they perceived the South, who was pro slavery, as a threat to the Norths social and political order (Norton et al. , 2008). Consequently, being against slavery did not necessarily mean Northerners were not racist. In fact, many still saw themselves as racially supe rior to the blacks. Despite the apparent racial prejudice, blacks in the South still saw in the Union armament their road to freedom.After Lincolns Emancipation Proclamation allowing blacks to serve in the Union cause, thousands of slaves, amongst them, one John Boston (Linden & Pressly, n. d), fled their masters and joined the Union army in their fight against the South. Many blacks sought-after(a) to assert their manhood despite discrimination in the army through the display of bravery and valor. Still more died, like the Fifty-fourth Massachusetts regiment, in their fight for equality. Therefore, although Lincoln had given them a motive to reak free, it was the blacks own courage to fight for their own freedom which ultimately led to their emancipation.The Norths victory over the South in 1865 meant that the slaves were finally free. As freedpeople, one of their fore around desires was to own land as land meant subsistence and sufficiency (Norton et al, 2008). Also, because i t was all they had known to do, many fell back on plantation agriculture as their livelihood. Some, like Josua Culverson and Major X Whiteing, applied for leases through the U. S. Com of Plantations (Linden & Pressly, n. ). Because near freedpeople had no money to purchase land, they could only lend it on credit. However, because of preexisting prejudices, freedpeople found change surface that to be a task. Consequently, they returned to their old farms where they had worked as slaves.However, unlike previously, these freedpeople sought to better their situation by reaching an agreement with the possessor through a system known as sharecropping. Often, such an agreement would entail the cookery of food and seeds in exchange for a portion of the crop earnings (Norton et al. 2008). Such is the case between William R. Steen, a white citizen, and Caroline, a colored muliebrity along with 7 other Arkansas freedpeople whom by contract, had to give one third part of the crop raised up on the farm by their labor to the owner of the farm (Linden & Pressly, n. d). The years 1865 to 1877 saw efforts in reconstructing the war-torn South. A huge hurdle existed then to reconcile the freed blacks with southern whites, who were so used to operating in a slave society that their prejudices could not be eradicated so easily.Furthermore, they were threatened by the rise of black status and into the ranks of political power so untold so that a collection of whites came together and formed the first Ku Klux Klan a society which sought to maintain white supremacy through intimidation, violence and terrorist act (Norton et al. , 2008). Klansmen committed murder, arson, and rape whilst asserting their notion of white supremacy. As a result, despite having been emancipated, the freed blacks still suffered considerable pain and fear under the hands of the Ku Klux Klan.Amongst the most targeted were blacks who had rose to political power. Ann J. Edwards, the daughter of a black C ongressman recounted that We, his family, lived in constant fear A day or two before resource a mob gatheredin front of the stand, and we thought the end had come. (Sterling, n. d). More gruesome was the story of Joe Johnson who was elected into the Republican office. He was burnt or so to death, and shot because of his refusal to resign from office (Sterling, n. ). His execution was witnessed by his wife who could do nothing against the oppressive terror and violence of the Ku Klux Klan. Blacks were not the only victims of the Ku Klux Klan regime. Whites who openly support blacks saw their lives being threatened as well.Hannah Flournoy, a black woman, gave account of an execution involving a white Georgian who had supported the black cause. Men bolted right in and commenced shootingThey were disguised but I knew a great many of them. Hannah thought it right to take Ashburn in and was willing to die for him simply on the basis of him being a Republican (Sterling, n. d). The inci dent reflected the loyalty of many blacks to stand beside those, white or otherwise, who sought to uphold their natural rights. Teachers were another group being targeted. Colored schools came under the attack of the Klan and were burnt to the ground (Norton et al, 2008). Many blacks endured the hardship of abuse and violence despite its injustice and unlawfulness.Recounted Harriet Hernandez, He struck me on the forehead with a pistolkicked me over the fencedragged and beat me and my daughter along. Despite the blacks being freed in the South, the activities of the Ku Klux Klan ensured that blacks would not enjoy the same rights as whites. Colored people have no bliss to live like humansall summer I have been working and it is impossible for me to enjoy it, said Harriet (Sterling, n. d). Despite all the violence inflicted on them, blacks exhibited extraordinary courage in the face of threats by Klansmen.Emeline Bremfield whose husband was a target of the Klan, stood unwavering in the face of death, as the Klan confronted her of her husbands whereabouts (Sterling, n. d). Blacks even off went out of their way to fit into a black aggrieved society. Many like, Caroline Smith and Lucy McMillan, dressed down in order not to stand out for fear of being whipped (Sterling, n. d). Although the Ku Klux Klans primary motive was the assertion of white political power, Klansmen took every opportunity they got to assert white supremacy mindsets.McMillans house was burned simply because she had mentioned she wanted to own land. Smith was whipped only to remind her not to sass any white ladies (Sterling, n. d). Aside from the destruction of property and life, black women suffered in yet another form sexual assault. Klansmen sought to assert their superiority over black women by sexually harassing them. Some black women were even mutilated, like Frances Gilmore who was cut with a knife, or gang raped (Sterling, n. d). Racial hostility and terror ultimately brought down the Republican regime in the South.Efforts by the Ku Klux Klan prevented strong presence of the Republican coalition in the South and a restoration of the Democratic majority. The Klan continued to terrorize black people and ran amuck until the Enforcement Acts and subsequent persecutions brought an end to the first Klan. Overall, the blacks suffered greatly during the Civil War and Reconstruction Era. Despite having obtained emancipation, prejudices continued to affect their lives. Although we now know that it did not succeed in driving them out of the country, blacks today continue to face the same prejudices.

Criticism Philosophy Essay

Not too m any people foundation listen n wizard defensively, or n hotshot antagonisti as reliabley, to reproach. And real few of those who listen intromit it when they see that they ar wrong. The thing is, we think that admission of guilt, or of being wrong, or that we have made a mistake, is a sign of weakness. Yet true failure is repeatedly refusing to see your faults.Learning to listen to rebuke is a life skill that wed only do healthy to master. It is close to keeping our hearts open (deferring judgment), and ensuring that we are non emotionally aroused (intimidated, irritated, etc.) by our critic (this is deferring reaction). Learning to listen to criticism is ab discover carefully absorbing what is being said, and then honestly evaluating if it is fair, true, constructive or destructive. Only after weve carefully listened to and evaluated the criticism can we respond to it.SECTION B HOW TO TAKE CRITICISM1). See criticism as an opportunity to work together with the cri tic to solve the problem not as an adversarial situation. Even if you cant solve the problem together with the critic, consider the moment they pink you as an opportunity for all of you to grow from whatever the problem is. See it as an opportunity for straightening things out as an opportunity to hear them out, question them where you need clarity and as an opportunity for you to clarify what inevitably to be clarified. This calls for changing your mindset for changing your attitude (from an adversarial one to a positive one) towards criticism.2). View criticism as valuable information about how to do better, not as a personal attack. Criticism, regardless of whether it is used as a constructive or a destructive hawkshaw, can provide us with valuable feedback on our performance. It provides us with feedback on where weve fallen short, and that (i.e., knowing what we need to improve on) is great for our learning and growth.So even when your critic uses criticism as a destructive tool (e.g., as a personal attack, or as a way to put you down, or as a way to manipulate you, or as a way to maintain a psychological advantage), identify his intention but decide to pay particular attention to the criticism itself. Evaluate the criticism itself, and identify what feedback you may get from it. To be able to evaluate the criticism, you must 3). Listen carefully to what is being said. This is taking up all the data, and evaluating it to see if it has any validity.4). Watch the impulse to defend (See Defense Mechanisms) Just listen and evaluate. Know the difference between emotional thinking and rational thinking use your head, not your heart. Dont give in to your emotions (be it laughter, anger, fear, or whatever) evidently listen5). And if the criticism is too upsetting, collect to resume the meeting later after a period to absorb the difficult message, and cool down a bit.SECTION C HOW TO GIVE CONSTRUCTIVE CRITICISM1). BE POLITE AND SENSITIVE. This is a call for empathy for being attuned to the impact of what you say, and how you say it to the person on the receiving end. The person (on the receiving end) is most likely to be defensive. S/he may resort to loud and unwarranted words, or may even cry. Be ready for whatever reaction (including rebuffs, or attacks to hurt you back breaking down into tears begging you for mildness and sympathy and so on. There is a whole catalog of reactions to criticism be ready for any of them, and maintain your calm).2). BE SPECIFIC. Dont criticize the whole person (by using global labels or sweeping generalizations). It is demoralizing for people to know that there is mostthing wrong without knowing what the specifics are, so that they can change. contract on the specifics saying what the person did well, what wasdone poorly, and how the situation could be changed. The following approach is very effective (I call it the VWXYZ-approach)V Tell the person what they did well (You did this and that very wel l.)W Tell the person how happy you are, and/or how beneficial to you (or to the organization) this positive input wasX Tell the person what was poorly doneY Tell the person what the damage means to you (or to the organization)Z Give the person suggestions, if you have any, as to how the situation can be changed or rescued. Tell them how they would be expected to handle a similar problem in future.3). OFFER A SOLUTION (See Z above). The critique, like any useful feedback, should straits to a way to fix the problem. Show the person other possibilities and alternatives.4). BE PRESENT. Critiques, like praise, are most effective when given face to face, and in private. Writing a memo, letter, or email robs the person receiving the criticism of an opportunity for response or clarification.In conclusion, you have to dissimilariate between criticizing individual and skirmishing them because of your own clandestine agenda. When you criticize, you unavoidableness the person to impr ove, so that s/he can be better, or so that you can live in harmony together. But when you fight someone, you criticize out of hate or resentment your agenda is to hurt, not to cooperate.SECTION D THE MYTH OF REALITYWe all see reality by dint of different colored glasses. Our feelings, inborn abilities, psychological make-ups, personalities, egos, characteristics, physical or emotional well-being, fears, desires, needs, wants, beliefs, and so forth, all play a role in our knowledge of reality. The assertion, in that location ARE NONE SO SURE ABOUT (THEIR PERCEPTION OF) REALITY AS THOSE WHO ARE TOTALLY DELUSIONAL, has a grain of truth in it at least when it comes to things that can be disputed.Since our sensings of reality differ, those who criticize us do so based on the perceptions (of reality) that they have in their minds. Our critics perception of the reality of what they are criticizing us of normally differs from ours. If one perception can be demonstrated to be 100% corr ect, then those on the wrong side of perception should admit that they are wrong, without any fear of being conceived as weak The real truth is that admitting that you are wrong (when you realize that you are) is a sign of being blind drunk minded. If, as in many cases, none of the various perceptions of the conflict-causing situation can be demonstrated to be 100% correct, then we should acknowledge that our perceptions are different, and simply agree to disagree.Before you criticize someone, be sure that your own perception of reality is 100% correct. If you are not so sure, be sure to point out from the onset that you (and the one you are criticizing) have different perceptions of reality, but you are not sure whose perception is correct. You may then criticize the other persons perception, and then defend your own.SECTION E TYPES OF CRITICISMBehind each criticism, there is an INTENTION to either put down the one being criticized or to help them (i.e., to build them up). Whether one intends to build up or to destroy, they volition use STATEMENTS which are either FACTUAL, or FALSE, or (as is usually the case) a MIXTURE of TRUTHS and LIES.To analyze and evaluate someones criticism, we have to LISTEN very carefully to what they say. If we are not sure that we have perceive them correctly, we have to SEEK CLARIFICATION. We have toI). IDENTIFY THEIR INTENTIONS (to help or to put down)II). DETERMINE THE port IN WHICH THEY CRITICIZE US (are they patronizing/condescending/adversarial or tactful/sympathetic/building up?) III). DETERMINE WHETHER THEIR INFORMATION IS ACCURATE OR WRONG. We must SEPARATE FACT FROM FICTION.We now look at the different types of criticism.1. CONSTRUCTIVE CRITICISMThis occurs when your critic is motivated by the desire to help you that is, when the person who criticizes you means well. Their manner of presenting the criticism may be genuine or bad, and they may possess facts, or a mixture of facts and fiction, or only inprecise informa tion. But the important thing is what drives the critic is the desire to help you.2. caustic CRITICISMIn this kind of criticism, your critics intention may be one or more of the following2.1). PUTTING YOU DOWN. This may be in the form of a pointless nagging, or habitual recitation of your failures, or calling you names when they criticize you, or making sweeping generalizations2.2). ONE-UPMANSHIP. This occurs when one tries to maintain a psychological advantage over you, or to prove that they are better than you2.3). MANIPULATION. The critic may criticize what you are doing in an cause to get you to do something else. This is often called CHILD PSYCHOLOGY. o SECTION F RESPONDING TO CRITICISMThere are two ways of responding to criticism one is toothless Response, and the other is Effective Response.1. INEFFECTIVE RESPONSE STYLESThese are1.1). AGGRESSIVE STYLE. The techniques used include Counter Attacks Insulting or name-calling Loud Denials Mocking (Cynicism) and Sulking in anger .This ardor of responding to criticism is adversarial, and often leads to fights and/or resentment.1.2). PASSIVE STYLE. In this style of response to criticism, you agree, apologize, or surrender at the first sign of (a usually destructive) criticism. You may timidity and tremble physically. Or you may remain silent in a coward manner (which is different from sulking angrily). In this response style, you give your critic too very much power, while sending your own self-esteem crashing rock-bottom. You do not seek clarity, and you do not even hear to defend yourself. You do not try to give clarity, even where you feel you have been misunderstood, or wrongly accused. You may even take responsibility/blame for things that you have not done or said. Your fear overpowers you, and you just wish to be left in peace1.3). PASSIVE-AGGRESSIVE STYLE. This may involve being silent, but not fully cooperative. Or you may respond passively by apologizing and agreeing to change, only to get even with your critic later by not being fully committed to whatever you promised or by botching it up etc.2. EFFECTIVE RESPONSEI). TRY TO DETERMINE YOUR CRITICS PERCEPTION OF REALITY. When someone criticizes you, ask yourself what may be their perception of reality ask yourself what may be driving him/her to criticize you. Remember that we all see reality through different colored glasses. Resist all urges to respond (aggressively or passively, through panicking or being submissive) before evaluating the criticism. If you are not sure what your critics perception of reality is, and if you are allowed to, ask them (See III below). If you are not in a position to ask them directly, evaluate their criticism for you may get, from the criticism itself, an idea of what your critics perception of reality is. In any case, it is important to be sure of what your critics perception of reality is.II). EVALUATE THE CRITICISM. It may be possible to give tongue to from your critics tone of voice, fr om their facial expression, or from their posture, what their intentions of criticizing you are. It may be possible to tell this from context (this applies especially when you get a written critique). It is important to IDENTIFY what your critics INTENTIONS are.Whilst evaluating your critics criticism, do not jump into conclusions, and do not rush to responding. Forget your self-esteem, and concentrate exclusively on the criticism. As already mentioned, you first haveto identify your critics perception of whatever they are criticizing you of. Next, identify the critics intention Do they wish to build up or to destroy/hurt? Is their criticism constructive or destructive? Next, determine the manner in which the critic gives the criticism is it good or bad? Are they patronizing/condescending, or are they considerate of your own feelings? Hear their tone. Do they want to help or annoyance? You may also take into consideration your relationship with the critic. Is it a loved one? Is it your boss or superior? Is it a friend? Or is it someone who doesnt even know you that much? Whatever the case, you want to live in harmony with the critic but you also want to correct misconceptions. You want to clear the air, and clarify what needs to be clarified. Check whether the criticism is accurate. Is the critic using facts, a mixture of truths and lies, or only lies?III). PROBE. As already pointed out in I), when someone criticizes you, they have a certain perception of what they are criticizing you of, and it is your right to be sure that you correctly understand what they say. Ask your critic to be specific not to make sweeping generalizations. Ask him to support his claims. Ask him whether he is sure of what he is saying. Ask him what his perception of the situation is, and whether he is sure that his perception is correct. Ask him to give examples of where you went wrong, and to tell you how you should have performed in those instances. Ask your critic to tell you exactlyWhat you must do.Having probed the critic, and having evaluated his criticism, decide whether his criticism is constructive or destructive decide whether his manner of presenting the criticism is good (considerate) or bad (patronizing/condescending) and whether the information he uses is accurate, inexact, or a mixture of truths and lies.We now give guidelines on how to respond to (constructive and destructive) criticism.2.1 HOW TO RESPOND EFFECTIVELY TO CONSTRUCTIVE CRITICISM.Depending on your critics nature, he may couch his constructive criticism in terms of good suggestions for change, or he may patronize you. However well-meaning someone may be, patronizing and/or condescending (which occurs when someone tries to appear better) is bad, and is likely to chivy an adversarial reaction. This is because when someone is patronizing us, we are bound to feel uncomfortable, and we may give in to impulsive negative reactions. So even when your critic has good intentions, the MAN NER of GIVING the CRITICISM may spoil it all (See HOW TO GIVE CONSTRUCTIVE CRITICISM in CRITICISM PHILOSOPHY I).In criticizing you, your critic will use some statements which are true or false, and/or some statements whose truth values may be unknown. He may have accurate or wrong information. If, in criticizing you constructively, your critic uses accurate information, or facts, to patronize you, or uses facts in a condescending manner, you may acknowledge the truth or validity of his point(s), but point out that his patronizing (or attempts at appearing better) is spoiling or defeating his good purpose (i.e., to help). If your critic puts his (accurate) information in a good manner, acknowledge the facts and thank him for pointing them out. Tell him that you are going to consider his points. If your critics information is inaccurate, you may correct him. Thank him for trying to help if his manner is good but if, in addition to using wrong information, your critics manners suck, tell him that not only is his information inaccurate but his patronizing or condescending is really uncalled for. If your critic uses a mixture of facts and lies, acknowledge the facts (and give thanks for them), and correct misconceptions.2.2 HOW TO RESPOND EFFECTIVELY TO wasteful CRITICISMLets now suppose that you have determined, to your satisfaction, that your critics intention is not to help you, but to put you down or to maintain a psychological advantage over you or to manipulate you.As in the constructive case, your critic will use some statements some of which may be true, whilst others may be false. In handling such a critic, simply acknowledge what is true and refute what is a lie. Disprove what needs to be disproved, and state your opinion on what is neither here nor there. It is important not to pick a fight, but to concentrate on the criticism.

Questionnaire KAYE FINAL

Your answers will be tabulated with those of others to determine indata formattingion needs, usage patterns, content requirements, format preferences, and over altogether quality. Thank you for your time and assistance. Directions Please read this page before filling in your questionnaire. go through the time to fill in the questionnaire c arfully and thoroughly. Allow sufficient time before your appointment for completion. assist every question possible. Answer questions as honestly as possible. Encircle or mark every last(predicate) possible answers which apply to you. I.Target Situation Analysis Tasks, Skills and Activities of Nurses 1 . Which of the following best describes your practice role? (select all that apply) Case manager Clinical nurse specialist Nurse manager/ administrator Nurse navigator Nurse practitioner Nursing instructor/ educator Research nurse Staff nurse otherwise (Specify) Other (please specify) 2. What are the tasks that you usually do as a nurse? 3. What are the activities that you usually do which need your skills? 4. What language skills and genres do you usually utilize? . Discourse AnalysisDescriptions of the language used by Nurses 1 . What are the demands of the Standardized Language in your field? 2. What are the goals Of utilizing Standardized Language for Nursing? 3. What are the genres and the terms used by nurses? Ill. Present Situation Analysis Capacities of Nurses 1 . According to you, what does it take to own a good nursing leader? Select all appropriate choices. A. sizeable interpersonal skills b. Good personality c. Better knowledge and skills d. Ability to handle all the members e. Good nature f. Ability to tot up the best out of all members .

Compare and Contrast Three Hostels in Sydney Essay

There are a lot of hostels in Sydney which are attracted because of its price and facilities. However, there are single three hostels that are adequate with postgraduate students, namely tangle Backpackers, commutation military post Hotel and Nomads Westend Backpackers. This report will compare and contrast them with learn to location, price and facilities. Firstly, the location is contrasted between all these hostels. Central Station Hotel has the best location.It is near Central Station which is easily accessible by train, taxi and bus. While Maze Backpackers is in 417 Pitt Street and is located 5 minutes walking from this hostel to Central Station, Nomads Westend Backpackers is next to Central Station and its address is 412 Pitt Street. Secondly, the price is the almost important feature is considered among three hostels and the price of rooms for each hostels is completely different.Central Station Hotel has only private rooms while Maze Backpackers and Nomads Westend Backp ackers have shared rooms and private rooms. The constitute of shared room with 4 beds in Maze Backpackers is $20. 58 whereas the cost of shared room whit 4 beds in Nomad Westend Backpackers is $23. 07 so its more expensive than Maze Backpackerss. The private room in Central Station Hotel is the most expensive. It cost $38. 68 whereas a private room at Maze Backpackers and Nomads Westend Backpackers cost $17. 4 and $20. 94 respectively.Finally, there are some similarities and differences in their facilities. All of them have the Internet/Wifi, 24 hour reception washing machines, safety deposit and credit card accepted but Maze Backpackers and Nomad Westend Backpackers are more convenient than Central Station Hotel because they have lounge area. However, Central Station is suitable with postgraduate students who need to use photocopying machines.

Principles and Practices of Management Essay

Planning is the determination of the course of the butts of a business, division or department to achieve maximal profit efficientness, the establishment of policies and the continuous seeking and finding of new ways to do things. Implementing applies to the doing phases. After plans have been prep bed, effect essential be selected and assigned their jobs they must be trained and motivated to perform properly. Activities must be implemented in terms of the plans ab initio developed. This may include I. Selecting personnelII. Training personnelIII. Motivating personnelIV. Delegation,V. DirectionVI. Coordinating.Controlling refers to the evaluation of the performance of those who atomic number 18 responsible for executing the plans agreed upon. This may include I. Controlling adherence to plans, andII. pass judgment performance2. Principles of ManagementFayol has given fourteen principles of management. These principles are as fallows 1. Division of shapeFayol has advocated division of pop off to take the advantage of specialization. According to him, specialization belongs to the natural roam. The worker always works on the uniform matters, the manager concerned always with the similar matters acquire an ability, sureness, and accuracy, which increase their output. Each change of work brings in it training and adaptation, which scale downs output. Thus, division of work can be applied at all levels in the befool-up. However, he has recognized the limitations of division of work and has advocated that experience and sense of proportion will decide the issue to which division of work can be utilized fruitfully.2. Authority and debt instrumentThe authority and office are related, with the latter the corollary of the former and arising from the former. He finds authority as a continuation of official and personnel factors. formal authority is derived from the managers position and personal authority is derived from intelligence, experience, m oral worth, past services, etc. Responsibility arises out of assigning the work.3. field of forceAll the personnel serving in the organization should be disciplined. Discipline is obedience, application, energy, behavior, and outward mark of respect shown by employees. Discipline can be classified into two types voluntary discipline and command discipline. The former springs form within the individual and are in the nature of extemporary response to a skillful leader. Command discipline stems from a recognized authority and utilizes deterrents to secure shape with a desired action, which is expressed by established customs, rules, and regulations. The ultimate strength of command discipline lies in its certainty of application.4. Unity of commandUnity of command means a person in the organization should receive ordersfrom only one superior. The more completely an individual has a reporting relationship to a single superior, the less the problem of conflict in instructions and th e greater the feeling of personal responsibility for results. The principle of adept of command Is useful in the clarification of authority-responsibility relationship.5. Unity of DirectionUnity of flush means one unit and one plan. According to this principle, apiece group of activities with same objectives with same objective must have one head and one plan. The conformity of direction is different from unity of command in the sense that former is concerned with the functioning of body corporate the latter is concerned with personnel at all level. Unity of direction is provided for by sound organization of the body corporate, unity of command turn on the functioning of the personnel. Unity of command exists without unity of direction, but does not escape from it.6. Subordination of individual to general interestCommand interest is above the individual interest and when in that location is conflict betwixt these two, the common interest must prevail. However, factors like am bition, laziness, weakness etc. tend to reduce the importance of general interest.7. Remuneration of PersonnelRemuneration and methods of payment should be fair and provide maximum possible satisfaction to employees and employers.8. CentralizationEverything, which goes to increase the importance of the subordinates role, is decentralization everything, which goes to reduce it, is centralization. Without victimization the term centralization of authority. This pattern is determined by individual circumstances and should be ground on optimum utilization of all faculties of the personnel.9. Scalar ChainThere should be a scalar chain of authority and talk ranging fromthe highest to lowest positions. It suggests that each communion going up or sexual climax down must flow through each position in the line of authority. It can be short-circuited only in special circumstances when its rigid following would be determined to the organization. For this purpose, Fayol has suggested gang pa lnk , which is apply to prevent the scalar chain from bogging down action.10. OrderBoth material order and social order are necessary. The former minimizes lost time and useless handling of materials. The latter is achieved through organization and selection.11. justiceIn running a business a combination of kindliness and justice is needed. Treating employees well is great to achieve equity.12. Stability of Tenure of PersonnelEmployees work better if job security and career progress are assured to them. An insecure tenure and a high rate of employee turnover will take up the organization adversely.13. InitiativeAllowing all personnel to show their initiative in some way is a source of strength for the organization. Even though it may well involve a sacrifice of personnel vanity on the part of many managers.14. Espirt de CorpsManagement must foster the morale of its employees. square talent is needed the coordinate effort, encourage keenness, use each persons abilities and rewar d each ones merit without arousing possible jealousness and disturbing harmonious relations.Techniques of Effective CoordinationThe basic objective of all managerial functions is to get things done by coordinated efforts of others. Thus, every function leads to coordination.However, following are the specific techniques for achieving coordination Coordination by Chain of CommandIn an organization, the chain of command is the most important methods of coordination. Superior, because of his organisational position, has the authority to issue orders and instructions to his subordinates. Weber has indicated that in a controlled administration coordination is achieved. Coordination by leadershipLeadership brings individual motivation and persuades the group to have identified of interests and outlook in group efforts. Ordway Tead has stated that covering management should practice leadership because without it, no coordination can be achieved. In fact, whatever is necessary for effecti ve leadership is also required for coordination. Coordination by Effective CommunicationCommunication helps to developing understanding between individuals or groups among whom coordination is to be achieved. Through communication, every person understands his scope and limits of functioning, authority and responsibility, and relationship with others. Thus, effective communication provides horizontal as well as vertical coordination if there is free and adequate flow of communication in all directions.-horizontal, vertical, upward and downward. Communication to be effective does not require only a communication network but to keep the network free from any barrier, which effects flow of messages adversely. Coordination by CommitteesCommittees are the body of persons entrusted with discharging some functions collectively as group. Some committees have the authority to take decisions and others make recommendations only. The decisions of the committees are group decisions and the pers ons whose departments are affected by decisions generally constitute the committees. Thus the decisions themselves provide coordination among respective(a) functions of the organization. Coordination by General StaffGenerally, in big organizations there is general staff meant forcoordination. This staff employs a central position in communication network. All the heads of departments and sections send the mixed info to this center. This center stores the information and sends to various departments only relevant and related information. This center, because of its specialized knowledge, is equal to assess the relevance and need of various information for a department. Thus, the coordination is achieved by supplying inter-departmental information. Special CoordinatorsIn some organizations, special coordinators are decreed for coordinating some special activities. For example, in a particular throw up, along with various functionaries, a bedevil coordinator is appointed. His bas ic function is to coordinate various activities of the project and to keep information about the development of project so that he can provide it to the party concerned for which the project Is being completed. Such projects are generally taken on contract basis which are to be completed within the stipulate time. Self-coordinationThis principles states that a particular department affects other departments and in turn is affected by them. However, this department has no control over others. In such a case, if other departments modify their actions in such a way that this affects the particular department favorably, self-coordination is achieved. This requires effective communication across the department so that they are able to appreciate the functioning of related departments. However, this method is not free from limitations and shortcomings, and in the organization, favorable climate and milieu need to be created for self-control.Features of an Open Door Organization1) An open door organization is task oriented. The office is clearly defined. 2) The authority (within the related functional area) is also absolute (or nearly so) matching the absolute citation of the accountability. 3) Consultations are minimum and are not compulsive the executive is free to consult and communicate (or otherwise) so long as he performs and delivers the objective. 4) Rules and procedures exist but only as guides-the executives (within their sphere of responsibilities)having wide exemption of discretion to depart from the rules within the periphery of the broad corporate policies. 5) The accountability is clear-cut objective is verifiable in terms of cost, output target, time and profit. The means are (relatively) unimportant so long as the end is achieved. 6) The managerial behavior is highly flexible bending with lithe suppleness to the internal shifts in conditions and external maneuvers of the environmental zone of contract.

Journal on Unconditional Positive Regard Essay

In tonights session we have been education further about Carl Rogers and his conditions of a successful person- centred therapy. We have been exploring Unconditional unequivocal Regard, a term used by Rogers to describe a basic acceptance and support of a person regardless what they say or do. Unconditional Positive Regard is an bearing of the counsellor towards his client. Rogers believes that this attitude is essential to a healthy development and cause a positive therapeutic movement in a therapy. I find this condition the very definition of humanity. Our species have a r atomic number 18 force to understand each other, however many of us hardly use it. It requires putting the others first, demands to put our feelings and emotions aside. We are protecting ourselves, afraid, that by giving that support to others, we would be losing ourselves. I do not agree with that, I think that more you will give- the more you will get in return, it is a countenance to be let inside another persons world, his/ her feelings and thoughts. People, lacking that acceptance in their occasional life, creating a protective layer around them, losing faith in themselves, feeling that they do not merit to be loved by others.By using Unconditional Positive Regard, the therapist provides an ideal purlieu for his clients personal change. Therapist giving his support as well as gives acceptance and love- that is exactly what makes person- centred therapy so meaningful and unique. Therapists willingness for the client to be whatever he is feeling at that trice (no matter if it is positive or shun fear, pain, pride, love, hatred) makes his client to loose all defences and become honest with himself. I have to learn how to look underneath those layers and accept the real person behind them. However, as volume tend to mask their true self because of the fear, that they going to be rejected- the counsellors job is not easy. It is very often a long process. To gain his clients tru st the therapist should trade for his client in a non- conditional way. He has to be consistent in valuing his client and also be able to translate it into a client- counsellor relationship. In many cases, clients show signs of irresolution and sometimes even aggression towards their therapist. The reason for that is conditional love around of us have experienced in a lifetime. This is called conditions of worth, since we were little children we have been told or shown that to deserve acceptance and love we have to behave in a certain way ( e.g. Be good, patient, obedient, confident, etc.)We areconvinced that we have to be worthy of love. For most of us adults other pecks perception is very important and in many cases arsehole even define a person. Being so used to promiseing myself through other peoples eyes, being judged for what I do or have done, Unconditional Positive Regard appears to me as almost impossible to believe. I do think that it is possibly also clients attitud e. That disbelief that the therapist can put aside whatever I have done and see me as a worthy person for who I am, even If I do not believe in me probably take a while to disappear and change into trust. Rogers said that every one of us has within himself desire to change in a positive direction. I assume that he meant and believed that honor is our natural aspiration.I fully agree with him no matter how unrealistic and ideal it might seem. If we, learning how to be a counsellor, will understand how to be able to accept another person, regardless of their past, negative attitude or defensiveness we will then understand the true meaning of Rogerss philosophy and why it is so important in the therapeutic process. Unconditional Positive Regard in my opinion is a loving attitude towards another person and also more than that. The therapist believes in his clients potential, see in him someone, who has an optimistic future, a little bit more confidence. Person- centred counsellor can s ee strengths in his client and it is his attitude that counts. Unconditional Positive Regard is a condition in client- centred therapy to defecate a meaningful relationship where the client can find a way, power within, to believe that he is worth of love and only then everything else has a chance to fall into place.

New Developments in Technology Management

The principle of plan cargon has a long muniment in telephone circuit schools. However, the nature and focus of such(prenominal) curricula befool changed in recent years, due to several(prenominal) sheers. The commencement of a noesis- ground economy has brought greater attention to the counselling and commercialization of intellectual stead (Markman, Siegel, & Wright, 2008).Questions regarding the curb craft archetypes to foster roaring commercialization sacrifice been further complicated by the rise of open-source diversity (e. g. , Linux, a softw atomic number 18 company that has captured substantial market sh be). And modern institutions (e. g. , incubators and lore parks Phan, Siegel, & Wright, 2005) and refreshful organisational forms (e. g. , look into joint casualtys RJVs, and engineer alliances) affirm emerged that whitethorn overly get to pro rig printinguate on applied intelligence circumspection cultivation.Nonprofit institutions, intim ately notably universities and national laboratories, hit become much more than aggressive in protecting and exploiting their intellectual property (Siegel & Wright, 2007). Such institutions, es324 Copyright of the academy of centering, all rights reserved. limit may not be copied, emai lead, posted to a listserv, or other refreshful transmitted without the copyright carriers express written permission. Users may print, download or email articles for individual mathematical function only. pecially universities, ar alike work much more closely with diligence and authorities.These trends and growing fight of government and nongovernmental institutions in groundwork and commercialization use up led to growing international recognition of the narrowness of technology perception solicitude education as it is practiced today. Some stemma and engineering schools have responded to these festerings by fleshing overbold endures and curricula related to expert entre preneurship. Some countries with rallyized educational corpses (e. g. , Japan, Singapore, and Ireland) argon graduating bilingual engineers with capabilities in engineering and trade.Yet, this trend of marrying engine room with focussing education is still far from world in the main drift. Another distinguished emergence in stimulating and changing the nature of the demand for technology perplexity education is the rise of knowledge and intellectual property attention as a skipper cogitation. In many countries, national governments have fend fored these initiatives by en- 2009 Phan, Siegel, and Wright 325 acting rule to facilitate unrestrictedprivate query partner in crimeships, technology vary (through patenting and licensing) from universities to firms (e. g. , the BayhDole perform of 1980), and collaborative gather ink.For example, the EU, China, and Singapore have established technology- ground act funds to stimulate the nurture of technologybased start-u p companies. In the fall in States, the national everyday sector venture big(p) for technology-based new ventures, the atomic moving in Innovation seek (SBIR) program and numerous state-level programs with similar goals (e. g. , Ben Franklin engineering science Partners, Pennsylvania, and the Massachusetts engineering Development Corporation) have propelled technology deepen issues to the forefront of university technology management curricula. governing is as well as providing subsidies for look joint ventures involving universities and firms (e. g. , the Commerce plane sections Advanced Technology Program/Technology Innovation Program), shared use of expertise and testing ground facilities (e. g. , the National accomplishment Foundations Engineering look for Centers and Industry University conjunct inquiry Centers), and programs to recruit management and entrepreneurship education among scientists and engineers (e. g. the Science enterprise Challenge in the U. K. ). These and other trends discussed here have led to experimentation and plan in technology management pedagogy and heart and soul, which is the focus of this special issue. For example, it is obvious that the rise in collaborative research and commercialization has grievous educational implications, since it implies that team-work has become more important in science and engineering, peculiarly when both innovation and commercialization are involved.This has added in the increasingly popular use of real-life team projects as the primary method of delivering discovery-based learning. Our purpose in this special issue is to assess the implications of these trends for technology management curricula in care schools. In spring 2008, we issued an open Call for Papers on the academy of Management website, the Social Science Research Network, and other venues. We pay ford 38 manuscripts, which were reviewed according to AMLE standards for the Research & Reviews section.Papers we re also solicited for the Essays, Dialogues, & Interviews and Exemplary Contribution sections, which were subject to the usual peer-review process. Based on the results, we selected several manuscripts for inclusion which are summarized in accede 1. The remainder of this essay is organized as fol- lows scratch, we describe recent public policy changes, which have invoked university sedulousness partnerships, collaborative research, and technology broadcast from universities and federal labs to the private sector.Then, we discuss the educational implications of these trends, drawing on some of the lessons learned from the document in special issue. Finally, we outline an agenda for additional research on technology management education. PUBLIC POLICY INITIATIVES INFLUENCING TECHNOLOGY MANAGEMENT In recent decades, we have witnessed quick increase in the incidence of a variety of research partnerships and technology commercialization involving corporations, universities, nonpr ofit organizations, and government agencies.This growth tramp be attributed to three policy initiatives Policies promoting the transfer of technology from universities and federal labs to firms A greathearted increase in the incidence of public private partnerships Relaxation of antitrust enforcement related to collaborative research Examples of such technology partnerships are research joint ventures, strategic alliances and networks involving high-technology organizations, industry consortia (e. g. SEMATECH), cooperative research and maturation agreements (CRADAs) involving federal labs and firms, engineering research centers (ERCs), and industry university cooperative research centers (IUCRCs) sponsored by the U. S. National Science Foundation, federally funded research and suppuration centers, science parks and high-technology incubators (many of which are located at universities), and licensing and sponsored research agreements involving universities, government laborat ories, firms, and university-based start-ups. remand 2 summarizes the key U. S. egislation promoting government universityindustry partnerships, collaborative research, and technology transfer/commercialization. The most important legislation in this regard is the BayhDole issue of 1980, which dramatically changed the rules of the game with respect to the ownership of intellectual property rights of technologies emerging from federal research grants. BayhDole conferred the right to universities to patent and claim the scientific discoveries arising from U. S. government-funded research, instituted a homogeneous patent policy crosswise federal agencies, and lifted numerous restrictions on technology licensing.As a result of this legis- 326 Academy of Management Learning & statement folk display panel 1 Summary of Papers Authors Barr, Baker, Markham, & Kingon trace Research Question Discovering how to teach technological entrepreneurship skills that will help bridge the valley of death in COT amid knowledgeableness of technology and emergence of a commercial venture. speculation/Framework forefront Burg et al. (2008) science-based fig framework of five factors critical to enhance science-based start-ups cognitive theory theory of planned action.Data/Methods compendium of training of a COT program for MBA, PhD, and masters students at North Carolina State over 14year period. Findings/Conclusions Enactive mastery conveys have to be perceived as authentic and real to have desired effect importance of loosely organised handson engagement program makes to be real, intense, interdisciplinary and iterative remove to create temporal checkpoints, decenter crinkle plans, to structure large blocks of time, to emphasize and balance team diversity, generate technology flow, beware of idiosyncratic heuristics.Signifi bungholet positive effects of the program on student perceptions of the multidisciplinary capabilities needed to operate in a technological bu siness environment. Thursby, Thursby, & Fuller What are the do goods and challenges of integrate approaches to graduate education in technological entrepreneurship? Theory of the FirmEconomic Approach to Evaluation. Austin, Nolan, & ODonnell How to normal a student insure in technology management that addresses the learning cycle more completely, while maintaining very high levels of student engagement. existential learning theory.Ordered logit analysis of program assessment data including pre- and postsurveys and a control group relating to a NSF-sponsored integrated program at Georgia Tech and Emory University involving PhD, MBA, and JD students. Programs at universities in two countries, MNC executives, and open enrollment run for at a business school combination of case and handed-down lecture-based approaches narrative approach based on monomyth student course feedback and follow-up 1 year later. Verzat, Byrne, & Fayolle Boni, Weingart, & Evenson What teaching methods gr eat deal be employ to create entrepreneurial engineers that have a keen sense of teamwork?Are games an appropriate pedagogical contrivance to meet the specific learning needs of engineering students? Can games help engineering students learn close to teamwork? How to teach skills of creating disruptive innovations and develop new business opportunities through blending entrepreneurial thought and action, design thinking, and team building. Education science and team process Kirkpatricks 4level hierarchy of military rank. Use of team games in a traditional elitist French teaching context that emphasizes individual learning evaluation data put in from 111 groups on initial reaction to the game and interviews 3 months later.Approach works at multiple student levels with identical materials but emphasis differs across groups able to use with introductory and capstone courses approach acts as a leveler in class as all can engage with the story issues perplexitying integration of s upplementary materials, lack of closure in each class, use of fictionalized cases. Games rated a positive reaction from students despite being an at large(p) departure from normal formal approach real learning outcome in exposing students to importance of team working.Disruptive innovation, entrepreneurial leadership, design thinking, and team building. Capstone course for MBA Entrepreneurship in constitutions & architectural plan masters students at Carnegie Mellon involving team teaching Multidisciplinary teams of designers, technologists, and business student entrepreneurs. It is important to blend three perspectives for effective commercialization of innovation (1) entrepreneurial thought and action, (2) design thinking, and (3) teambuilding.A key feature of this project-based course is the collaboration between MBA students and School of Design students, which leads to the teaching of new business opportunities. (table continues) 2009 Phan, Siegel, and Wright 327 TABLE 1 C ontinued Authors Clarysse, Mosey, & Lambrecht Key Research Question What are implications for developments in technology management education of contemporary challenges such as internationalization, open innovation, and the need for integrated renewal (and venturing)? Theory/Framework Technology management skills provision.Data/Methods Qualitative analysis based on interviews with 10 technology management education demand- and supply-side actors in universities, consultancies, and corporations across atomic number 63. Findings/Conclusions Technology Management Educations is a dynamic field moving from traditional MBA focused programs towards more entrepreneurial bootcamps, from a case study orientated teaching style towards a mentoring approach and from an emphasis upon general business towards working across disciplines yet being sensitive to underlying technologies a shift from general to specific skills Linkages between business schools and technology chools is an important el ement of this change. Courses in IP management, management of industrial R&D, systems architecture and engineering could only be offered by transfer to School of Engineering traditional professional degrees can be enhanced by integrating management of technology programs into core engineering curriculum advantages of offering part-time courses for those in employment.Need to hear a subtle balance between traditional didactic courses, presentations of lead edge research, workshops and meetings with practitioners, field studies and involvement in real projects through internships (including outside France) need for stave to have close colligate with industry both domestically and a grand important use of concurrent teaching modes. Hang, Ang, Wong, & Subramanian How can management of technology programs & curricula be designed to meet the needs of a downhearted newly positive Asian commonwealth?Action learning as a foundation for curriculum design in technology intensive technolo gy management programs. Qualitative analysis of transfer of MSc in Management of Technology from business school to a school of engineering in Singapore Mustar How to develop a highly selective technology management course for students in a leading French engineering school, in an institutional and country environment traditionally resistant to the notion of entrepreneurship, that develops their entrepreneurial skills but which goes beyond an introductory course on how to start a business.How to combine the acquisition of knowledge and the development of skills. How to develop their entrepreneurial skills and their cleverness to imply responsibilities. How to encourage imagination, creativity, involvement, and risk taking. Qualitative analysis of the case of innovation and entrepreneurship in Mines Paris-Tech, a leading French engineering school. lation, U. S. research universities established technology transfer dressers to manage and protect their intellectual property.The St f ifty-fiftysonWydler Act, enacted in the same year as BayhDole and then extended in 1986, required federal labs to consider technology transfer as part of their mission and also authorized cooperative research and development agreements (CRADAs) between the labs and private organizations. The National Cooperative Research Act (NCRA) of 1984 and the National Cooperative Research and labor Act (NCRPA) of 1993, pull aheadd collabo- 328 Academy of Management Learning & Education September TABLE 2 Key U. S.Legislation Promoting GovernmentUniversityfederal official LabIndustry Partnerships, Collaborative Research, Technology Transfer/Commercialization Legislation BayhDole Act of 1980 Key Aspects of Legislation Transferred ownership of intellectual property from federal agencies (which sponsor most basic research) to universities Spurred the growth of university technology transfer offices, which manage university patenting and licensing. Required federal labs to adopt technology transfe r as a part of their mission Authorized cooperative research and development agreements (CRADAs) between federal labs and private organizations.Created the Small business sector Innovation Research (SBIR) and the Small Business Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budget to small business research with commercial potential. NCRA and NCRPA actively support the formation of research joint ventures and joint production ventures among U. S. firms. Institutions Affected by Legislation Universities teaching hospitals firms StevensonWydler Technology Innovation Act of 1980 Federal Technology Transfer Act of 1986 Federal labs firms Small Business Innovation Development Act of 1982Universities small firms venture capital firms National Cooperative Research Act (NCRA) of 1984 National Cooperative Research and Production Act (NCRPA) of 1993 Omnibus Trade and conflict Act of 1988 America COMPETES Act (20 07) Firms universities The 1988 act established the Advanced Technology Program (ATP), a publicprivate research program. In 2007, the America COMPETES Act created the successor to ATP, the Technology Innovation Program (TIP). Firms universities rative research by eliminating antitrust concerns associated with joint research even when these projects involved firms in the same industry.The NCRA created a fitting process, later expanded by the National Cooperative Research and Production Act (NCRPA) of 1993, under which research joint ventures (RJVs) can disclose their research intentions to the Department of Justice. The most notable research joint venture established via the NCRA registration process was SEMATECH (SEmiconductor MAnufacturing TECHnology), a not-for-profit research consortium, which provided a pilot manufacturing facility, where ingredient companies could improve their semiconductor manufacturing process technologies. opposite legislation created two key publicly fu nded technology programs (1) the Small Business Innovation Research (SBIR) and the Small Business Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budgets to small businesses with commercial promise, and (2) the Advanced Technology Program (ATP), a public private research program, which funds collaborative research on generic technologies. In 2007, the America COMPETEs Act created the successor to ATP, the Technology Innovation Program (TIP).Universities are actively involved in both programs, working closely with large firms on ATP/ TIP research projects, as s closely up as with small companies on SBIR/STTR, sometimes founding these firms. As a result, many technology management curricula in the United States are now infused with a public policy dimension that was previously missing. Table 3 presents worldwide evidence on key policy changes relating to the legislative and nominate environment for techno logy commercialization in five nations France, Germany, Italy, Singapore, and the United Kingdom.For example, according to Meyer (2008), Austria, Denmark, Finland, Germany, Italy, and Japan have adopted BayhDole like legislation, emphasizing a patent-centered model of university and national laboratory technology transfer. The United Kingdom and Israel have al miens had a system of university- owned 2009 TABLE 3 Legislative and Support Environment for Technology Commercialization in France, Germany, Italy, Singapore, and the U. K. Germany 1999 Public researchers regain the right to be the owner of their IP.This is the opposite of the BayhDole Act, but oftentimes the university makes a formal read on an individual basis to give the IP rights to the university. 2002 Employer Invention Law Invention belongs to the employer not to the prof. 20002006 Restructuring of unhomogeneous laws to make it easier to commercialize technology from universities, get part of the royalties as an sc hoolman, take equity in start-ups, etc. Italy Singapore U. K. No formal BayhDole Act. In the case of UK public research organizations the IP is owned by the institution and the royalties associated with the IP are distributed between the relevant parties.The distribution of royalties is organized on an institutional basis. Milestone France I. University Ownership of Intellectual Property Arising From Federal (National) Research Grants (e. g. , BayhDole Act in U. S. ) not relevant as all IP belongs to universities/public research institutes following the code intellectuelle de la propriete. II. Other Key Changes 1999 Innovation Act gives the possibility to academics who are civil servants to participate as a partner or a manager in a new company and to take equity (previously smuggled for civil servants).This Act encourages the creation of new start-up firms by students. 2002 Decree that regulates and increases the personal income an academic can receive from IP (50%). Phan, Siege l, and Wright III. Financial Support 1999 11 (pre-) seed capital funds created to invest in modernistic start-ups and take equity (investment in 150 spinoffs in 8 yrs). Creation of the annual National opposition for the creation of technologically innovative startups (grant from 45,000 to 450,000 Euros) 12,927 projects have been presented between 1999 and 2007 1,879 have been funded.Creation of 29 incubators between 1999 and 2007 they hosted 1993 projects giving return to 1,239 new firms. Between 1999 and 2007, these 3 schemes have benefited 1,760 new firms (taking into account that a company can benefit from different schemes). Around 50% are academic spin-offs. 2000 EXIST public program that assists spin-offs through preseed capital and management support. 2002 EEF-Fund Researchers can receive a scholarship to start a spin-off. 2002 22 TTOs established which take care of IP management. 999 National Research Commission created, which annually funds about 5-10 proposals for spin- offs, amounting to 30,000 Euro, on average. 2005 Quantica Fund. First interuniversity seed capital fund (a form of publicprivate partnership) is created. 2005 Italian University technology transfer offices have to join together in groups of four and bid for money (100,000 Euro/university) to sponsor their day-today operations. 1963 Forms tripartite macroeconomic structure of industry, labor, and government as basis for financing innovation and economic development. 0012008 National initiative to focus on microelectronics, biotechnology, nanotechnology, materials science, healthcare and life sciences as part of national innovation initiative. The right to commercialize IP are assigned to the faculty. 2001 Economic Development Board charged with the carrying into action of the 5-Year Science and Technology Plan which entangles initiatives to put key technology sectors, attract foreign investment and human capital, and accelerate technological entrepreneurship and technology commer cialization.Agency for Science, Technology and Research or A*STAR) created to fund and create infrastructure of industry university joint research efforts in strategic technology sectors. 2005 The governments funding plan is to increase R&D use of goods and assistants to 3% of GDP by 2010, from the 2004 R&D expenditure of $2. 5 billion US (about 2. 25% of GDP). 2007 Public sector R&D budgets more than doubled to $13. 55 US billion from 2005, comprised of $5 billion US for the National Research Foundation (NRF), $5. 4 billion US for the Public Research Institutes housed in the Agency for Science, Technology and Research (A*STAR). 1. 05 billion US for academic (universitybased) research. $2. 1 billion US for the Economic Development Board (EDB) to promote private sector R&D. 1970 onward Various schemes to promote collaborative projects between universities and industry, including Knowledge Transfer Networks. 19982004 Higher education reaches out to business and the community to prov ide funding to establish corporate liaison offices and collaborative projects. 1998 University Challenge Funds (UCFs) Universities were granted funds to support spin-off and limited incubation support. 001 onward HEIF (Higher Education Innovation Fund) provides permanent flow of funding to support & develop universities capacity to act as drivers of growth in the knowledge economy (various rounds up to 2008). (table continues) 329 330 TABLE 3 Continued Germany Italy Singapore UK Milestone France In 2005, six Maisons de lentrepreneuriat in different universities have been created. They aim at facilitating the promotion of the entrepreneurial spirit and mind-set and sensitization to the new business start-up or new activities.Academy of Management Learning & Education Science Enterprise Challenge funding (1991/2001), to encourage coating open to entrepreneurship required for successful knowledge transfer from science base. Teaching entrepreneurship to support the commercialization of science and technology to produce graduates and postgraduates better able to engage in enterprise. Establish a network of UK universities specializing in teaching and practice of commercialization and entrepreneurialism in science and technology. 005 Medici Fellowship Scheme, pilot providing 50 fellowships over 2 years focusing on commercialization of biomedical research fellows required to have significant precedent research local training in host institution in finance, marketing, IP, & business strategy fellows encouraged to develop links with practitioners postpilot further funding obtained to extend remit to include engineering researchers from 20072009 analogous schemes later on created by Research Councils and Regional Development Agencies and from 20072009 mainly focused in life sciences.Regional Development Agencies providing broad spectrum of assistance to develop more productive links between universities and industry. 20072011 Technology Strategy Board strategic plan envisages investing ? 1 billion of public funds plus matched funds from industry over 2008-2011, in duplicate number of innovation platforms, a strategic review of Knowledge Transfer Networks, doubling number of Knowledge Transfer Partnerships, developing strategy to rapidly commercialize new and emerging technologies, sailing a new Small Business Research Initiative.September Information sources Clarysse et al. (2007) Mustar & Wright (2009) and Koh & Phan (In Press). 2009 Phan, Siegel, and Wright 331 intellectual property. An increase in funding for technological entrepreneurship in many countries (see Table 3) has also stimulated greater interaction among firms, universities, and national labs, as well as the rise of intellectual property management curricula and courses at these institutions (for detailed comparison of France and the U. K. , see Mustar & Wright, 2009). genteelnessAL IMPLICATIONS OF THESE TRENDS The end result of these global trends is an increased emphasis on c ollaborative research, commercialization of intellectual property, entrepreneurship, venture capital, and research centers dedicated to emerging technologies, such as Organic LEDs, nanotechnology, biotechnology, materials science, MEMS, and so on. Such trends have brought new issues and perspectives, propelling the role of education to the forefront of discourse (e. g. , the recent AMLE special issue on entrepreneurship education).Conventional technology management and management of innovation curricula have focused largely on understanding the technology and innovation strategies of multinational firms (Nambisan & Willemon, 2003). there has been, until recently, less emphasis on start-up and entrepreneurial technology-based firms. The differences can be significant. For example, in the traditional curriculum, the role of teamwork, especially linking interdisciplinary teams of agents (scientists, technology managers, and entrepreneurs) and institutions (firms, universities, governm ent agencies) have not been stressed.That is, the individual and institutional levels of analyses have been ignored, such that technology management education curricula have been confined to how organizations respond to technological challenges. The developments in technology management education considered in this special issue can be seen as a reception to the challenges leveled at business schools to be relevant to the practice of management (Pfeffer & Fong, 2002, 2004 Starkey, Hatchuel, & Tempest, 2004).At the same time, such programs that reside in business schools, when detached from the engineering and science faculties of their universities, run the risk of treating the technology component as a special case of general management. Our review of the literature and the lessons learned from this special issue apprize that a fully matured technology management program should treat technology with a capital T rather than the small one it has been to date. To accomplish this des ign goal, business schools eed to appoint program directors with strong margin-spanning skills that can link up with technology-based units on and off campus by colocating or partnering with such institutions. We note that the challenge of integration is not easily solved. Over the years, business schools in the United States and United Kingdom have elect to remain independent from the rest of their universities. This was partially enabled by the largesse of endowments in the 1980s and 1990s pour in from private foundations and industrialists seeking to establish their names in perpetuity.Clarysse, Mosey, and Lambrecht (this issue) hypothesize that this is not a wise strategy for business schools administering technology management curricula. The authors conclude that business schools should expand their educational mission to include the education of engineering and science professors and researchers, and the training of postgraduate science and engineering students, since these individuals are more apt(predicate) to choose an industry or technology-specific masters degree, instead of a traditional MBA.More generally, business schools need to have a stronger connection to schools of engineering and the sciences, and other technology-orientated organizations in the areas of medicine, public health, and pharmacy, as well as science-based business incubators and science parks. While acknowledging Clarysse et al. s points, we are concerned that each of these institutions has different paradigms, norms, standards, and values, as well as diverse languages and codes. Thus, it may be necessary to develop a shared syntax of boundary objects that include repositories, standardized forms, objects and models (Carlile, 2002).These communication devices enable individuals in business schools and technologybased schools to learn about their differences and dependencies, as well as jointly to evolve their knowledge bases about how things work on the other side. Hence, th e recruitment and development of boundary spanners (such as program managers, center directors, or interdisciplinary faculty members) who can communicate across schools are important to facilitate such integration (see e. . , the Medici Scheme, Table 3). Another concern regarding the optimal design of technology management curricula arises in relation to the overall configuration of business schools. Ambos, Makela, Birkinshaw, and DEste (2008) have argued that for universities to be effective at technology commercialization there is a need for ambidexterity in the organizational structures of these traditional research and teaching institutions.Similarly, with respect to technology 332 Academy of Management Learning & Education September management education, business schools must make their organizations more porous, for example, through the hiring and promotion of faculty with science and engineering degrees. Such ambidexterity configurations will enable business schools to more t ightly bind the traditional business disciplines to science and engineering disciplines. The papers in this pecial issue challenge the proposition of Suddaby and Greenwood (2001), who asserted that business schools can sustain demand for new managerial knowledge through the education and accreditation of a continuing stream of management students. While it is true that there has been substantial growth in demand for courses in entrepreneurship and innovation in MBA and undergraduate programs, the ability of business schools to deliver these programs beyond an introductory level is open to debate, especially when faculty in such schools traditionally lack exposure to the hard sciences and technology disciplines.A third concern in the design of technology management curricula raised herein is the notion of avoiding polar extremes in content coverage, which are emphasizing theoretically rigorous, but highly abstract research or stressing practical content based on war stories and conve ntional wisdom. Placing too much emphasis on practical experience may have negative consequences since the mental models that such pedagogies create can quickly become obsolete, specially in light of the fast evolving technologies the curricula are supposed to address (Locke & Schone, 2004).In ? other words, practice-oriented technology management curricula may vivify students to become more entrepreneurially oriented, but without the concomitant development of critical thinking skills, such as the ability to assess risks and recognize the inevitable downsides of entrepreneurial activity. Technology management curricula that are light on practice, however, can produce students who may find the challenge of boundary spanning, a key skill for successful technology managers, too great to scale.Van Burg, Romme, Gilsing, and Reymenk (2008) have outlined a design science-based model for the development of academic spin-offs that is grounded in both theory and practice. As noted by Barr, Baker, Markham, and Kingon (this issue), new developments in technology management education stress the importance of active involvement (experiential learning) models that are authentic and real. Many technology management curricula mimic those of entrepreneurship, in that they include a ealthy dose of business plan writing, ostensibly as products of courses on commercialization and opportunity search. There is considerable debate over the usefulness of business plans in practice, even though venture capitalists and banks demand them. Indeed, Barr, Baker, Markham, and Kingon (this issue) challenge the effectiveness of teaching the preparation of a business plan. They suggest that it is preferable to deemphasize the writing of a plan because it tends to restrict creativity and the search for more appropriate solutions.Yet, as a pedagogical tool, we think that business plans, when used appropriately, can be a useful federal agency to garner a students attention on a comprehensive s et of issues that should be considered when commercializing an invention. A shift is taking place from traditional technology management curricula toward more entrepreneurially based courses that require interdisciplinary skills. As part of this development, there is a need for interdisciplinary team-learning activities to be a central part of curriculum development in technology management education.Team composition needs to be communicate carefully to enable participants to gain full benefits. Thursby, Thursby, and Fuller (this issue) present an interesting example of teams of law, business, science, and engineering students meet to commercialize innovations developed at Emory University and the Georgia Institute of Technology. Developments in technology management education also pose major faculty recruitment challenges. Many business school faculty members do teaching, research, and service (including consulting) that is focused on large corporations.Traditional business schoo l academics typically lack the appropriate context-specific business creation skills that are increasingly demanded as central to technology management education (Wright, Piva, Mosey, & Lockett, 2008). As noted in Barr, Baker, Markham, and Kingon (this issue), the recruitment of adjunct faculty members should be focused on those who can serve as mentors to students. There is also a need to consider recruitment and training of faculty who can act as boundary spanners.The time-consuming nature of developing interdisciplinary curricula raises a concern about possible conflicts with the promotion-and-tenure process, which also needs to be addressed in recruitment and retention. AGENDY FOR FURTHER RESEARCH ON TECHNOLOGY EDUCATION To build on the findings of this special issue, we identify a number of areas for further research. 2009 Phan, Siegel, and Wright 333 These are summarized in Table 4, where we identify a series of research examinations relating to institutional issues, the inter action between education and practice, the advancement of business schools, and evaluation.Universities typically have well-established conventions and practices concerning the management of their activities. The traditional academic culture of the university (the classic ivory tower) embodies a system of values that opposes the commercialization of research through company creation. When university administration is decentralized, with no mechanism for integration, links between business schools and technologyoriented units of universities may be weak or in- formal.This suggests a need for the development and implementation of clear and well-defined strategies, processes, and policies regarding new venture formation and approaches to technology management education that incorporate entrepreneurial activities. Institutional frictions and their disturb upon intraorganization knowledge transfer are wellknown (Szulanski, 1996). These frictions in the interactions between different ele ments of the university may chew out the development of interdisciplinary technology management curricula.Transferring personnel across organizational boundaries has been identified as an important mechanism to effect knowledge transfer (Inkpen & Tsang, TABLE 4 Research Agenda Institutional Issues How do incentive systems for faculty encourage the time-intensive development of effective technology management courses? What institutional challenges constrain the cross-disciplinary development of technology management education? What are resource implications for universities attempting to develop interdisciplinary technology management education?Interaction Between Education and Practice How can technology management education processes be transferred to promote the creation and development of spin-offs? How can universities develop integration processes among technology management education and technology transfer offices, incubators, and science parks? How can business schools enha nce (effective) engagement with leading-edge technological entrepreneurs? Advancement of Business Schools How can the necessary specific skills now required for technology management education be developed in spite of appearance business schools?Do business schools have the requisite career structures for faculty involved in technology management education? (e. g. , adjunct, nontenure track faculty). What is the role of business school faculty in contributing to the development of technology management education? Evaluation Issues How effective are different developments in technology management education? Is it possible to have a valid control group in evaluation of technology management education? From a corporate perspective (since many students are sponsored by companies), how effective are technology management programs?What are the most appropriate methods for evaluating the effectiveness of technology management education? What close making processes are most effective in p romoting interdisciplinary teaching and research, and integration in technology management education (top-down vs. bottom-up)? Does development of technology management education represent a need to evaluate the whole position of business schools within universities, or is there a need for ambidexterity? What are the roles of different competitors within the segments of the broad technology management space?What challenges arise in addressing language barriers between business school and technology/ engineering faculty and how can they be overcome? What is the surpass way to train technology managers who must engage in boundary spanning among industry, the entrepreneurial community, academia, and government? What challenges arise in integrating research with new developments in technology management education? Is it possible to build evaluation into the design of technology management education programs, so we can identify best practices and benchmark similar programs? 34 Academy of Management Learning & Education September 2005). Universities may need to consider the facilitation of exchanges of mental faculty between schools or the development of faculty with boundary-spanning skills. Academics may identify more closely with their discipline than with the business school or university and may seek to marginalize tribes from outside disciplines (Becher & Trowler, 2001). This concern is especially salient if the intent is to integrate research with new developments in technology management education.Differences in language and goals between business schools and science- and technology-based departments exacerbate these problems. Business schools may also lack credibility with conventional, pure scientists, who perceive them as professional schools with little research tradition. This may be a major issue in universities with strong science departments and weak business schools (Wright et al. , 2008). However, even this effect is likely to vary between dis ciplines, as some departments, for example, engineering and medicine, may be closer in the sense of being professional schools than the pure science departments.It may also be important to focus on the role of technology managers within the university. Siegel, Waldman, and Link (2003) found that the key impediment to effective university technology transfer tended to be organizational in nature. In a subsequent field study (Siegel, Waldman, Atwater, & Link, 2004), the authors found there are deficiencies in the technology transfer office and other areas of the university involved in technology commercialization with respect to marketing skills and entrepreneurial experience.This finding has been affirm with more systematic data by Markman, Phan, Balkin, and Gianodis (2004), who explained this result by reporting that universities were not actively recruiting individuals with such skills and experience. Instead, representative institutions appear to be focusing on expertise in paten t law and licensing or technical expertise. To develop effective curricula, the expertise that business school faculty need to interact with science and technology departments may be discipline specific.Yet the background of business school faculty typically makes it tricky for them to convey sufficiently context-specific material for different groups of technologists. To this end, Siegel and Phan (2005) suggest the creation of formal training programs for university personnel on the issue of technology management. Thursby, Thursby, and Fuller (this issue) report that an integrated graduate program on technological entrepreneurship has a positive impact on student perceptions of the multidisciplinary capabil- ties needed to operate in a technologically oriented business environment. Taking a page from Souitaris, Zerbinati, and Al-Laham (2007), who drew on the theory of planned behavior to certify that entrepreneurship programs raised risktaking attitudes and inspired entrepreneuri al intention among students, we suggest that technology management curricula can similarly inspire students to think creatively about how they can convert science to commercial ventures by immersing them in the experience of technology and opportunity evaluation early on in the program.Authors of evaluation studies need to find ship canal of incorporating the measurement of postprogram outcomes, such as new venturing and career trajectories, through more longitudinal studies. More specifically, it would be extremely useful to build evaluation into the design of such programs, so that we can identify best practices and benchmark comparable programs as we do for other types of programs. A critical methodological issue in evaluation concerns whether it is possible to have a viable control group for such a study. The papers in this special issue represent a number of different institutional contexts world all-embracing.A final question one can ask, after reading these papers, is whether there are developments that suggest a convergence in program design towards a universal model, or are we likely to experience a wide variation due to adaptations to the local contexts? Locke and Schone (2004) highlight ? important differences in the interaction between business schools and industry in Europe compared to those in the United States. They suggest that the relations between business school faculty and other scientists have traditionally been stronger in the United States than in the United Kingdom and France.Further, subjects taught in business schools in France, the United Kingdom, and the United States tend to be close to praxis, and professors have usually had practical experience. To contrast, in Germany management education has always been strongly oriented toward science, with academics having little business experience/ contact with industry this pattern appears to have persisted despite pressure for convergence to an Anglo-Saxon business school model (Muller-Ca men & Salzgeber, 2005).Mustar (this issue) and Verzat, Byrne, and Fayolle (this issue) flesh out the challenges of introducing entrepreneurial elements to the traditional approach to technology and engineering training in France. Hang, Ang, Wong, and Subramanian (this issue) argue that there was a need to design a program to meet the needs of a small newly developed Asian country. In sum, while the elements of technology man- 2009 Phan, Siegel, and Wright 335 agement curricula appear to be very similar, in part dictated by the institutional hegemony of U. S. ased models, there is some indication of local adaptation in pedagogy, delivery mechanisms, and sequencing of content, based on government initiatives, types of corporations that employ the local graduates of such programs, and the capabilities of the universities delivering them. REFERENCES Ambos, T. , Makela, K. , Birkinshaw, J. , & DEste, P. 2008. When does university research get commercialized? Creating ambidexterity in r esearch institutions. daybook of Management Studies, 45 1424 1447. Becher, T. , & Trowler, P. R. 2001. Academic tribes and territories.Buckingham The Society for Research into Higher Education and Open University Press. Carlile, R. P. 2002. A pragmatic view of knowledge and boundaries Boundary objects in new product development. Organization Science, 13 442 455. Inkpen, A. , & Tsang, E. 2005. Social capital, networks and knowledge transfer. Academy of Management Review, 30(1) 146 165. Koh, W. , & Phan, P. In Press. The National Innovation System in Singapore. In V. K. , Narayanan, & G. OConnor, (Eds. ), Encyclopedia for Technology, Innovation and Management, Blackwell Press U. K. Locke, R. , & Schone, K. 2004.The entrepreneurial shift Ameri? canization in European high-technology management education. Cambridge Cambridge University Press. Markman, G. , Phan, P. , Balkin, D. , & Gianiodis, P. 2004. Entrepreneurship from the ivory tower Do incentive systems matter? Journal of Techno logy Transfer, 29(3 4) 353364. Markman, G. , Siegel, D. , & Wright, M. 2008. Research and technology commercialization. Journal of Management Studies, 45 14011423. Meyer, M. 2008. University patenting and IP management approaches in Europe. Brighton SPRU, University of Sussex. Muller-Camen, M. , & Salzgeber, S. 2005.Changes in academic work and the chair regime The case of German business administration academics. Organization Studies, 26(2) 271 290. Mustar, P. , & Wright, M. 2009. Convergence or path dependency in policies to foster the creation of university spin-off firms? A comparison of France and the United Kingdom. Journal of Technology Transfer, forthcoming. Nambisan, S. , & Willemon, D. 2003. A global study of graduate management of technology programmes. Technovation, 23 949 962. Pfeffer, J. , & Fong, C. T. 2002. The end of business schools? Less success than meets the eye. Academy of Management Learning and Education, 1(1) 78 95.Pfeffer, J. , & Fong, C. T. 2004. The busi ness school business Some lessons from the U. S. experience. Journal of Management Studies, 41(8) 15011520. Phan, P. , Siegel, D. S. , & Wright, M. 2005. Science parks and incubators Observations, synthesis and future research. Journal of Business Venturing, 20(2) 165182. Siegel, D. S. , & Phan, P. 2005. Analyzing the effectiveness of university technology transfer Implications for entrepreneurship education. In G. D. Libecap, (Ed. ), Advances in the study of entrepreneurship, innovation, and economic growth, volume 16 University entrepreneurship and technology transfer 138.JAI Press Oxford, UK. Siegel, D. S. , Waldman, D. , & Link, A. N. 2003. Assessing the impact of organizational practices on the productivity of university technology transfer offices An exploratory study. Research Policy, 32(1) 27 48. Siegel, D. S. , Waldman, D. , Atwater, L. , & Link, A. N. 2004. Toward a model of the effective transfer of scientific knowledge from academicians to practitioners Qualitative evide nce from the commercialization of university technologies. Journal of Engineering and Technology Management, 21(12) 115142. Siegel, D. S. , & Wright M. 2007. Intellectual property The assessment.Oxford Review of Economic Policy, 23(4) 529 540. Souitaris V. , Zerbinati, S. , & Al-Laham, A. 2007. Do entrepreneurship programmes raise entrepreneurial intentions of science and engineering students? The effects of learning, inspiration and resources. Journal of Business Venturing, 22(4) 566 591. Starkey, K. , Hatchuel, A. , & Tempest, S. 2004. Rethinking the business school. Journal of Management Studies, 41(8) 15211532. Suddaby, R. , & Greenwood, R. 2001. Colonizing knowledge Commodification as a dynamic of jurisdictional expansion in professional service firms. Human Relations, 54 933953.Szulanski, G. 1996. Exploring internal stickiness Impediments to the transfer of best practice within the firm. Strategic Management Journal, 17 27 43. Van Burg, E. , Romme, G. L. , Gilsing, V. A, & Rey menk, I. M. M. J. 2008. Creating university spin-offs A science-based design perspective. Journal of Product Innovation Management, 25 114 128. Wright, M. , Piva, E. , Mosey, S. , & Lockett, A. 2009. Academic entrepreneurship and the role of business schools. Journal of Technology Transfer. Phillip Phan is professor and vice dean for Faculty and Research at The Johns Hopkins University Carey Business School.Between 2000 and 2007, he was the Warren H. Bruggeman 46 and Pauline Urban Bruggeman Distinguished Professor of Management at Rensselaer Polytechnic Institute. Phil is associate editor for the Journal of Business Venturing, the Journal of Financial Stability, and the Journal of Technology Transfer. His most recent books are Theoretical Advances in Family Enterprise Research (InfoAge Press) Entrepreneurship and Economic Development in Emerging Regions (Edward Elgar) and Taking Back the Boardroom Thriving as a Director in the 21st blow (Imperial College Press).Donald Siegel is dea n of the School of Business and professor of management at the University at Albany, SUNY. Don is editor of the Journal of Technology Transfer, associate editor of 336 Academy of Management Learning & Education Journal of Business Venturing, Journal of Productivity Analysis, and Academy of Management Learning & Education. His most recent books are Innovation, Entrepreneurship, and Technological Change (Oxford University Press) and the Handbook of Corporate Social Responsibility (Oxford University Press).He has received grants or fellowships from the Sloan Foundation, National Science Foundation, NBER, American Statistical Association, W. E. Upjohn Institute for Employment Research, and the U. S. Department of Labor. Professor Siegel is a member of the Advisory Committee to the Secretary of Commerce on Measuring Innovation in the 21st Century Economy. mike Wright has been professor of financial studies at Nottingham University Business School since 1989 and director of the Centre f or Management Buy-out Research since 1986.He has written over 25 books and more than 250 papers in academic and professional journals on management buy-outs, venture capital, habitual entrepreneurs, corporate governance, and related topics. He served two terms as an editor of Entrepreneurship Theory and Practice (1994 1999) and is currently a consulting editor of Journal of Management Studies and an associate editor of Strategic Entrepreneurship Journal. Mike is also program chair of the Academy of Management Entrepreneurship Division. His latest books include Academic Entrepreneurship in Europe and Private Equity and Management Buyouts. September