Pizza Store Layout Simulation: Apply the Learning Curve Theory

A learning curve, in common terms, â€Å"is used to describe the effort required to acquire a new skill (e. g. , expertise with a new tool) over a specific period of time† Wikipedia. org. In scholarly terms, â€Å"Learning curves are also an integral part in planning corporate strategy, such as decisions concerning pricing, capital investment, and operating costs based on experience curves† Chase-Jacobs-Aquilano. In the pizzeria scenario presented requires a full understanding of the cause and effect of decisions made and making adjustments to minimize the amount of time to complete the entire process and also minimizing the amount of potential customers from leaving. To streamline the process, it is important to recognize the transformations of the business as it moves along the entire learning curve when each scenario is considered and acted upon. Measuring the process of serving pizza The pizzeria has been in business since 1950 and has become a recognizable mainstay in Palm Springs, CA for its quality and uniqueness. As the business is being passed down, it is important for the successor to recognize the learning curve and understand the restaurant as it functions today. During peak times, the pizzeria staffs four wait staff and two kitchen workers. With customers arriving in groups of two to four every three to five minutes there are only 14 4-top tables, but no 2-top tables to seat each party. The entire process from when a customer walks into the pizzeria to the time they leave takes 53 minutes. Eleven of the minutes are consumed just waiting to be seated at an open table and another 13 minutes are consumed back in the kitchen processing the order – room for improvement. Applying the learning curve theorem By turning four of the 4-tops into eight 2-tops, it increases the total tables available at the pizzeria from 14 to 18 and effectively reduces the average wait time to 5. 27 minutes. The additional tables also allow the utilization of the wait staff to a manageable and profitable 87%. The observations and learning’s of the first two weeks have allowed the pizzeria to become more efficient, reduce the amount of time customers have to wait, reduced the amount of customers who have â€Å"balked† and left before they could be served and has increased the profit from $1065 to $1653. Identifying process weaknesses The Pizzeria has incorporated key improvements from observations of the process. Unfortunately, it is necessary to invest in capital with newer more advanced systems in order to sustain the growth. In this case, the four manual ovens are beginning to hinder the current process and the wait staff has become less effective. So by replacing the four manual ovens with two automated conveyor ovens from Plax reduced the mean processing time to four minutes and by installing the MenuPoint system has reduced the mean processing time for the wait staff to eight minutes. The average wait time now in the pizzeria is only 4. 4 minutes with an average queue time of only 2. 63 minutes. Expanding on what’s been learned The Pizzeria is experiencing, as I have heard it called, â€Å"A champagne problem† increased potential business – which, is good, but how to handle it? In this case, the location next to the Pizzeria, Cream Puffs, is closing and offers a perfect opportunity to expand the Pizzeria by seven more 4-tops and four more 2-tops. This reduces the wa iting time even further to an average of 3. 47 minutes with an average queue of 2. 7 minutes. Conclusion Mario and his wife Sofia have done an outstanding job building the business since 1950, however; there was much more opportunity available for the Pizzeria to run more efficient and generate a greater profit. Mario’s successor became more familiar with maintaining a balance between the customer demand for the service and the capacity of the system to provide the service. His management of the Pizzeria became more effective and processes became more efficient as he moved along the learning curve.

Imperial Administration in Han China and Imperial Rome

Analyze similarities and differences in techniques of imperial administration in TWO of the following empires: Han China (206 B. C. E. -220 C. E. ) Mauryan/Gupta India (320 B. C. E-550 C. E) Imperial Rome (31 B. CE-476 C. E. ) While imperial administration in Han China from 206 B. C. E to 220 C. E. and Imperial Rome from 31 B. C. E. to 476 C. E. had their similarities like the family roles that the government encourages, living under one ruler who gives the people some control, and the general idea of equalization, they also had their differences.One of these differences being in how each ruler gave their empire control and where they put themselves according to the rest of their empire. Both Han China and Imperial Rome are controlled under one central leader. Both of these leaders give the citizens some form of control and contribution to their empire. The difference is how they give the citizens power. In Imperial Rome, Augustus keeps the reliable forms of the Republic such as the offices, honors, and privileges of the senatorial class as a base for his new restored Republic now called the Principate.In keeping the form of the Republic he still gives power to the Senate. In China, Gaozu kept the Qin Empire as his influence to keep choosing district officials to hold some of his power. In addition, Augustus includes himself as an ordinary citizen. What he altered from the Republic to the Principate is the reality of power. He never called himself the emperor or dictator but called himself â€Å"princeps† meaning first among equals. Gaozu was called the emperor and didn’t disagree in having ultimate power.Instead, he equalized the rest of the people and just put himself on top. Both empires believed in generalization of the people, Augustus just took it a step farther by including himself. A major similarity in both Imperial Rome and Han China is the idea of having the leading role of the family the eldest male and the women having no place in pol itical issues. In Later Han, families believed heavily in respect, obedience, and loyalty to the elder male of the family.In both empires, women stayed home to raise the children and do household chores while the men were soldiers, doing business, and discussing politics. Although women had no role in legal proceedings, they still had a great influence on the male’s decisions. Women gained greater personal protection and economic freedom over a course of years and many influenced and helped shape history. In conclusion, I think the reason that Chinese emperors believed they were of ultimate power was because of the previous dynasties who thought the same thing.The Han Empire had previous influence from all the Chinese dynasties before it. On the other hand, The Roman Empire was younger and might have seen that other empires weren’t happy with the emperor being the central control. Augustus might have taken this as influence to do something different and decided to incl ude himself in the people. Overall, Imperial Rome and Han China are two very similar empires that have the same general idea of how they wanted their empires to be.

An Evaluation of the European Computer Driving Licence Essay Example for Free

An Evaluation of the European Computer Driving Licence Essay The research project includes the complete lifespan of the work from the rationale to the conclusion. I examine the reasons for conducting the research, how the Company might benefit from the experience and how trainers may reflect and add to their toolbox of skills and knowledge. The project also considers the background to the European Computer Driving Licence (ECDL) and how this came to AEGON UK Services, what role Workplace Training Services had to play and what part of strategy ECDL was designed to meet. The main body of the project, the research itself, sets out to consider a range of questions related to the evaluation of ECDL within a financial services setting which I believe is a valuable piece of research that is not presently widely available. The research considers the practical implications of the work and the justifications for following the particular actions undertaken. The conclusion draws the project together and provides answers to the questions considered above. Does ECDL add value within the business, have learners acquired new skills, what of the present learning methods and how might these be designed to suit the needs of future learners? I support my research findings with the results of my data collection exercises together with statistics relating to ECDL including its recent use outside of Europe. Finally, I present the detail of material used whilst working on the project as Reference and Bibliography. AEGON UK Services (UKS) is the ‘closed book’ arm or Third Party Administration (TPA) operation for AEGON UK one of the world’s top ten financial services companies. As a TPA no new business comes into the organisation and particularly in the present economic climate control of costs and expenses becomes paramount. It is not an overstatement to consider that the continuing well being of the UKS site in Lytham rests with its highly competitive nature. When one considers that the average cost of one staff member in Lytham is à ¯Ã‚ ¿Ã‚ ½40,00 pa whilst the equivalent outlay at the AEGON UK Head Office in Edinburgh is almost double at à ¯Ã‚ ¿Ã‚ ½65,000 pa, financial evidence becomes clear particularly with close to 900 staff at the Lytham site. There are many reasons for this divergence in costs, not all of which may be directly influenced by the Company but it is this difference which remains key to the health of the AEGON UK Services operation. It is against this background that the research into the European Computer Driving Licence (ECDL) is set, one of the organisation obtaining maximum value for each pound of spend. As Managing Director, David Barker, said at the 2002 Business Plan launch to staff, ‘Through the professionalism, skill and commitment of its staff AEGON UK Services has a key part to play in the growth and development of the UK operation.’ It is my responsibility, as Training Manager for UKS, to provide learning opportunities, develop staff and upgrade their knowledge and skills to meet the challenges set by the Managing Director and the Board of AEGON UK. After all, a shortage of skills could threaten the livelihood of the operation. Fingold and Soskice (1989:22) who created the notion of a ‘low skills/low quality equilibrium’ argued that ‘†¦ the majority of enterprises staffed by poorly trained managers and workers produce low quality goods and services.’ Their view was that Britain would not be able to keep pace with changing economic conditions. A decade on and still the need for the training and development of our staff in relation to the growth of our business remains. As David Blunkett, Secretary of State for Education Employment, sets out the challenge ahead for us all when speaking at the National Training Awards ceremony in December 2000. ‘The key message today is that there is a real economic need for people to upgrade skills throughout life. We need to help everyone fulfil their potential and respond to the changing world economy.’ (People Management, Vol 6, No 25). The task facing us in the UKS Training team is to meet the Secretary of State’s challenge and drive the business forward at the same time whilst maintaining a tight rein on expenditure. In the summer of 2001 our Union Representative introduced me to Workplace Training Services and this partnership with a local education provider soon bore fruit. A key strategic challenge for AEGON UK in 2002 was the introduction of a Common Operating Environment (COE) between its various UK operations; the most visible aspect of the COE would be the launch of Microsoft Office 2000 in the various sites. Significantly, as AEGON UK Services previously used Microsoft there were no plans to create a formal training plan for the business, rather than relying our awareness of existing applications. The Manager, Dedicated Delivery, of Workplace Training Services (an arm of Preston College), Cyril Wheat, offered the use of the European Computer Driving Licence (ECDL) as part of our solution to the need for staff learning and development in Office 2000. The seven-module ECDL programme is based upon the Microsoft Office 2000 applications and included learning on our key workplace needs, Word, PowerPoint and Excel. Over 50 staff started the ECDL qualification in September 2001 and to-date over 150 have either achieved the award or are working towards it. Further developments of our work with the College have been the provision of additional learning and development for staff, in particular the provision of Learndirect facilities and the healthy ‘learning partnership’ that has grown between an employer, union and education institution. To support the development of this significant partnership Workplace Training Services offered AEGON UK Services 100 free places on the ECDL programme in 2002. Although we have seen a large number of staff following the ECDL programme, myself included, AEGON UK Services has never conducted any formal evaluation of the learning programme. Whilst I have learned new skills and am able to access more difficult applications, has the Company benefited from the ECDL partnership, have the staff developed new skills and how might the programme best be carried forward? This is the rationale for the following research which is designed for the benefit, primarily, of the Company but also for the staff, College and as a valid piece of research. Congratulations Sara Lundstedt! But why is this the Swedish environmental co-ordinator so significant to the history of the European Computer Driving Licence (ECDL). Well, Sara became the one millionth student to complete the programme, as reported in the June 2001 edition of IT Training (P7). What is ECDL and where did it come from? In 1994 the concept originated in Finland where the Finnish Information Process Association introduced the Computer Driving Licence. Shortly after, the Council of European Professional Informatics Societies (CEPIS) established the User Skills Task Force in 1995. The Task Force, supported by funding from the European Commission, was to examine how to raise IT skill levels in European industry. The Task Force identified the potential of the Finnish Licence and investigated the feasibility of adopting it and making it into a qualification for the whole of Europe. CEPIS actively encourages IT literacy and promotes acceptance of professional standards for ICT professionals throughout Europe. Pilot tests were carried out during 1995 and early 1996 resulting in the launch of the European Computer Driving Licence (ECDL) in August 1996, initially in Sweden and then throughout Europe. The ECDL Foundation was formed in 1997 to administer the ECDL programme on a not-for-profit basis and to promote, develop and certify computer skills and IT knowledge. According to its official website, the business of the ECDL Foundation is ‘To disseminate, promote and evolve ECDL as a globally accepted IT skills certification programme that prepares all people for participation in the Information Society.’ On the surface, this has been successful; in 1999 the International Computer Driving Licence (ICDL) was created as the standard qualification for non-European countries. The syllabus is identical to that of ECDL and was initially taken up by Australia, Canada, South Africa and Zimbabwe. Since then, more countries have joined the ICDL programme, ranging from Greece in 2000 to most recently, Malaysia. According to The Electric Paper Company Limited (http://www.electricpaper.ie/products/ecdl.asp) ‘†¦to-date, over 1.75 million people are registered on an ECDL/ICDL programme. This number is growing daily. There are tens of thousands of accredited test centres worldwide enabling people to take their tests an attain certificates.’ So, seven module appears to be working as students are assessed against the following competencies: basic concepts of IT, using a computer and managing files, word processing, spreadsheets, databases, presentation and information and communication. The ECDL Foundation points out that the programme is now used in over 60 countries and IT Training announced in its October 2002 edition that ‘†¦the number of students †¦ enrolled topped the half-million mark. The British Computer Society (BCS) also reports that it is issuing 1,000 ECDL certificates every day.’ One of the first organisations in the public sector to move towards qualifying the computer skills of its staff is the NHS which recognised the increasing role that computer skills had to play in the public health sector. The significance of the ECDL decision is reflected in the fact that it was announced by Health Secretary, Lord Hunt. He said, ‘New technology investments to support staff to plan, deliver and review health care will not be successful unless more priority is given to ensuring that all staff have a basic level of IT skills.’ There is a great deal of published support for the ECDL programme and I have included highlights from two successful ventures. The House of Commons became the first Parliament in the world to offer staff training in IT skills, aimed at MP’s assistants and constituency workers. Dr. Matthew Donaghy, Industry and Parliament Trust ADAPT Project Manager, said, â€Å"Our objective, and indeed an important part of securing funding for the project, was to increase the employability of staff outside the Parliamentary sector. ECDL gives staff an extra qualification showing their competence with IT in the office, but also allows flexibility in training for the qualification so that it does not interfere with major projects they may be working on.† Donaghy continued, â€Å"An extra benefit of the course has been the increased level of teamwork between MP’s assistants. Staff are increasingly sharing tips on office practices, which will mean a more professional MPs service al l round.† The Bank of England is also enabling its staff to take the ECDL programme via personal or on-line training. Bank Deputy Governor, Mervyn King, who has successfully completed the qualification said, ‘Across the Bank, the ECDL will enable people to achieve a wide range of essential skills in IT, on which they can build in the future. I am convinced that it is an ideal way for my colleagues to improve and consolidate their knowledge, to build confidence and to improve both productivity and decision making.† ECDL appears therefore to have positive support, endorsed by Peter Bayley, Director of ECDL at the British Computer Society, who confirms that, ‘Since the UK launch there has been a growing demand for information about ECDL users from both the Further Education and Corporate sectors in order to measure profiles, motivation, satisfaction and likely interest in our newly launched ECDL Advanced qualification. Apart from a gratifying 95 per cent satisfaction rating, almost two thirds of those polled chose ECDL because of its broad recognition as a computer skills qualification. In addition, 97% said they would recommend ECDL to family, friends and colleagues and 87% were interested in an ECDL Advanced qualification.’ Despite the fact that there is a great deal of published evidential support for ECDL, there remains little evidence within AEGON UK Services that the programme has been and remains successful. To date, we have tended to take the view that people pass, therefore it works! But does it? As Reay (1994:23) points out, ‘†¦evaluation can enable you to do better in the future. This is not to say that you’ve been failing in the past; but good trainers realize there is always room for improvement.’ It is against this background, of a developing IT culture within Europe and latterly the rest of the world, that the research with AEGON UK Services is set. Will the experiences outlined above be matched within the Company? ‘Most people associate the word ‘research’ with activities which are substantially removed from day-to-day life and which are pursued by outstandingly gifted persons with an unusual level of commitment’, suggested Howard and Sharp (1983:6). However, Denscombe (1998:1) takes an alternative approach when opening his piece of work some 15 years later, ‘Social research is no longer the concern of the small elite of professionals and full-time researchers. It has become the concern of a far greater number of people who are faced with the prospect of undertaking small-scale research projects as part of an academic course or their professional development.’ In my case, the piece of research was to be carried out over a 3 month period by the Training Manager of a large organisation with very ordinary skills and an extremely heavy workload! Payton (1979:4) identified research as ‘†¦the process of looking for a specific answer in an organised objective reliable way’ and it is this search for answers that has driven me to tackle the challenge of evaluating the European Computer Driving Licence (ECDL) in AEGON UK Services. Considering what questions to ask, Black suggests (1993:24/25), may prove a significant challenge in itself, ‘The most difficult part of starting a research project is often that of identifying the best question to ask, one that is meaningful, whose answer contributes to the discipline, and whose resulting research can be carried out within the resources available.’ When considering the questions to answer from the piece of research I was conscious of two things set down by Managing Director, David Barker: a) what would add value to the business supporting AEGON UK Services as a key part of the AEGON UK operation and b) provide learning opportunities to develop staff and up grade their knowledge and skills? These factors contributed directly to my questions: How has ECDL added value in AEGON UK Services? How have the learners acquired new skills to help them do their jobs? Has the method of learning for ECDL proved effective? What is the most effective way for any further learners to acquire the knowledge and skills necessary to achieve ECDL? Blaxter et al (1997:58) identified 2 different methods for designing and doing a research project, their ‘research families’ of qualitative and quantitative methods. To Burns (2000:3), the quantitative approach is viewed as ‘scientific’ and in his opinion, ‘†¦has been the conventional approach to research in all areas of investigation. The methods and purposes of scientific inquiry have been moulded by countless generations of scientists †¦Ã¢â‚¬â„¢ Burns (2000:9) outlines the strength of the quantitative approach as being its ‘†¦precision and control’, together with ‘†¦a deductive approach and the use of quantitative data (which) permits statistical analysis.’ Denscombe (1998:177) supports Burns’ standpoint by adding that, ‘The use of quantitative data in social research has its attractions. For one thing, it carries with it an aura of scientific respectability. Because it uses numbers and can present findings in the form of graphs and tables, it conveys a sense of solid, objective research.’ However, an alternative view also exists and caution is stressed by Silverman (2000:6) when pointing out that ‘ †¦the hard data on social structures which quantitative researchers claim to provide can turn out to be a mirage.’ Caution was necessary for me when considering the effect of ECDL upon an individual’s ability to do their job more effectively, as Cicourel (1964) points to defects with quantitative research, it may be useful but it also may conceal as well as reveal social processes. On the other hand, qualitative research is an umbrella term that covers a variety of styles of social research, drawing on a variety of disciplines. Tesch (1990) identified 26 distinct kinds of social research which can fall under the term ‘qualitative’ and no doubt, in time, that list will grow. However, Denscombe (1998:207) does see some common elements which begin to give some sense, as he sees it, to qualitative research, ‘†¦a concern with meanings and the way people understand things†¦Ã¢â‚¬â„¢ and ‘†¦a concern with patterns of behaviour†¦.’ Cohen and Mannion (1998:8) go a stage further and view qualitative research as a search for understanding in which ‘†¦the principal concern is with †¦ the way in which the individual creates, modifies and interprets the world in which he or she finds himself or herself.’ Researchers who adopted this qualitative approach, responsive to individual perceptions, were felt by Bell (1999:7) to ‘†¦seek insights rather than statistical analysis.’ A positive aspect of qualitative research, according to Miles and Huberman (1984:10), is ‘†¦that they focus on naturally occurring, ordinary events in natural settings, so that we have a strong handle on what ‘real life’ is like.’ The approach to this research project was on a qualitative basis and whilst there is a range of disadvantages to this method, including, as identified by Anderson (1990) – the ability to collect a large number of replies, allow for easy collation and cheap and readily available, Anderson did identify advantages with a qualitative approach. Significantly, when gathering data and information Anderson held that a qualitative approach enables the researcher to really understand another person, and qualitative research tends to focus on learners, central to the research project, and their views of the world. My own research project mirrors a number of Anderson’s findings; focusing on the learners and managers and thei r views, attitudes and feelings is key to my work and as such does not lend itself naturally to a quantitative or scientific basis. However, in Denscombe’s opinion (1998: 173), the two approaches are not mutually exclusive, the distinction between the two is over-simplified and relates to the treatment of the data. As Strauss (1987: 2) argues, ‘†¦the genuinely useful distinction is in how data are treated analytically.’ Denscombe’s (1998:173) view then is that ‘†¦a distinction between qualitative and quantitative research is far from watertight.’ To some extent, the research design depends on what Barnes (1992:114) highlights as either a deductive or inductive approach to the project, with action research a key method of the latter. Barnes takes the view that when using action research, ‘†¦the outcomes†¦are generally increased knowledge, understanding and improved practice.’ The implication from this is that action research has a relevance for what I will be undertaking and indeed Blaxter et al (1997:64) confirm this by pointing out that ‘†¦it is well suited to the needs of people conducting research in their own workplaces, and who have a focus on improving aspects of their own and their colleagues’ practices.’ Cohen and Mannion (1998:186) also focus their thoughts on this work-related aspect of action research by suggesting that it ‘†¦is situational – it is concerned with diagnosing a problem in a specific context and attempting to solve it in that context.’ Although action research as a basis suits the needs of my project as shown above, there are a number of criticisms about the method, often reflecting Cohen and Mannion’s (1998:193) comments that it is not scientific, ‘†¦its sample is restricted and unrepresentative†¦its findings †¦are restricted to the environment in which the research is carried out.’ I accept the above but am satisfied that although my findings may be ‘restricted to the environment’, they are after all intended for use solely within AEGON UK Services, any wider usage will be a bonus. Research data was accumulated by the use of questionnaires completed by learners, interviews with senior managers and Preston College staff, and focus groups conducted with groups of learners. This common multi-method approach is referred to as triangulation, as originally identified by the works of Elliott and Adelman (1976), and has been defined in Open University course 811 Study Guide (1988:54) as ‘†¦cross-checking the existence of certain phenomena and the veracity of individual accounts by gathering data from a number of informants and a number of sources and subsequently comparing and contrasting one account with another in order to produce as full and balanced a study as possible.’ The use of triangulation goes some way to meeting the need for this piece of research to be both reliable and valid. Bryman (1989:55) outlines reliability as something which ‘†¦refers to the consistency of a measure.’ Blaxter et al (1997:200) summarise the issue of reliability in simple terms as considering whether ‘†¦you have carried it out in such a way that, if another researcher were to look into the same questions in the same setting, they would come up with essentially the same results †¦.’ Validity is identified in a similar tone by the same authors, ‘†¦to do with whether your methods, approaches and techniques actually relate to, or measure, the issues you have been exploring.’ Triangulation is particularly important to me because it increases the strength and validity of my work. The use of questionnaires is outlined by Denscombe (1998:88) who suggests that they are at their most productive when: used with large numbers, straightforward information required, the social climate is open, standardised, time allows for delays, resources allow for the costs and when the respondents can be expected to be able to read and understand the questions. However, my own piece of research is much smaller with fewer in the sample, straightforward questions on information that is current, all of which adds to the simplicity of this process. However, there is a range of issues when using questionnaires with Bell (1999:75) suggesting that ‘It is harder to produce a really good questionnaire than might be imagined.’ McKernan (2000:125) endorses that view and warns that amongst the disadvantages are the amount of time taken compiling successful questions and low response rates. Nevertheless, the use of questionnaires provides direct access to the learners and adds balance to the interviews with my colleagues and members of Workplace Training Services. Given that my questionnaire is straightforward with simple questions I am satisfied that this is a particularly useful method of gathering my research data. Further weight is given to this argument by Burns (2000:581) who supports me by adding such strengths as ‘†¦cost, each respondent receives same set of questions, errors in collation of responses reduced, respondents free to reply at own pace/time, fear and embarrassment avoided, may guarantee confidentiality.’ Burns also highlights a number of potential concerns with the use of questionnaires including a poor response rate when compared to interviews, the potential for bias due to poor returns and badly prepared questionnaires. I acknowledge Burns’ concerns and test my questionnaire on a small pilot group of learners, drawn at random, to assess its ease of use; 2 questions are reworded to reflect the comments of this group. Given the small number of staff to have completed the ECDL programme I issue the questionnaire to all 45 which also supports the validity of my research and reduces the potential for any bias due to the choice of my sample. I am conscious that, as Cohen et al (2000:245) put it, ‘†¦the questionnaire will always be an intrusion into the life of the respondent, be it in terms of time taken to complete the questionnaire†¦or the possible invasion of privacy.’ As a result of this, great care is taken over the questions posed, the amount of content and the manner in which this is issued to learners. To keep the questionnaire simple I want to largely use closed questions and this method is supported by Wilson and McLean (1994:21) who confirm that these are ‘†¦simple to complete†¦and do not discriminate unduly on the basis of how articulate the respondents are†¦Ã¢â‚¬â„¢. However, to ensure that people’s views are gathered I aim to allow respondents a small degree of space for their own thoughts to be considered which mirrors the views of Oppenheim (1992:115) when considering the use of closed questions: ‘†¦they do not enable respondents to add any remarks, qualifications and explanations to the categories, and there is a risk that the categories might not be exhaustive and that there might be bias in them.’ A blank questionnaire is included as Appendix B. It is the need to gather personal views and opinions that prompts me to include interviews with senior managers, and focus groups amongst learners. As Denscombe (1998) points out, questionnaires are at their best with large numbers; I am dealing with 6 senior managers and am mindful that the culture of my own organisation is such that as Training Manager it is politic for me to see the senior managers rather than issue them with a questionnaire. As McKernan (2000:128) claims, ‘Interviewing is a social survey skill which can be taught.’ I am satisfied that my role in designing and delivering ‘Interviewing Skills’ training courses for 5 years to the same group of managers enables me to carry out this process! There are a number of identified advantages in using interview techniques for gathering my research data and these include, Burns (2000:582/3) who is an exponent of its flexibility, ‘†¦the interviewer has the opportunity to observe the subject and the total situation in which they are responding†¦Ã¢â‚¬â„¢ which according to Burns should produce higher response rates and ‘†¦if properly conducted should yield response rates of at least 80-85%. ‘ Cohen et al (2000:268) provides further thoughts and considerations on interviews, when outlining the need for trust to exist, suggesting that there should be a relationship between the interviewer and interviewee ‘†¦that transcended the research, that promoted a bond of friendship, a feeling of togetherness and joint pursuit of a common mission rising above personal egos.’ Once again, my relationship with the senior managers is such that I am confident that I have this level of trust in place already to enable a smooth process to occur. In addition, greater credibility is given to me conducting these interviews, as Kane (1997:68) asserts, ‘†¦the closer the interviewer is to the respondent in class, sex, age and interests, the greater chance the interviewer has of being successful.’ When considering the strengths and weaknesses of different types of interviews I endorse the comments of Patton (1980:206) who sets out the ‘interview guide approach’, which mirrors my requirements. The topic and issues to be covered are specified in advance, thus ‘†¦the outline increases the comprehensiveness of the data and makes data collection somewhat systematic for each respondent.’ I recognise that there is a risk of omitting important or salient points and that I must pay particular attention to maintaining focus on the key issues, in this case whether the managers consider that the ECDL programme has benefited the business. Consideration however must be given to the school of thought that exists regarding problems with the interview as a method for gathering my research data. Mason (1997:42) suggests that ‘good qualitative interviewing is hard, creative work. It is a much more complex and exhausting task to plan and carry out †¦ than, for example, to develop and use a structured questionnaire for asking a set of predetermined questions.’ Tuckman (1972) set out a number of problems with the interview as a technique for gathering data, including the fact that a competent interviewer is required (which may involve payment), a limited number of respondents can be reached and the reliability is quite limited. Whilst acknowledging these concerns, as I have set out my competency earlier, I require interviews with a controlled group of 6 individuals only and have a great degree of confidence in the reliability of my data. Not to mention that this interviewer requires no additional payment for the work. My final information gathering technique is the focus group which Kreuger (1988:27) highlights as typically having 5 characteristics, ‘†¦a) people who, b) posses certain characteristics, c) provide data, d) of a qualitative nature, e) in a focussed discussion.’ Cohen et al (2000:288) support my use of the focus group by suggesting that they ‘†¦might be useful to triangulate with more traditional forms of interviewing, questionnaires, observation etc.’ Although observation is not necessary or appropriate for my research, Cohen et al do concur with my use of the interview and questionnaire. According to the December 2002 issue of Croner’s A-Z Briefing (12/02:2), ‘†¦the main advantage of a focus group lies in its ability to collect subjective judgments where several, individual, judgments are better than just one. †¦By using a focus group †¦the researcher can see how and why individual judgments are supported †¦.’ This aspect of the focus group is particularly useful to me as it enables a group of learners to come together and share their experiences of the ECDL programme including highs and lows. It allows me the opportunity to facilitate discussion on the optimum way forward for AEGON UK Services and for future learners. Croner goes on to add that, ‘†¦they perform a useful function when evaluating various aspects of training and development, particularly when qualitative measurements are required and where it is deemed necessary to ascertain any unexpected outcomes or applications which have arisen as a result of such provision.’ Morgan (1988:43) cautions on the size of focus groups, suggesting ‘†¦between four and twelve†¦Ã¢â‚¬â„¢ whilst Croner takes a similar stance, ‘†¦between 6 and 12†¦Ã¢â‚¬â„¢ Both of the above agree on the need for careful consideration with sampling, in this case with the focus group, as Croner puts it (P3), ‘†¦all those involved do need to be representative of the total population under consideration.’ I have already decided to use all of my Award-holders as I have 3 months in which to carry out the research and have a small group, as Bell (1999:83) suggests, ‘The number of subjects in your investigation will necessarily depend on the amount of time you have.’ However, the question of the size of the sample and how it is selected is an issue. Cohen and Mannion (1998:87) put forward a range of sampling tools including probability and non-probability, random and stratified samples whilst Bryman (1989:107) argues the case for a representative sample using a type of probability sample. To ensure that each of my ECDL Award-holders has an equal probability of inclusion in the sample used for the focus groups, names are drawn at random from an Excel spreadsheet. Kerlinger (1986:45), identifies randomness thus, it ‘†¦ means that there is no known law, capable of being expressed in language, that correctly explains or describes events and their outcomes.’ Kerlinger (1986:44) goes on to provide further evidence that my sampling approach is correct, ‘†¦ random sampling is that method of drawing a portion (sample) of a population †¦ so that each member of the population †¦ has an equal chance of being selected.’ Taking into account the thoughts of both Morgan and Croner above, I facilitat e 2 focus groups of 8 members each. There are some difficulties in using focus groups and some of these are identified by Krueger (1988:46/7) who outlines the following: less control of the group as opposed to individuals, difficulties in analysing data, lack of interview skills, varying group dynamics, assembling groups and creating a supportive environment. I acknowledge Krueger’s observations and take extra care when running the focus groups although I must stress that my background is as a skilled interviewer and I am able to create a stable, supportive environment for the attendees who have attended similar workshops and courses in the past, often facilitated by me. ‘Any research project is likely to raise ethical issues. This is particularly so if it involves people directly, but may also be the case even if you conduct your research entirely on documentary evidence’, Blaxter et al (1997:146). Clearly, it is wrong for me to assume that, given my position as Training Manager, there is no issue with ethics, people know me and are happy to open up and provide me with valuable and valid information. Bell (1999:52) warns, ‘People will be doing you a favour if they agree to help, and they will need to know exactly what they will be asked to do, how much time they will be expected to give and what use will be made of the information they provide.’ The view is endorsed by McKernan (2000:241), who adds that, ‘It is crucial for all participants to know what their rights are in research of any kind.’ As such, I take great care when contacting my ECDL learners to alert them to my research and the need for their valuable input to further the learning partnership within AEGON UK Services. Particular attention is paid to the senior managers who give me some of their valuable time for 1:1 interviews and each of them is contacted personally by telephone to discuss the needs and requirements of the research and agree suitable times for the interviews. Hopkins (2000:221/2) identifies a range of principles that I must observe in the commitment to my research including, observing protocol, involving participants, reporting on progress, maintaining confidentiality and obtaining authority before using quotations. Particular care was observed when considering the use of quotations from our external partner, Workplace Training Services, and I arranged a special meeting with Cyril Wheat to discuss the learning partnership and seek his agreement to the use of specific quotations, included in the Conclusions to this research. As Burns (2000:22/3) summarises, ‘All in all it looks fairly difficult to conduct much research without running into ethical arguments.’ Burns’ comments alert me to the need to take nothing for granted in view of my ‘special’ position with the learners, ‘Ethical problems are likely to occur in social science research since human subjects are involved. Researchers must be aware of ethical considerations involved in voluntary and non-voluntary participation, deception, informed consent, privacy and confidentiality, the right to discontinue, and obligations of the experimenter.’ It is this ‘special’ position, that of someone who has worked very closely with most of the ECDL learners, that Sellitz et al (1962:583) might have been thinking of then they attested, ‘†¦ interviewers are human beings and not machines and their manner may have an effect on respondents.’ Many factors can influence responses one way or another, for instance Borg (1981:87) highlights a few of the problems that can occur, ‘†¦ eagerness of the respondents to please the interviewer, a vague antagonism †¦ or the tendency of the interviewer to seek out the answers that his preconceived notions †¦.These factors are called response effect by survey researchers.’ ECDL learners know me well and are aware of my enthusiasm for the learning partnership and our work with the ECDL programme. Might this naturally influence their responses to questionnaires, focus group or, even senior managers, interview questions? However, Bell (1999:139) offers words of wisdom, just as the aspiring researcher wilts under the strains of potential bias, by pointing out that ‘†¦ it is easier to acknowledge the fact that bias can creep in than to eliminate it altogether. This is a key consideration for my research as I am very keen for it to succeed being the instigator of the learning partnership with Workplace Training Services and the person responsible for the ECDL programme. A further area for my research to draw upon is the Training team’s entry for the 2002 National Training Awards. The entry was based upon the team’s work with the ECDL programme in AEGON UK Services and I refer to the comments of the judges in the Data Analysis and Conclusions. My research amongst European Computer Driving Licence (ECDL) award-holders in particular highlights the very positive aspects of the programme and it is encouraging to learn that all questioned feel that the programme has benefited them, personally and professionally. Significantly, the great majority of learners also felt able to now support colleagues with IT-related enquiries, a factor that reflects our status as an Investor In People; staff are keen to share knowledge with each other in a positive manner. ‘Being able to solve problems,’ ‘increasing one’s confidence’, ‘developing trouble-shooting skills’ and appropriately ‘staff trained in new technology’ are benefits to the company, as viewed by the learners. Although it is not the intention in my research to provide statistical analysis, rather to draw conclusions from learners’ responses, the feedback from learners does represent universal support for developing skills to enhance the business. Learners feel more competent to do their work, have a more confident approach and have developed skills to enable new work to be handled also converting manual tasks to a PC-based system. I am able to speak from personal experience and, as a result of taking the ECDL programme, I can now use Excel with some success. Whilst it is very difficult to make any claims with the research I am confident that the programme has made a significant difference. Prior to starting the ECDL prog ramme I was unable to use Excel despite having access to the program, after completing the Excel module I am now able to design spreadsheets for use in the Training team. There is evidence of other organisations introducing a successful ECDL programme and the following case study extracts are from the ECDL’s own website, www.ecdl.co.uk/employer/case. Mike Sampson, Human Resources Director at Royal Liver Assurance, commented: â€Å"We are delighted that the ECDL pilot scheme has proved to be so successful and now intend to run ECDL again with further members of staff. It is important that our employees are given the opportunity to refresh and improve upon their IT skills, which ultimately reflects a great benefit to Royal Liver and ensures the company’s values and good standing are continually maintained.† (www.ecdl.co.uk/employer/case/royal) Even in the world of IT itself, ECDL is viewed as a positive addition to the learning curriculum, Les Williamson, Resources Servicing Manager, IBM, added, ‘We realised fairly quickly that this certification would be beneficial across the site. Not many people can claim proficiency in all the IT productivity tools that we could be using everyday. This is a qualification that demonstrates just that. (www.ecdl.co.uk/employer/case/ibm) 90% of learners feel that they are now more confident when using a PC (66% of the remaining 10% already did so) which is an endorsement of our decision to offer the programme and a statistic from a similar exercise conducted amongst award-holders at Manchester NHS Health Authority in 2002 found that ECDL qualified staff are proven to save an average of 38 minutes per day. Staff within AEGON UK Services also highlighted the speed at which they are now able to process IT-related work as a benefit to the Company. Feedback from the learners in the questionnaires suggested that, whilst staff were achieving success using the CD ROM made available by Workplace Training Services, there was less than total satisfaction. Accordingly, amongst the questions I posed at the focus groups was ‘What method of learning would you recommend for future ECDL students?’ Although only a small percentage of respondents to the questionnaire felt that the quality of learning materials was less than ‘good’ during the focus groups, the mood was very different and people had the opportunity to express their views in more detail. It became apparent that the majority of the attendees of twelve felt that the CD ROM was difficult to work with, either because of their own IT situation out of the office, some did not have a PC at home, or more commonly because of the great amount of detail included. Their preferred learning method was to use paper-based material although some members of the focus gr oups felt that the CD ROM was ideal. Comments were also made that it was often difficult to obtain 1:1 support as members of the Training team were often involved in other projects and, in truth, were never seen as providing close support for learners. Learners’ comments were referred to Cyril Wheat who visited the site and spoke with groups of the learners; as a result, directly, of the feedback provided to Cyril his Workplace Training Services team started to provide future learning support material in two forms, paper-based for the majority, CD ROM where preferred. In addition, another change in policy as a result of feedback, with the introduction of a dedicated resource from the College, someone who would be guaranteed to be on the Lytham site once a week for personal tutorials. Most surprising amongst the findings was the feedback from the senior managers. Whilst the Managing Director has given the partnership with Workplace Training Services his blessing and has in fact recently enrolled on the ECDL programme, the same positive views are not held by the management team. I conducted the interviews and was surprised by the little knowledge that the managers had of the programme, one actually admitted that he had no awareness that any of his staff are taking an award. Whilst the general view amongst the managers was that any learning which develops the staff to enhance the business, must be a good thing, only one member of the team was more positive. One manager had experienced the ECDL programme personally, achieved the award, and spoke highly of the benefits to AEGON UK Services in supporting the implementation of COE. More work remains to be done with the management team for the future of the programme. The comments of learners who have achieved their European Computer Driving Licence (ECDL) are extremely encouraging from a purely personal point of view, the initial thoughts are that my efforts in bringing the ECDL programme to AEGON UK Services staff has paid off. But that cursory observation is not sufficient to merit the programme a success. When we set off on the ECDL programme there was a clear business need to be met, successfully implementing the Common Operating Environment (COE) and the transfer to Microsoft Office 2000. What must not be overlooked was that the business was not using any formal training strategy to meet the requirements generated by the COE and I was confident that ECDL could provide many of the training needs. Although I am not able to provide any hard quantitative data I have feedback from learners and managers which supports the use of the programme. As one manager put it, ‘Having achieved the ECDL I can vouch for the skills and knowledge acquired. Members of my team have demonstrated the benefits of the learning through the enhanced use of different programs.’ The data provides evidence of ECDL supporting the implementation of COE in the business. New skills have been acquired by learners, many of whom are now looking for further opportunities, whilst at the same time encouraging colleagues to enrol on the programme. There are numerous examples quoted of staff who are now able to access different programs, use PowerPoint, Access or in my case, get to grips with Excel for the first time. Our relationship with Workplace Training Services has developed, from the first tentative enquiries regarding the use of ECDL, the College’s first learning partnership in the North West to one of collaboration on other projects; as I close this research we are discussing certificated learning to meet behavioural competencies. Cyril Wheat, Manager Dedicated Delivery, is proud of his organisation’s role with the business and speaks highly of our work, ‘with the commitment of an employer who is providing resources is very important.’ The need for such support is echoed by Tim Rush of Islington Council who adds, ‘We have been lucky here in Islington, Members of the Council and senior management have been fully supportive. Gaining support at that level is essential to any successful implementation.’ (www.ecdl.co.uk/employer/case/islington). Cyril’s team’s commitment to us now includes the use of 10 PCs, available for any form of learning, and a dedicated resource on-site for work with the ECDL programme. Significantly, the learning has largely taken place at no cost to the business and during 2002 over 100 learners were enrolled with Workplace Training Services for free and we have ascertained that open learning with the ECDL programme may yet prove to be extremely cost effective to the business. We have 150 staff achieved or working towards the award with 100 more to follow during the course of this year an costs incurred to-date are a little over à ¯Ã‚ ¿Ã‚ ½3,000 which is approximately à ¯Ã‚ ¿Ã‚ ½12 per learner. Given that this learning ultimately accredits staff members with a universally accepted IT qualification and attendance on external learning is in my experience over à ¯Ã‚ ¿Ã‚ ½100 per day then I believe that this equates to value for money learning. Our work with the fledgling ECDL programme in employer-related learning has highlighted new areas for study. As demonstrated earlier, learners had difficulties with the Computer Based Training and the CD ROM was not viewed as user-friendly; as a result, their feedback has been taken into account and staff enrolling more recently have had access to paper-based support material with CR ROMs available where required. The judges at the 2002 National Training Awards were ‘†¦ impressed by your decision to encourage your employees to undertake the ECDL qualification’ and drew upon a number of other positive aspects although they highlighted a number of important issues for the team to consider. As I point out above, there are limitations with my research and issues to consider for the coming months, as the judges point out in their feedback, ‘†¦ it is still quite early in the process of introducing the Common Operating Environment’ and they have suggested that we ‘re-enter at a later date’. I am also conscious that the research has been carried out by someone with a clearly vested interest in its success, the training of staff in the business is after all my responsibility, and that this may have clouded the findings. I acknowledge this limitation and make efforts to minimise the effects of this bias. My ultimate findings are also effected by yet more bias; the results are based upon my work with learners at AEGON UK Services in a supportive environment where facilities are made available to them and they do not have to pay any fees. I make no claims about applying my results to a wider audience whether in another industry or with the public at large. However, the final thought lies with Andrew Mayo, writing in the January 2003 edition of Training Journal, who holds out, ‘So here is the challenge for 2003. Will you be able to say, at the end of the year, where and how learning interventions made a difference to the achievements of the organisation(s) you work with †¦.’ From the feedback received from learners and indeed Workplace Training Services’ staff I am confident that the ECDL programme has already made an impact on AEGON UK Services although greater communication is required with senior managers based upon their own feedback. Furthermore, as the judges of the National Training Awards indicate, there is yet more to come as our learning partnership matures and more staff set out on the road to success through the challenge of ECDL. Project Proposal – DHL0730 Empirical Study AEGON UK Services in partnership with Workplace Training Services, an arm of Preston College, started to offer the European Computer Driving Licence (ECDL) to staff in September 2001. The ECDL programme based it is upon Microsoft Office 2000 applications was seen as an ideal complement to the Common Operating Environment (COE) to be launched in 2002. At the same time the launch of ECDL provided further evidence of the Company facilitating learning and development opportunities for its staff. Under COE the whole of AEGON UK would operate with Microsoft Office 2000 whilst over 90% of staff were familiar with the 1997 version or earlier. To-date over 150 staff have started or finished the ECDL programme yet no evaluation of the success or otherwise of ECDL within AEGON UK Services has ever been carried out. An evaluation of the European Computer Driving Licence (ECDL) as used by AEGON UK Services. The ECDL was launched to develop the skills of European citizens and to enable them to become proficient in PC skills. The use of ECDL within AEGON UK Services was designed to provide staff with the skills necessary to deal effectively with the Common Operating Environment (COE), in effect Microsoft Office 2000. An Evaluation of the European Computer Driving Licence. (2017, Oct 12).

The economy today Essay Example | Topics and Well Written Essays - 1250 words

The economy today - Essay Example In a closed economy, if the government raises its budget deficit in the short run, both prices and GDP will rise. In the new equilibrium the real income is unchanged but the nominal is higher. The demand for money, then, increases. This means that with a fixed money supply the interest rate will rise so reducing the investment. Thus, the new equilibrium has lower investment demand and lower national savings. This is known as the crowding-out effect. In the case of a large recessionary gap the crowding out effect is much less important because with the rise of GDP determined by the government the volume of private savings will increase and will finance the deficit. By reducing private investment, the crowding out effect implies that the stock of capital to pass on to the future generation will be smaller and smaller will be the output as well. This is the long-term burden of the debt. If government spending crowds out private investment and reduces the wealth of a country, deficits ar e not eliminated or reduced because of short term stabilization policy that reduces the deficit involving real costs today, in higher taxes and lower government services, in exchange for benefits in the future. Such exchange does not appeal to everyone. However, there is little evidence to back up the idea of government borrowing "crowds out" private borrowing and thus reduces private investment and increases interest rates. ... In the new equilibrium the real income is unchanged but the nominal is higher. The demand for money, then, increases. This means that with a fixed money supply the interest rate will rise so reducing the investment. Thus, the new equilibrium has lower investment demand and lower national savings. This is known as the crowding-out effect. In the case of a large recessionary gap the crowding out effect is much less important because with the rise of GDP determined by the government the volume of private savings will increase and will finance the deficit. By reducing private investment, the crowding out effect implies that the stock of capital to pass on to the future generation will be smaller and smaller will be the output as well. This is the long-term burden of the debt. If government spending crowds out private investment and reduces the wealth of a country, deficits are not eliminated or reduced because of short term stabilization policy that reduces the deficit involving real costs today, in higher taxes and lower government services, in exchange for benefits in the future. Such exchange does not appeal to everyone. However, there is little evidence to back up the idea of government borrowing "crowds out" private borrowing and thus reduces private investment and increases interest rates. This has not been the eff ect in Japan, and cannot be shown to be the effect of deficits in the United States. Private savings and investment are reduced by government expenditures--regardless of whether they are financed by government borrowing or by taxation. Either way the private individual is left with less money, and ultimately with fewer resources. The attempt to replace

Economics of Modern Capitalism Essay Example | Topics and Well Written Essays - 1750 words

Economics of Modern Capitalism - Essay Example Malthus made two propositions in his argument about population. Firstly, that population escalates in a geometrical type of ratio and secondly, that subsistence rises in an arithmetical type of ratio. These two Malthus’ propositions form the popular population principle which, as he argues is part of the causes of lack of progress by mankind to the achievement of happiness. This so called cause is coherently related to the human nature where there is a continual trend of the entire animated life to rise in populations beyond what is there to nourish them. The necessary as well as natural impacts arising from such tendency are misery and other related vices that has had philanthropists trying in vain to rectify. The principle of population applied by Malthus to bring forth his argument is all based upon natural law where animated life increases far much higher than the available means for the subsistence of their life. This natural law of growth in population is usually put in check by another as Malthus continued to argue, which is the necessity law that restrains the growth inside particular boundaries and at the same time keeping it as low as the available subsistence means. In the case of humans, this natural law of necessity acts by the dictated way of numerous checks that can be ranked under two major categories. These major categories are with the inclusion of; (i) preventive kind of checks that put an impediment upon fertility and (ii) the positive types of checks that raise mortality or the death probability. The final outcome is the misery and poverty situations witnessed among the poor of every country as well as the futile attempts by the well-to-do to rescue them. Marx, and Engel alike, on the other hand came up with a counter argument in reaction to Malthus’ theory of population. They did their analysis under two levels to make their argument clear. The first level is their view that Malthus’ theory is too general principally i n that it is just another of the way bourgeois economists make more reified the relationships observed in a typical society. In the theory of Malthus, reify bears the meaning of changing concrete historical relations in a society as well as processes into eternal laws of nature. The process of reification mentioned with regards to social relationships, are characterised in the intellectual production nature under the capitalist conditions of production and the process of human reflections of the social life forms in tandem with the scientific analysis of the same social life forms. The second level is the more precise level of the Marx’s reaction to Malthus’ population principle. This level is about the principle of â€Å"the reserve army of labour† which is also referred to as the relative surplus population. He expounds on his point as he continues to make an analysis of the capital accumulation general law. Marx says that the expansion and accumulation of cap ital comprises of the capitalism’s driving force and this becomes a possibility only in scenarios where capitalists are able to operate at a gain. Gains arise in the appropriation of the surplus value that is produced by the power of labour he purchases. Accumulation arises at the point where capitalists change a part of their surplus value capital. This serves capitalists by allowing them some space to realise expansion and to apportion the extra surplus value and

English 101 Essay Example | Topics and Well Written Essays - 500 words

English 101 - Essay Example In just under two hundred and seventy words, Lincoln managed to do what most orators only dream of. He embodied the great American spirit of nationalism coupled with the country immense sacrifice and loss due to war - expressing in words what many American citizens simply did not know how to. Speeches, like the Gettysburg Address, differ very little from other forms of writing and use the same literary devices found in fiction. Word choice is extremely important in all types of writing. Lincoln word choice in the Gettysburg Address allows his speech to be both emotional and accessible to his audience. Many of the words are only one syllable, and the entire speech is lain talk.Lincoln writes ow we are engaged in a great civil war We are met on a great battlefield of war,and continues ut it can never forget what they did here. Lincoln is careful to write and speak in such a way that makes his audience feel comfortable. He is not speaking to a room full of scholars but to the mothers, wives, and families of men who gave their lives in war. Lincoln makes sure his word choice will be understood by those who are listening. Peter Blanck, a Civil War Historian, asserts "Not only the Battle of Gettysburg, but the whole Civil War, means to us today what Lincoln said it must mean at that dark time of mourning for the dead.

Root Metaphors in Understanding Organisational Behavior Essay

Root Metaphors in Understanding Organisational Behavior - Essay Example Metaphors give a clearer understanding of the paradoxical and complex characteristics of organizational behavior. Some of the metaphors that have been used over time in reference to organizational behavior include organism, culture, machine and political systems. This paper will analyze some of the root metaphors that have been used to describe organizations. Organizations as Cultures Culture refers to a way of a people hence organizational culture denotes a pattern of basic assumptions adopted within a group. These assumptions act like the norm and any new member has to learn them (Phegan, 1996: pp. 25). These norms govern the interaction of people within an organization and the working relationship with those outside the organization. They define conduct for various situations (Parker, 2000, p.56). In analyzing organizations as cultures, the Hofstede’s cultural dimensions theory proposes that organizations adopt a culture as determined by the region they are located in (Hofs tede, 1991, p. 43). Organizational culture varies from one nation to another. An awareness of multiculturism is important for any organization. For instance, if an organization based in Britain chooses to extend its operations to the Arab nations, then it has to take into consideration the aspect of religion that is an important part of the lives of the Arabians. Hence, the organization will adjust its culture to accommodate its Arabian employees. According to Hofstede (1980, p. 67), national and regional cultural groupings affect organizational behavior. Different analysts have described organizational culture in various ways. Deal and Kennedy have four cultures (Deal and Kennedy, 1982, p.34). The ‘work-hard, play hard’ culture is one where the members of an organization put a lot of time into their work to be among the best. Such organizations are result oriented. Organizations like restaurants have adopted such a culture. The ‘tough guy macho’ culture is a high risk and reward oriented culture. In addition to this, such organizations focus on the present rather than long term goals. An example of this would be the police force. Process culture works for low risk and slow feedback oriented organizations. These organizations, observe a lot of bureaucracy. Banks and insurance companies fall into this category. Lastly, ‘bet-the-company’ culture is common with organizations that are involved in high risk business that gives slow feedback (Hartnell et al. 2011, p. 12). A lot of planning and work is put into the realization of goals. Oil companies and aircraft manufactures are some of the organizations with such a culture. An organization’s culture determines its output as pointed out by Denison et al. (2004, p. 98-109). A strong culture is one where the staff aligns themselves to the norms and lives up to the expectations. In such cultures, work progresses smoothly and the organization easily realizes its goals and ob jectives. Furthermore, a strong culture organization benefits in that the employees have high motivation (O’ Reilley et al., 2006: p. 487). Moreover, organizational culture increases team cohesiveness. Different departments and divisions within the company closely work together. This fosters harmony. This in turn promotes consistency. The staff finds their niche and can easily coordinate their activities. Once they adopt the norms, they know what is expected of them and work effortlessly in keeping up with the norms. Hence, it also shapes

Poetry Research Paper on Langston Hughes Essay Example | Topics and Well Written Essays - 1000 words

Poetry Research Paper on Langston Hughes - Essay Example His was to make, living forever, the pride found in the African-American identity and culture. Through writings and action, he boldly campaigned against racial stereotypes and social injustices against the Blacks. He tirelessly worked to bring the idea of African-American beauty into reality as in one of his poems, My People: The Night is Beautiful, So the faces of my people. The Stars are beautiful, So the eyes of my people. Beautiful, also, in the sun. Beautiful, also, are the souls of my people (Leach, 7). Langston Hughes and his contemporaries tried, in their literary works, to describe the real life of their people, who belonged to the lower economic classes, and with miserable life. They strongly opposed discrimination against Blacks by Whites, based on skin color. These were people who were not ashamed of being black during a time when being black was considered a curse. Hughes emphasized the idea of â€Å"black is beautiful† and therefore took it upon his life to explo re this beauty largely (Leach 5). Hughes promoted a nationalism characterized by not only racial consciousness but also one, which had a cultural inclination, free of self-hate, a characteristic of Blacks in Africa. He encouraged them to be proud of their cultural identity. His technical experience was seen in his emphasis on the use of folk and jazz rhythms as a corner stone for his poems. He first published his poem, â€Å"The Negro Speaks of Rivers,† in The Crisis in 1921. Many considered this poem as his signature poem. He proceeded to publish his first collection of poetry, The Weary Blues, a collection in which he included the â€Å"signature poem† (Leach 5). â€Å"The Negro Speaks of Rivers† is a poem, which has attracted both critics and fans alike. Its allusions of dusky rivers, the setting sun, sleep, and the soul provides with both the idea of death and immortality. The poet bounces back to life from desperate grief, an action he does by resorting to his belief in his people and his sense of identity with them. He portrays his weak self as a child as well as that of his father. He uses the imagery of a muddy river for his race. This is where he gets his source of life, from the â€Å"muddy bosom† (black mother). Hughes also equates his vision to the angle at which the sun shines above the muddy water, which has the power to turn mud into gold (Rampersad qtd. in On â€Å"The Negro Speaks of Rivers†). As Owuchekwa Jemie puts it, Hughes accounts in this poem go back to a period before human existence. The rivers can be traced back to the time of creation, and with that is part of God’s eternity since they are everything from deep, mysterious and even continuous. Hughes has named them in chronological pattern, similar to that of the Black man’s history. Their waters have given the black man an immortal life. He has actually become part of the river. Hughes also captures Abraham Lincoln’s freeing of black slaves in the writer’s unprecedented turning of the muddy Mississippi into gold. Just like the river, the black man’s soul becomes deep with time. The waters in these rivers also flow incessantly, a declaration that the human soul will endure all the difficulties. In addition, since the blacks have seen civilizations come and go, they will certainly emerge victorious at the end. According to Jean Wagner, the Black’s long history endows them with a rare form of wisdom; wisdom better than that of the great civilizations in man’

Inter-generational equity demands that no current expenditure be Essay

Inter-generational equity demands that no current expenditure be financed by loan and that all capital expenditure be financed by loan. Explain and assess thi - Essay Example In other words those generations that take benefit from public spending should also bear the cost of such benefit. The rule of fairness matches the cost and benefits of public spending between generations. In 1997 a golden rule of public finance, that over the cycle, government borrowings should not exceed net government capital formation and hence current spending should be financed by current receipts, was adopted by the government. Application of this golden rule draws a distinction between Capital and current spending. It is clearly understood that the benefit of ‘Capital’ spending may spread over the generations, whereas ‘Current’ spending is for current consumption to be benefited only by current generation. Therefore the current consumption or expenditure must be controlled tightly so that its financial burden does not spread to next generation. This principle works only in approximation as certain overflows are not ruled out. Not all but some benefits of expenditure on infrastructural, institutional and cultural capital investments will pass on to next generation. The ‘benefiter-pays’ rationale of inter-generational equity requires that each generation should pay for the resources it uses. The principal of fairness coupled with ‘benefiter pays’ rule suggests that the entire capital expenditure should not be financed through borrowings, as some benefits of capital expenditure are also being derived by current generation. Accordingly some burden of capital expenditure should be shared by current generation in order to meet the objectives of ‘inter-generational equity’. While defining ‘Inter-generational equity’, Earth & Peace Educational Associates International (EPE) has observed that, ‘each generation has the right to inherit the same diversity in natural and cultural resources as enjoyed by previous

A Futuristic Commercial Advertisement Video Research Proposal

A Futuristic Commercial Advertisement Video - Research Proposal Example The project title for this proposal will be ‘A Futuristic Commercial Advertisement Video’ that aims at emerging with a new media that would enable commercial advertisements to take place everywhere. This means that videos of commercial advertisements will be aired the whole day through various platforms and media that are unique ranging from the electronic appliances to nature. In this regard, such items such as refrigerators, mirrors, ceilings, and sky. The finished project in this case will be a new and unique media that delivers video commercial advertisements in real-time on virtually any media including such unnatural media as in dreams and in the sky (Mullen and Rahn 64). Unlike the ordinary commercial advertisements that come through the mainstream media such as television, radio, print media, and the internet, this new media will be able to air video adverts on unique platforms that no human has ever witnessed nor experienced before. Additionally, the new media p latform will achieve maximum efficiency in the sense that it will reach out to more audience than the conventional media. Certainly, the principle and elements of visual arts such as colour, shape, lines, movement, and symmetry have played a major role in informing the approach to this project. These aspects of visual arts could just meet the ultimate goal if they can be transferred into nature. In essence, visual arts and films studies have been limited to the common media that performers are familiar with over the years. However, this new commercial advertisement brings in a new dimension of video platform that had never been seen before (Chun 424). This actually means that this will be a pilot project that will inspire many minds and capture the attention of many if it is successfully launched, as it will accentuate the level of enjoyment in commercial advertisements (Vacche 53). Besides, the project that has been motivated by the urge to adventure the commercial advertisements especially in real-time has really won the heart of many through its feasibility is still debatable within some quarters (M ullen and Rahn 64).

Essential Functions of a Project Manager Essay Example for Free

Essential Functions of a Project Manager Essay The Essential Functions of a Project Manager A project manager (PM) is a facilitator. The ideal project manager does whatever it takes to ensure that the members of the project team can do their work. This means working with management to ensure they provide the resources and support required as well as dealing with team issues that are negatively impacting a teams productivity. The project manager must possess a combination of skills including the ability to ask penetrating questions, identify unstated assumptions, and resolve personnel conflicts along with more systematic management skills. This person is responsible for initiating, planning, executing, controlling and closing a project. The actions of a project manager should be almost unnoticeable and when a project is moving along smoothly people are sometimes tempted to question the need for a project manager. However, when you take the skilled project manager out of the mix, the project is much more likely to miss deadlines and exceed budgets. The project manager is the one who is responsible for making decisions in such a way that risk is controlled and uncertainty minimized. Every decision made by the project manager should ideally be directly benefit the project. A successful PM must simultaneously manage the four basic elements of a project: resources (people, equipment, material), time (task duration, dependencies, critical path), money (costs, contingencies, profits), and most importantly, scope (project size, goals, profit). All these elements are interrelated. Each must be managed effectively. All must be managed together if the project, and the project manager, is to be a success. The Scope element of a project is the most important and it is the first and last task for a successful project manager. First and foremost you have to manage the project scope. The project scope is the definition of what the project is supposed to accomplish and the budget (of time and money) that has been created to achieve these objectives. It is absolutely imperative that any change to the scope of the project have a matching change in budget, either time or resources. If the project scope is to build a building to house three widgets with a budget of $100,000 the project manager is expected to do that. However, if the scope is changed to a building for four widgets, the project manager must obtain an appropriate change in budgeted resources. If the budget is not adjusted, the smart project manager will avoid the change in scope. Usually, scope changes occur in the form of scope creep. Scope creep is the piling up of small changes that by themselves are manageable, but in aggregate are significant. It is necessary to make sure any requested change, no matter how small, is accompanied by approval for a change in budget or schedule or both. A PM cannot effectively manage the resources, time and money in a project unless you actively manage the project scope. When the project scope is clearly identified and associated to the timeline and budget, the PM can begin to manage the project resources. These include the people, equipment, and material needed to complete the project. A successful PM must effectively manage the Resources assigned to the project. This includes the labor hours of the designers, the builders, the testers and the inspectors on the project team. It also includes managing any labor subcontracts. However, managing project resources frequently involves more than people management. The project manager must also manage the equipment used for the project and the material needed by the people and equipment assigned to the project. Managing the people resources means having the right people, with the right skills and the proper tools, in the right quantity at the right time. It also means ensuring that they know what needs to be done, when, and how. And it means motivating them to take ownership in the project too. Managing direct employees normally means managing the senior person in each group of employees assigned to your project. These employees also have a line manager to whom they report and from whom the usually take technical direction. In a matrix management situation, like a project team, the PM’s job is to provide project direction to them. Managing labor subcontracts usually means managing the team lead for the subcontracted workers, who in turn manages the workers. The equipment a PM has to manage as part of the project depends on the nature of the project. A project to construct a frozen food warehouse would need earth moving equipment, cranes, and cement trucks. For a project to release a new version of a computer game, the equipment would include computers, test equipment, and duplication and packaging machinery. The project management key for equipment is much like for people resources. They have to make sure workers have the right equipment in the right place at the right time and that it has the supplies it needs to operate properly. Most projects involve the purchase of material. For a frozen food arehouse, this would be freezers, the building HVAC machinery and the material handling equipment. For a project to release a music CD by a hot new artist, it would include the CD blanks, artwork for the jewel case, and press releases to be sent to deejays. The project management issue with supplies is to make sure the right supplies arrive at the right time. All the skill in managing resources wont help, however, unless the PM can stic k to the project schedule. Time management is critical in successful project management. Time management is a critically important skill for any successful project manager. Project managers who succeed in meeting their project schedule have a good chance of staying within their project budget. The most common cause of blown project budgets is lack of schedule management. Fortunately there is a lot of software on the market today to help manage project schedule or timeline. Any project can be broken down into a number of tasks that have to be performed. To prepare the project schedule, the project manager has to figure out what the tasks are, how long they will take, what resources they require, and in what order they should be done. Each of these elements has a direct bearing on the schedule. If a task is omitted, the project wont be completed. If the length of time or the amount of resources required for the task is underestimated, the schedule will be missed. The schedule can also be blown if a mistake in the sequencing of the tasks is made. The PM needs to build the project schedule by listing, in order, all the tasks that need to be completed. Assign duration to each task. Allocate the required resources. Determine predecessors (what tasks must be completed before) and successors (tasks that cant start until after) each task. The difficulty in managing a project schedule is that there are seldom enough resources and enough time to complete the tasks sequentially. Therefore, tasks have to be overlapped so several happen at the same time. Project management software greatly simplifies the task of creating and managing the project schedule by handling the iterations in the schedule logic. When all tasks have been listed, resourced, and sequenced, it is noticeable that some tasks have a little flexibility in their required start and finish date. This is called float. A line through all the tasks with zero float is called the critical path. All tasks on this path, and there can be multiple, parallel paths, must be completed on time if the project is to be completed on time. The Project Managers key time management task is to manage the critical path. Be aware, that items can be added to or removed from the critical path as circumstances change during the execution of the project. Installation of security cameras may not be on the critical path, but if the shipment is delayed, it may become part of the critical path. Conversely, pouring the concrete foundation may be on the critical path, but if the project manager obtains an addition crew and the pour is completed early it could come off the critical path (or reduce the length of the critical path). Regardless of how well you manage the schedule and the resources, there is one more critical element called managing the budget. Often a PM is evaluated on his or her ability to complete a project within Budget. If the project resources and project schedule is managed effectively, this should not be a problem. It is, however, a task that requires the project managers careful attention. Each project task will have a cost whether it is the cost of the labor hours of a computer programmer or the purchase price of a cubic yard of concrete. In preparing the project budget, each of these costs is estimated and then totaled. Some of these estimates will be more accurate than others. A company knows what it will charge each of its projects for different classifications of labor. Commodities like concrete are priced in a very competitive market so prices are fairly predictable. Other estimates are less accurate. For instance, the cost of a conveyor system with higher performance specifications that normal can be estimated to be more expensive, but it is hard to determine whether it will be 10% more or 15% more. For an expensive item, that can be a significant amount. When the estimated cost of an item is uncertain, the project budget often includes a design allowance. This is money that is set-aside in the budget just in case the actual cost of the item is wildly different than the estimate. Unusual weather or problems with suppliers are always a possibility on large projects. Companies usually include a contingency amount in the project budget to cover these kinds of things. So a project budget is composed of the estimated cost, plus the contingency and design allowance, plus any profit. The project managers job is to keep the actual cost at or below the estimated cost, to use as little of the design allowance and contingency as possible, and to maximize the profit the company earns on the project. To maximize the chances of meeting the project udget, the PM must meet the project schedule. The most common cause of blown budgets is blown schedules. Meeting the project schedule wont guarantee the project budget is met, but it significantly increases the chances. And above all, management of the project scope is detrimental. PM should not allow the project scope to creep upward without getting budget and/or schedule adjustments to match. Successful project management is an art and a science that takes practice. The ideas presented above can give a basic understanding of project management, but consider it is only the beginning. In order to have a successful career in project managements, it is necessary to talk to successful project managers, read, and practice to acquired experience and confidence.

Socio-Political Evidences Of His Controversial Death Essay Example for Free

Socio-Political Evidences Of His Controversial Death Essay United States President John F. Kennedy was assassinated on Friday November 22, 1963 in Dallas, Texas, at 12:30 PM Central time. He was on a campaign and support trip through Texas in anticipation of the upcoming 1964 presidential election. Kennedy was fatally wounded by multiple gunshots while riding in an open-top automobile. Texas Governor John B. Connally was also severely injured. The crime was officially attributed by the Warren Commission to certain Lee Harvey Oswald who was later killed in prison after two of his arrest. There was existing multi-faceted evidence that can lead to the real killer but as of this time, everything was left in mystery. This paper would like to make it a point that certain political decisions made by John F. Kennedy lead to his death. IN certain phases of the issue, some social events and realities in his life also contributed to his death such as his relationships with women and his religion-the Roman Catholic. The list of suspects goes on with the CIA, the Cubans, the KGB and the MAFIA, the people he emotionally hurt during his illicit sexual relationships, the officials he axed and the personnel he tried to humiliate during his term. The Warren report states, that Lee Harvey Oswald committed the murder alone out of his misguided communist ideals and desire to achieve fame in the only way that he could imagine. Oswald stated after his capture, that he is only a â€Å"patsy†, but since he was killed two days after the assassination by an infamous low level mafia gangster, nightclub owner, illegal drug and gun runner called Jack Ruby, no information could be gained from him. Whether Oswald really worked alone, as the report stated, remains a mystery, but he could also have been the gunmen of a large organization. BACKGROUND OF THE ASSASSINATION EVENT Here is the gist of the Warren Report on the actual assassination event. John F. Kennedy was in a trip to Dallas with his wife Jackie in an open limousine on November 22, 1963. The Presidential motorcade left Love Field at around 11:50am to drive through downtown Dallas. Warren Report stressed that from Love Field point, there were two occasions wherein the President personally requested to stop the limousine: first when he has to shake hands with the people who came to see him in the streets and the second one was when he has to speak to a Catholic nun he found on his way with a group of children (The Warren Report, p. 46). Actual footages and written reports literally would say that JFK, even in Dallas alone have been loved by the people. At 12:30 (EST) the limousine drove off to Elm Street through Triple Underpass. At that point, witnesses have heard several gunshots aimed at the President (p. 48). A certain Special Agent Rufus W. Youngblood confirmed that it was exactly 12:30 when he saw the sign clock situated at the top of the Texas Schoolbook Depository Building. A few seconds after that moment, gunshots were heard (ibid). Other witnesses in the motorcade also confirmed the time. Roy Kellerman who was then at the limousine signaled to the limousine driven, Special Agent Greer that it was 12:30 on his watch. Also, a police log on the radio report made by Chief of Police Curry, reporting the President was shot, confirmed 12:30pm (p. 49). The death of JFK was attributed to a certain Lee Harvey Oswald, who was then employed in the Texas Schoolbook Depository. There are theories that would point to Oswald as the lone shooter but there are also claims that it would be impossible to have just one shooter in that particular instance (Taylor, G. 2008). We will further look into that angle in the later part of this paper. Meanwhile, Taylor (2008) explained that there were a total of seven gunshots fired towards the limousine during the assassination but the third shot, based on Warren Report, was the fatal bullet that went through the head of the President. Other gunshots hit the President at the back while the others hit Governor Connally. Connally, then the Governor of Texas was with his wife in the limousine at the back where the President and his wife were seated. Both were rushed to the Parkland Memorial Hospital but the President did not survive. Soon after the body was removed from the hospital, Mrs. Kennedy opted to have the autopsy done at the National Naval Medical Center at Bethesda, Md. , where the President once served. The autopsy report concluded that the death was caused by a â€Å"Gunshot wound, head† (Warren Report, p. 60). However, there was another gunshot wound at the President’s head located at the right part of the forehead and the one that juts out at the back of the skull (ibid). Another serious wound was found at the back of the neck, according to official report. THE SUSPECTS FOR THE ASSASSINATION The purpose of this paper is primarily to prove that JFK’s death was due to political decisions during his presidency aside from other social factors such as his personal lifestyle. Although JFK’s death was still officially unsolved, decades of investigation and speculations brought to multi-faceted cause of his death and therefore a tree of suspects whose root was not yet particularly identified. Suspects include the Mafia, the Cubans, the KGB, the CIA, his political enemies inside the US Government and even Lyndon Johnson, his then Vice-President. We will examine JFK’s connections to each of these groups and people in order for us to determine the possible motive of each should they be the real assassins. Primarily, this paper will prove that JFK had made real erratic political decisions which made these people want his death the soonest. In the years following the Warren Commission Report, its findings have been repeatedly questioned. In 1979, the House Select Committee on Assassinations suggested that at least two gunmen were involved, and that the probable assassination conspirators were Mafia-connected. Later, two top committee staffers, G. Robert Blakey and Richard Billings, concluded that the assassination was planned and implemented by Mob bosses; that there were two shooters; and that Lee Harvey Oswald was silenced – on Mafia orders – by mobbed-up Dallas striptease club owner Jack Ruby. In 1998, a review board appointed by President Bill Clinton found nothing in secret JFK assassination records to bolster the single-bullet theory. In fact, as the Assassination Records Review Board went out of business, it complained that records of the post-mortem examination of President Kennedys body were incomplete. Such records could have cleared up mysteries about Kennedys head wound, or wounds, and helped determine whether he was shot from the front. In its final report, the review board said: There have been shortcomings that have led many to question not only the completeness of the autopsy records of President Kennedy, but the lack of a prompt and complete analysis of the records by the Warren Commission. While it collected and released thousands of previously secret government documents, the board also expressed worry that critical records may have been withheld from its scrutiny. It stressed that it was not able to secure all that was out there. In 2005, appearing at a scholarly symposium, assassination expert Dr. Jack Gordon went over doctors statements from the hospital in Dallas where Kennedy was taken after the shooting. Gordon produced quotes from nine doctors who gave the same description of a huge softball size hole in occipital-parietal region of Kennedys skull, and one nurse who said, In laymans terms, One large hole, back of his head. This contradicts the official story that the back of the head was completely intact. With all of these contradictions emerging – both during the Warren Commission hearings and in the aftermath of its final report – one has to wonder how the Warren Commission managed to arrive at the conclusions it did. A key edit in the Warren Report may have helped. The reports first draft said: A bullet had entered his back at a point slightly below the shoulder to the right of the spine. Had that stood, the trajectory would have made it impossible for the bullet that struck Kennedy to come out his neck, and then somehow critically wound Connally. Newly released documents show, however, that Warren Commission member Congressman Gerald Ford pressed the panel to change its description of the wound and place it higher in Kennedys body. Ford wanted the wording changed to: A bullet had entered the back of his neck slightly to the right of the spine. The panels final version was: A bullet had entered the base of the back of his neck slightly to the right of the spine. This crucial change only came to light in 1997, when the Assassination Record Review Board released handwritten notes made by Ford that had been kept by J. Lee Rankin, the Warren Commissions chief counsel. Fords change is even at odds with his own declaration in the Oct. 2, 1964 issue of Life: I personally believe that one of these three shots missed entirely – but which of the three may never be known. I believe that another bullet struck the president in the back and emerged from his throat (and went on to strike Connally. ) When the alteration was brought to Fords attention in 1997, he said it had nothing to do with (thwarting) a conspiracy theory and was made only in an attempt to be more precise. Assassination researcher Robert Morningstar, however, called the change the most significant lie in the whole Warren Commission report. He pointed out that if the bullet had hit Kennedy in the back, it could not have gone on to strike Connally the way the commission said it did. Morningstar contended that the effect of Fords editing suggested that a bullet hit the president in the neck – raising the wound two or three inches. Without that alteration, they could never have hoodwinked the public as to the true number of assassins. Fords alteration supports the single-bullet theory by making a specific point that the bullet entered Kennedys body at the back of his neck rather than in his uppermost back, as the commission staff originally wrote. Harold Weisberg, a longtime critic of the Warren Commissions work, said: What Ford is doing is trying to make the single bullet theory more tenable. Cyril Wecht, president of the American Academy of Forensic Sciences, is among many pathology experts who find this theory unacceptable: The angles at which these two men [Kennedy and Connally] were hit do not permit a straight-line trajectory (or near straight line trajectory) of commission exhibit 339 (the so-called magic bullet) to be established. Indeed, quite the opposite is true. In order to accept the single-bullet theory, it is necessary to have the bullet move at different vertical and horizontal angles, a path of flight that has never been experienced or suggested for any bullet known to mankind. A member of the House investigating committees forensic pathology panel, Wecht remains a passionate opponent of the Ford theory. He has also been a consultant on a number of other high-profile cases, including the deaths of Elvis Presley, JonBenet Ramsey, Laci Peterson and – most recently – the 20-year-old son of model Anna Nicole Smith. Former Texas First Lady Nellie Connally – who died in 2006 at the age of 87 – rediscovered her assassination diary in 1993. When Newsweek published it in 1998, the magazine said the diary reaffirms the Connallys verdict that the Warren Commission was wrong in concluding that a single bullet passed through JFKs neck and Connallys chest. Noting the commissions finding that one bullet missed the car, the magazine added: Some conspiracy theorists argue that if three (Authors note: the commission said only two bullets hit the two men) bullets hit their targets, and an additional bullet missed, then there must have been a second gunman: nobody could have fired so many rounds so quickly. After a two year probe costing taxpayers $5. 5 million, House investigators concluded in 1978 that President Kennedys murder was probably . . . the result of a conspiracy, and that there was a strong possibility of a shot from the grassy knoll, meaning that two gunmen must have fired at the president within split seconds of each other. In 2001, a peer-reviewed article in Science and Justice determined there was a 96. 3 percent chance a shot was fired from the grassy knoll to the right of the presidents limousine. The author of the new analysis, JFK assassination researcher D. B. Thomas, believes this was the shot that killed the president.