Odysseus Relationship with Telemachus in Homers Odyssey :: Homer Odyssey Essays

Odysseus' Relationship with Telemachus in Homer's Odyssey Throughout the last books of The Odyssey Homer tells us how Odysseus restores his relationships with his friends and relatives at Ithaca. Perhaps one of the most revealing of these restoration episodes is Odysseus' re-encounter with his son, Telemachus. This re-encounter serves three main purposes. First, it serves to portray Telemachus' likeness to his father in the virtues of prudence, humility, patience, and planning. Secondly, it is Odysseus' chance to teach his son to be as great a ruler as Odysseus himself is. Lastly, Homer uses this re-encounter to emphasize the importance of a family structure to a society. To be able to understand the impact that this meeting had on Odysseus it is necessary to see that Telemachus has grown since his first appearances in the poem and obviously since his last contact with his father; Odysseus left Telemachus as an infant now their relationship is a man to man relationship rather than a man to child relationship. Of the many proofs of Telemachus' maturation three are sufficient to render an accurate account of what virtues he gained. The gained virtues shown are courage, wisdom, and prudence. Courage is shown when Telemachus decides to go around Nestor's house rather than passing through it, for Telemachus goes out to sea knowing that an ambush awaits him. This wisdom is manifested in his knowledge that if he stops Nestor's hospitality will delay him even more. And prudence is shown in Telemachus' ability to control his desires for comfort in Nestor's house and his decision to endure hardship at sea. Next Telemachus' confidence and hospitality are shown when he takes in Theochlamenos the seer. In the beginning of the poem Telemachus is not confident enough in his ability to provide hospitality to Athena disguised as Mentor, but now Telemachus is happy to provide the seer with refuge. Another proof of Telemachus' virtues is his confidence in ordering his mother and her maids to com ply with his will; their obedience shows us that he is worthy of respect. Thus Telemachus possesses the virtues necessary to be a ruler: courage, wisdom, prudence, confidence, and hospitality. Now we come to the re-encounter of father and son.

European society Essay

The eighteenth century saw a revolution sweeping Western philosophy and a simultaneous upheaval and transformation in Western social life. In this period, the west, particularly the European society and state seemed cold and heartless. The dislocations of industrialization and urbanization exposed the weaknesses of the old system and stimulated a need for more innovative political institutions adaptable to the new socio-economic conditions. This desire for change was accompanied by strong nationalist sentiments. Initial Western nationalism was lauded as a liberal form of mass political engagement and allegiance to the secular power of emerging states, consistent with popular rule. Accordingly, its birth was announced with the representation, rights, and toleration of England’s constitutional monarchy and its banner the â€Å"liberty, equality and fraternity† of the French Revolution against absolutism. Many scholars estimate the birth of the American nation from 1750-1775 (see for example, Weeks, 1994). In the late nineteenth century to the early twentieth century, social, political, and economic turmoil and instability transformed many Western countries into the world’s most chaotic amphitheater of disruption. People who thought that their cultural and political borders were violated waged a series of insurrections and rebellions. This strong feeling and desire to fight violations of inalienable natural rights came to be known as nationalism. Nationalist feelings became a decisive power in the Romantic Era. In nationalism, the individual is â€Å"the very center, the arbiter, the sovereign of the universe† (Kedourie, 1993, p.17). The political implication of this was that self-determination constituted the supreme good. Later political philosophers building upon Kantian ideas proposed that: humanity is naturally divided into nations; each nation has its peculiar character; the source of all political power is the nation; for freedom and self-realization, people must identify with a nation; loyalty to the nation-states overrides other loyalties; and the primary condition of global freedom and harmony is the strengthening of the nation-state (Smith, 1983). In the early years of the twentieth century, the striking similarity displayed by the nationalist movements throughout Southeast Asia derived from their common inspiration in Western ideology and their largely identical economic bases – the former guiding the intellectuals who lead the movements in their respective countries; the latter supplying the driving power from the masses. However, it must be pointed out that nationalist movements in this region did not have the support of more than a very small fraction of the native peoples, who for the most part are not aware that the question of autonomy even exists, and whose major concern is simply survival (Emmerson, Mills, and Thompson, 1942). In Southeast Asia, native nationalism has been the forced growth of a transplanted Western seed. In spite of the centrifugal forces of a plural society artificially bound together solely by the profit motive, nationalism has taken root among the indigenous peoples. It has penetrated most deeply among the native peoples who are united by a common language, pride of race and glorious historical traditions (Emmerson, Mills, and Thompson, 1942). Thus, â€Å"Within each group, nationalism has proved to be a cohesive force, welding people who were until its advent hardly conscious of the existence of compatriots beyond their own village, absorbing disparate religious and regional loyalties, and nationalizing such international influences as they experienced. However, from the perspectives of Southeast Asian countries as individual units, nationalism has proved a disruptive force. It has made each racial group more self-conscious, more prone to assert itself at the expense of other groups, and either tends toward a disastrous break-up of the present mosaic by some vigilant outsider playing upon this grave weakness in the body politic and social, or leads toward the forced assimilation of the weaker minorities by the most powerfully placed group. † (Emmerson, Mills, and Thompson, 1942, p. 144) The establishment of national unity through was essential ingredient in the emergence of democracy. According to Marx (2003), nationalism is an essential prerequisite to democracy, since â€Å"it establishes the boundaries of the community to which citizenship and rights are then accorded, without which democracy is impossible† (p. 31). And the birth of nationalism was related to the political baptism of the lower classes whose empowerment helped bring democracy, with both nationalism and democracy thereby relatively and impressively inclusive (Marx, 2003). While many have witnessed nationalism and democracy going together, for the past few years, nationalism has been largely considered a disruptive force on the prospects for democratization. For one, national unity gives rise to the question of the state and its boundaries, which is believed to be more fundamental than that of regime type and that can disrupt debate about appropriate political forms. Nationalism in this sense is a disruptive force because it gives rise to issues regarding religious beliefs, language, and customs. Moreover, nationalism is largely seen as being potentially disruptive to achieving democratic outcomes since it stimulates mass mobilization which frightens authoritarian rulers, causing them to suppress activities that may stop the progress of the whole process of political change. The argument that nationalism is a disruptive force is validated by the experiences of southern Europe and Latin America. The disintegration of all of the federal Communist states along republican lines adds force to this argument; however, it is not as clear-cut as this in the post-Soviet experience. According to McFaul (2002), ten years after the collapse of communism, only Estonia, Latvia, and Lithuania are democracies, while the other republics are under regimes that are either facade democracies or nondemocratic. Nationalism was also seen as a disruptive force on the eve of the First World War. It played an important role in the rivalries between superpowers: Germany vs. France (revenge for 1871), Russia, vs. Austria-Hungary (expansion into Balkans), and Germany vs. Great Britain (control of seas, arms race). Nationalism was also a disruptive force regarding the emergence of unsatisfied nationalities: Poles, Irish, Serbs, Czechs, and many others In Poland, following the 1830 uprising, conservatives began to drift away from nationalism. By the 1850s, only few on the right were interested in talking about nationalism, which came to be seen as a dangerous term signifying disruption, disorder, and even revolution (Porter, 2000). Within Poland itself many nobles may have shared the hopes of the Czartoryski circle, but since they could do little to further such a cause, they retreated to apolitical lives (Porter, 2000). Not only were the conservatives uncomfortable with the politics of the patriotic activists, but they found it difficult to speak the language of national romanticism. â€Å"They might appreciate some of the poetry of Mickiewicz or Slowacki, but they soon discovered the disruptive force of the progressive historiosophies to which the concept of the nation had been so firmly linked. † (Porter, 2000, p. 31) References Emerson, R. , Mills, L. A. , and Thompson, V. (1942). Government and Nationalism in Southeast Asia. New York: Institute of Pacific Relations. Kedourie, E. (1993). Nationalism, 4th expanded ed. Oxford: Blackwell Publishers. Marx, A. W. (2003). Faith in Nation: Exclusionary Origins of Nationalism. New York: Oxford University Press. McFaul, M. (2002). The Fourth Wave of Democracy and Dictatorship: Noncooperative Transitions in the Postcommunist World. World Politics 54(1), 212-44. Porter, B. (2000). When Nationalism Began to Hate: Imagining Modern Politics in Nineteenth Century Poland. New York: Oxford University Press. Weeks, W. E. (1994). American Nationalism, American Imperialism: An Interpretation of United States Political Economy, 1789-1861. Journal of the Early Republic, 14, 485-495.

Essential Tips for Producing Great News Features

A news feature is a kind of story that focuses on a hard news topic. It combines a feature writing style with hard news reporting. Here are a few tips to help you learn how to write a news feature story. Find a Topic Thats Doable News features typically try to shed light on problems in our society, but many people doing news features for the first time try to tackle topics that are just too large. They want to write about crime or poverty or injustice, but entire books—indeed, hundreds of books—can and have been written about subjects so broad. What you need to do is find a narrow, focused topic that can be covered reasonably well in the space of a 1,000–1,500-word news feature. If you want to write about crime, focus on one particular neighborhood or even a specific housing complex, and narrow it down to one type of crime. Poverty? Pick a particular kind, whether its homelessness or single mothers who cant feed their kids. And again, narrow your scope to your community or a neighborhood. Find Real People News features tackle important topics, but theyre still like any other kind of feature—theyre people stories. That means you have to have real people in your stories who will bring the topic to life. So if youre going to write about homeless people, youll need to interview as many as you can. If youre writing about a drug epidemic in your community, youll need to interview addicts, cops, and counselors. In other words, find people who are on the front lines of the issue youre writing about and let them tell their stories. Get Plenty of Facts and Stats News features need people, but they also need to be rooted in facts. For example, if your story claims there is a methamphetamine epidemic in your community, you need to support that with arrest statistics from police, treatment numbers from drug counselors, and so on. Likewise, if you think homelessness is on the rise, youll need numbers to back that up. Some evidence can be anecdotal; a cop saying hes seeing more homeless people on the streets is a good quote. But in the end, theres no substitute for hard data. Get the Expert View At some point, every news feature needs an experts point of view. So if youre writing about crime, dont just talk to a patrol cop—interview a criminologist. And if youre writing about a drug epidemic, interview someone whos studied the drugs involved and their spread. Experts lend news features authority and credibility. Get the Big Picture Its crucial to have a local focus for a news feature, but its also good to give a broader perspective as well. Incorporate large-scale stats that are relevant to your topic, like how the issue exists on a national level. What is the homeless crisis like across the country? Have there been similar drug epidemics in other communities? This big picture kind of reporting validates your story and shows that it is a piece of a larger puzzle. The federal government keeps track of tons of data, so look to the websites for various agencies to find the statistics you need.

The Creation of a Homeschool Transcript

As homeschool programs continue to grow in popularity, more and more questions arise about how to ensure that the educational experience of the child is valid respected by future educational institutions, such as colleges or secondary schools. This often means that the validity of the homeschool transcript, in particular, can come into question, and parents who are creating the programs need to make sure that their transcripts contain the necessary information to accurately reflect their child’s mastery of the material. While homeschool transcripts are, according to state law, considered to be equal to transcripts from public and private institutions, that doesn’t mean that any old transcript will do. Homeschool programs also need to properly address the state requirements for education. If you’re not completing the appropriate course of study, then your transcript isn’t going to help you. It’s important to be able to accurately reflect the course of study taken by your student, as well as how the student performed in her studies. While this all may seem confusing, it doesn’t have to be. Check out these helpful tips for creating a solid course of study and how to create a formal homeschool transcript. State Requirements for High School Graduation Whether you are considering a traditional classroom experience for middle school, high school, or college, it’s important that you know what your state’s requirements are for graduation. Your program of study should work towards meeting those goals and may even provide the opportunity for a student to progress within their studies more quickly than a traditional classroom.  The transcript is how you will document the fulfillment of these requirements. Start by making a list of the courses your child needs to take and create a plan for when and how these courses will be taught. This list can be used to start building your transcript. By addressing these core courses early, you have more flexibility when it comes to designing your program. If your child is excelling in math, for example, this could be an opportunity to provide high school level math courses earlier on, starting in middle school. This can be very helpful if you’re looking to transfer into a public or private high school in the future, or even just in preparation for college. It’s important to regularly check your state’s requirements, as there can be changes year to year, and you don’t want any surprises. If you move, you may find that your new home state doesnt have the same requirements as your previous one. Things you need to determine to include: Years of English (typically 4)Years of math (typically 3 to 4)Years of science (typically 2 to 3)Years of history/social studies (typically 3 to 4)Years of a second language (typically 3 to 4)Years of art (varies)Years of physical education and/or health (varies) You also need to determine if there are core courses that your child is expected take, such as U.S. History, World History, Algebra, and Geometry. Literature and composition courses are often required as well. Determining Grades With Assessments Your transcript needs to include grades, and how you determine those grades is important. As you teach, the program must address the core course requirements, and you should keep accurate records of student performance. By regularly giving quizzes, tests, and graded assignments, you have a way to assess your child’s performance quantitatively, and use those scores to create an average grade that will be used on your transcript. This helps you ensure that you’re adequately assessing skills and mastery, and gives you a way to benchmark progress against performance on standardized tests. If your child takes the SSAT or ISEE or the PSAT, you can compare her grades to the scores. If your student is achieving only average scores on the standardized test but is receiving all As, educational institutions might see this as a discrepancy or a red flag.   Middle School vs High School Transcripts When creating a middle school transcript for the purpose of applying to a traditional secondary school, you likely have a little more flexibility than you might with a high school transcript. In some instances, comments can be used, and can even replace having the standard grades, though some schools may be resistant to comment-only transcripts. For private schools, a comment transcript without grades may be accepted, provided that the student excels on the standardized tests for admission, such as the SSAT or ISEE. Showing grades and/or comments for the past 2 to 3 years may be appropriate, but check with the secondary or middle school you’re applying to, just to be sure, as some may require more than four years of results. But, when it comes to high school, your format needs to be a bit more official. Be sure to include all the courses the student has taken, credits earned from each and the grades received. Stick to the high school studies; many parents believe that adding in high-achieving results from all courses taken in middle school can be a bonus, but the truth is, colleges only want to see high school level courses. If there are high school level courses taken in the middle school years, you should include them to show that the course was fulfilled appropriately, but only include high school level courses. Include the Relevant Facts In general, your transcript should include the following information: Student’s nameDate of birthHome addressPhone numberDate of graduationThe name of your homeschoolCourses taken and credits earned for each along with the grades receivedTotal credits and GPAA grading scaleA place for you to sign and date the transcript It’s important to note that you should not use the transcript as a place to add details or explanations about grade changes or to explain difficulties in a former school. There is often a place within the school’s application for the parent and/or the student to reflect on past challenges, obstacles they have overcome, and why there may be significant jumps in performance within the transcript. As for your transcript, try to focus on data.   Creating an official transcript can be a lot of work, but if you are organized when it comes to your program offerings and diligently track and record your students progress year to year, creating an effective transcript for your child is easy.

Reflection On Self Assessment Reflection Paper - 961 Words

Self-Assessment Reflection Paper I have used the feedback to deepen my learning and improved the learning product I submitted by listing and understanding what my instructor have given me through our discussion about the homework assignments. I have taken that information constructively to make sure that the paper I will be submitting is concise and sound conveying the information properly in the APA format making the submitting assignment free from grammatical errors to best of my ability. For example; the instructor and I discussed about submitting an APA style paper with in-text citation and properly referencing my paper. This discussion helped me more conscious and aware about submitting my writing assignments in the APA format. Also, the discussion helped me to organized and structure my paper given it a consistent flow throughout the paper. My vision and professional aspiration is to obtain all the concepts and knowledge about theories systems, application, and models implemen tation that would enhance me to become an effective MFT professional. By achieving each coursework components that has been constructed for me at Northcentral University in my field of study as an MFT, it bring me closer to the reality of becoming a license Marriage Family Therapist. I have aspirations of being one of best and most effective MFT, so I can better help people in overcoming their issues they might have. With the help and support of the NCU faculty and staffs, I have greaterShow MoreRelatedSelf Assessment Reflection Paper632 Words   |  3 PagesSelf Assessment Reflection Paper Yvonne Johnson-Cane Wilmington University Self Assessment Reflection Paper In the Tests and Measurements class we were given an assignment to complete several assessment tests. 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Dynamic Open House Free Essays

string(42) " comfortably be in each program location\." Running head: Team 2: DYNAMIC OPEN HOUSE Team 2: Dynamic Open House Project Design Approach – WIN 508 Team 2: Michael Beaton John G. Bell Scott Traynor Antioch University Seattle Table of Contents Introduction3 Design Process3 Designer-Client Conversations4 Design Elements7 Room Use – Program Dividers and Breakout Rooms7 Presentation – PowerPoint and Video10 Graphics – Large Scale and Flyers13 Other design elements17 Introduction The Center for Creative Change (C3) periodically puts on an â€Å"Open House†. The Open House is a 2-hour presentation to prospective graduate students, to both answer their questions and to excite them about the opportunity that C3 provides. We will write a custom essay sample on Dynamic Open House or any similar topic only for you Order Now While the current Open House is adequate there is a sense that it is could be better. Toward this goal, the clients have engaged the design team to facilitate the development of ideas that will reinvigorate the Open House presentation. As clients, Wendy Olsen and Farouk Seif represent C3 and Antioch. Design Team2 is comprised of John Bell, Scott Traynor and Michael Beaton. The team met twice with the Wendy Olsen and once with Farouk. The clients and the design team used collaboration and lively discussion to develop design goals, criteria and constraints. The design team used these goals, criteria and constraints to develop the following proposal. Design Process The design team worked to identify characteristics of the current Open House through conversations with the clients about the Open House, the design team’s own student experience and focus groups that had been conducted in a previous quarter. Elements of the existing Open House and of the Antioch experience were taken as examples from which specific qualities could be discerned. These specific qualities were goals, criteria and constraints that the design team explored during the design process. The design team entered the collaborative process with an experiential, ethnographic approach. Designer-Client Conversations During our conversations we explored the open house as it currently is presented as a basis for inquiring into the intent and purpose of the Open House. Two overall design elements, that inform our entire project, were derived. These are information and excitement. Information The open house should provide information. The primary way this would be done is to anticipate questions and attempt to develop design elements that best supported that purpose. Another aspect of providing information that is often overlooked is to help participants develop and articulate new questions they may not have known to ask. In many cases it will not be possible to answer all the questions for each student in the 2 hours available for the Open House. It is important to provide direction on how to get answers to those questions. Excitement An important goal of the open house is to general excitement for the participants. The potential students should be excited about Antioch and the opportunity to enroll. Further, the faculty and staff should be excited by the chance to do something worthwhile during the open house presentation. Constraints The design team identified several constraints †¢ Time – The open house happens on a single day, in the same week as other presentations. There must be some activity for the 2 hours scheduled. Activities before and after are possible. †¢ Place – The open house happens at Antioch, in room 100. Some open house presentations use breakout rooms. †¢ Budget – There is not unlimited funds. There are funds available for ‘one time’ expenses. There are additional C3 specific funds available, as well as the budget provided by the University itself. Criteria †¢ The presentation must feature C3 as a whole as well as provide information about the specific degree and certificate programs available. Service as marketing †¢ Concise †¢ Linking / framework / themes †¢ The open house should give the participants an idea of what they would experience as a student. Desired Outcome From conversations with the clients, the implied purpose of the Open House is to present enough information so attendees are able to †¢ get their questions answered, or have the resources to do so. â₠¬ ¢ decide if Antioch is the school for them †¢ filter out those for whom Antioch would not be a good fit. †¢ â€Å"Present the C3 program for what it is† The overall event is a marketing event – this needs to be kept in mind – the desired outcome is excitement in the attendees so the right people are motivated to apply. Design Elements We developed several elements, three of which we will particularly highlight, and several which we have included in this proposal. These design elements have been used to develop a proposed agenda for a dynamic open house that creatively fulfills the requirements articulated by the client. Further iterative dialogue would provide the finishing touches to the proposal. Room Use – Program Dividers and Breakout Rooms In order to address the constraint of time and the quantity of information that needs to be presented we suggest reorganizing the presentation into three separate rooms. The intent of this is to allow the â€Å"main stage† to present the most critical information while offloading other information to other rooms. This addresses the issues of presenting the most interesting and essential information, supporting the goal of maintaining audience interest, while still having all the information available and allowing us a more effective use of the time. – Break the presentation into 3 main spaces/rooms Maximize information presentation in the time frame allowed o Creating multiple places for participants to move – allowing choice in how to get information and questions answered o Offload less essential information from the main presentation to maximize the effectiveness of the time for the essential information. ? Do more with less time ? Allow for different approach es to communicating the information. I. e. not just lecture or passive participation – Main Room o Main presentation. o Incorporate wall posters – or hang from ceiling in space. ? To help bracket the room. Create a more intimate space ? Surround the screen with the program information. See Below. o Program Tables ? Arrange the tables that facilitates ease of movement around the information †¢ Allow for 3-4 staff to comfortably be in each program location. You read "Dynamic Open House" in category "Essay examples" †¢ Staff the program table with a Faculty member, student, Alumni, and possibly someone representing the work community. o This supports the idea of having information and resources available to address the student at each stage. I. e. : Pre Student Life as a student Post Graduate Work. ? Add a back panel at each program desk Like a cubical divider panel. †¢ Creates a defined space for the program. Creates a different space than simply a desk. †¢ A place to present art and other information unique to the program †¢ Lighting on each panel. o Highlight the program information o To make the space more inviting than the ambient fluorescent room lighting. o Add a concierge person to handle the logistics of scheduling appointments ? Wendy indicated that sometimes she gets too involved in logistical details when she should be circulating throughout the room making sure each attendee is getting their needs met. This also supports the notion of providing attendees students with a next step while they are in the room. – Media Break Out room o Create a looping power point presentation o Possibly a looping movie. The idea being to have a place where interesting information is being presented in a multimedia forum where participants can come and go at leisure. Content of this presentation could include faculty interviews, a deeper history of the university, perhaps in depth interviews with employers and clients of Antioch graduates. – Experiential Room o Place where participants can experience Antioch as a student ? Interactive ? Sample of a class or lecture (each less than 15mintues ? Life as a Student ? Case Study Presentation ? Change Project Presentation ? Allowing for easy in and out movement. The overall idea behind these three rooms is to have a layout and relationship between the rooms that are compelling/inviting to for participants to want to visit. It should be easy to move in and out of these various rooms. This means that participants should feel comfortable entering or leaving these rooms at various intervals that allow for their participation in other activities. One way to facilitate this would be to have the looping media be short enough that there are opportunities to join or leave. Other activities in the experiential room should have structural breaks such that one would not feel rude entering or leaving at some frequent interval. Presentation – PowerPoint and Video In the existing open house, most of the content that fills out the structure is fluid. The static content is comprised of a PowerPoint presentation and a video. Therefore, these are the point when the most consistent information is provided. Any changes to the open house must preserve this function or find another method to provide consistent information. During our meetings with the client, we identified that the PowerPoint presentation currently contains a very important element. The video interview with an employer is an element to which many participants pay close attention. Any changes to the open house must preserve this element or devise another method for developing the same combination of excitement about possibilities and information about life after graduation from an Antioch program. The team identified several overlaps in content in the PowerPoint and video. There was video in the PowerPoint, even though there was already a video component to the presentation. The PowerPoint presentation also included elements that were repeated in other parts of the overall program, such as quotes from students. Furthermore, the quotes from students in the PowerPoint are flashed on the screen and the audience is left to read them individually, which is less exciting and engaging than other opportunities for communicating with current students. The design team approached the PowerPoint presentation with special care. As a group we are especially sensitive to the way that such presentations are often misused as a primary focus instead of being an aid to the presenter. Our group’s observations of the status quo open house included points where the participants were asked to read the slides themselves, where the presenter merely read the slide aloud and where the slides did not appear to fulfill the intention of providing information and generating excitement about Antioch. Each slide was examined for intent. This intent was then used to evaluate if the slide fulfilled the purpose it was created. The design team determined that the presentation could be both shorter and richer in content. One of the elements that we have enhanced overall in the dynamic open house proposal is the collateral information provided. Some of this will be described in the next section, but we determined that the place for information about the overall structure of C3, and the framework for the course schedule is in the PowerPoint presentation. We want to highlight the section of the presentation on which we focused the most. The design team and clients together recognized that there were a number of topics of overall C3 design that were not being communicated as well as they could be. In our meetings, we determined that very little was being said about the case study, change project and thesis. Further, the relationship between then classes was not being shown. The design team took the class schedule slides as a primary place where re-design could help with the overall goals of the open house. We developed a new, more dynamic, way to display the 2-year program that highlights the themes of the quarters: The new design also displays links between the classes and the primary projects of the degree, such as linking RP1 to the case study and connecting the classes that are components of the 1st certificate: The video interview with an employer consistently draws the attention of the participants. In our conversation, we were able to abstract from this specific instance the need to highlight what graduates of the Center’s programs do after graduating. In the previous design element we paid particular attention to increasing the chance for participants to interact with alumni, employers and RP2 host site representatives. We further support this by including alumni at each degree table. Graphics – Large Scale and Flyers During our conversation with the client we have also identified that there are important elements to the whole student career that are not well represented. There is a framework of relationships between the classes that is not well expressed by the current materials. These interconnections are an important element of information that can be provided, but is not currently well represented. Further, a well-developed and concise presentation of the framework for the student experience is likely to increase participant excitement for the program as a whole. In focus groups, the interdisciplinary, collaborative nature of the program is often mentioned as important for current students. Further, presenting the whole, instead of just components, in the presentation will model a primary element of the Antioch experience: Wholism. The client also stated that there have been times with participants would want to see the Power Point Presentation again for more details. This process is very time consuming and requires a staff member to focus a large amount of time to one participant. We suggest one new design and a redesign of existing visual aids. The new design would be a wall mounted poster listing the quarters and classes needed for completion for the C3 Program. This poster should be large enough to see from any where in the room. It would act as a visual aid when explaining each phase of curriculum, including the classes, case study, change project, Thesis, Certificates, Caucus, Reflective Practicum and the themes for each quarter. This would allow multiple people to view the poster at the same time and free up one staff member. Our next suggestion is to improve the flyers that we currently have and redesign them. Our team identified several improvements that were identified in conversations with our client. We would suggest the following flyers (see appendix for examples): †¢Center for Creative Change †¢Whole Systems Design Management †¢Environment and Community †¢Organizational Psychology †¢Graduate Certificates †¢History of Antioch †¢Frequently Asked Questions †¢Case Study Change Project The C3, WSD, GMP, ENC, and OPP would all have the same information about the first year of classes including RP1, Caucus and the Core Courses. They would also list the requirements for the Case Study and the themes for each quarter. The rest of the flyer will list program specific information including sample of classes that are required. They will have information related to alumni and where you might go after completing this program. The Graduate Certificate Flyer will have information related to these programs, including alumni and what benefits you might gain by having these certificates Our client specifically talked about the lack of information they have about the history of Antioch. The history is rich and very worthy to share with the participants. This flyer should address that information the client would like to share. While each program could include an FAQ tailored to fit their flyer, we feel that there are common questions being asked across the programs. This flyer should address those FAQ as well as information about the school. This flyer should/could go hand in hand with the C3 flyer. Information tailored to fit the entire C3 program. One of the main topics not discussed in detail is the Case Study and Change Project. In our conversations with the client, we also determined that little emphasis is placed on the case study and the change project during the entire open house. These are important elements of information, and likely to be the catalyst for excitement from the participants about the program as a whole. in focus groups, the practical component is one element than many current students cite as important in their decision to attend the university. Proposed Agenda An agenda for the evening should be prominently posted. This provides context for the experience and also will help to simulate the experience of the participants as Antioch students. The design team has combined the design elements into a program for the evening. Other design elements Playing with the constraints of time and place, this design team was able to develop several ideas that met the criteria of the open house in other formats. Antioch TV One way to generate excitement about Antioch and to develop a conduit for information about what Antioch is like for students would be to develop alternate delivery methods. For example, some Universities provide lectures via local cable or as videos that can be ordered. Presenting this first as a service to the community provides marketing as a benefit. Alternate Weekend Classes for the Community Highlighting the notion that service to the community is marketing, the design team developed the notion that C3 could offer 1-credit classes to the community on a weekend that alternated from residencies. This would provide many of the experiential, interactive elements to familiarize participants with what it is to be an Antioch student as well as performing an intrinsically good service for the community. C3 might find that this alternate weekend becomes an important part of emergent services to itself. One option would be to provide experiential labs that were optional components for students able to enroll without requiring out of town students to be on campus outside of residency weekends. This could become a bridge between providing low-residency programs and more intensely engaging programs for those willing and able. Another related notion is to provide lectures before the open house, which are part of the overall program, but not absolutely linked. After developing this notion, the design team was informed by the clients that this had been done on at least one occasion in the past. Other graphics and Packet information In order to give the prospective student better idea of what Antioch is about we propose that the information that is available include: ? FAQ Sheet o A page or two that has essential information, phone numbers, perhaps dates and times, along with recurring questions that arise in these sessions and in even in private meetings with advisors. Class Syllabus o To give the prospective student an idea of what the classes are about. They do not have to be the most current. o Maybe have them at each program table. ? Case Study and Change Projects o Illustrating some of the work that students actually do. o Invite students to practice or repeat symposium presentations ? â€Å"Life after Antioch† o i. e. , job placement study, salary surveys, employer testimonials, student/alum testimonials† o see below Alum ni Association Wendy indicated that there is a new position at Antioch specifically tasked to establish relationships with Antioch Alumni. We believe alumni participation in the Open House is critical to the success of the evening. As noted above we propose to integrate alum into the teams that staff the program tables. Additionally it would be useful for Antioch to institute a survey that would garner information about what Antioch graduates do after getting their degree. Wendy indicated more than once that the section where the employer talks in the current video is where attendees really ‘perk up’. We think this ‘post-degree’ information should be a focus of the information presented. Specific information that will be useful would be the job sectors graduates move into, perhaps a list of companies that have historically hired graduates, along with some salary survey information. Post Meeting Review Regarding the notion of having materials and the information available to fully address the participants needs it may be useful to have a post meeting debrief session. A review of things that worked, perhaps didn’t work and ways to make adjustments for future presentations. One thing we hope would come out in these meetings to get a sense of the type of people that are coming to these sessions and the type of questions are being asked. Paying attention to these elements will help keep the system at Antioch open to its potential base of students as well as providing feedback to make the Open House sessions better. Recurring questions or things that the staff find are confusing participants could be addressed in future updates to the FAQ sheet. Where appropriate the information could be added to the Antioch web site as well. How to cite Dynamic Open House, Essay examples

Management and Business Context for Regionalisation- myassignmenthelp

Question: Discuss about theManagement and Business Context for Regionalisation. Answer: Introduction The competition has increased day by day that is why it is necessary for the business to make the better understanding about the ways in which they are doing their business. There are many capabilities in the organization which should be considered by organization to enhance the performance of the organization. Every organization has different risk factor which should be analyzed by them to eliminate them. The best practice decision enables organization to move ahead without any obstacles that may assist in enhancing their organizational performance (Turban, Sharda Delen, 2011). The role of different functions is huge in the organization to attain the business strategies. Simcoa Operations is an Australian based company dedicated to developing the worlds effective quality silicon to meet customers needs. There are various industrial and lifestyle products are being produced by Silicon that plan a vital role in everyday lives. The organizational structure of Simcoa will be defined in this essay along with the internal and external forces surrounding their business. The current risk that confront by Simcoa and the steps that are taken by them to improve their performance will be elaborated. Organizational structure of Business The organizational structure of the business helps to understand the criteria of working and responsibility of the employees and higher authority. It has been found that Simcoa employs about 180 local people (Mine Earth, 2013). There are various departments that help employees to manage their work appropriately. The top level of manager delegates the work responsibility as per the capability of the employees. The structure depicts the innovative market for waste products as it has taken various steps to minimize and recycling waste. This company operates 24*7, 365 days a year and it has produced around 50,000 tons of silicon and 11,000 tones of silica fume per year (Simcoa, 2008). To manage it in proper way, there are various departments present in the company having various roles compliance committee, information security, manufacturing staff and supervising department. External and Internal environmental forces There are various internal and external forces available that impact business directly or indirectly. In the context of Simcoa Company, internal factors of Simcoa can be resources, organizational culture, nature of the workforce and changes in the managerial personnel. Resources are the major component of the organization and maintaining them is a challenge especially in terms of human capital they have. It is required to invest in training program to make trained employee about the working style as it manufactures silicon which has huge importance in daily life. The culture of organization should be managed in effective manner as the policies and procedures regarding managing the diverse workforce should be implemented (Ahri, 2016). Employee satisfaction is necessary to maintain the long term relationship with the employees. Changes in the managerial personnel are the internal force that can impact the working employees. There are some external forces that may impact the activities of business. These are defined below: Political and Legal There are number of political terms are built and reorganized that may influence the entire business of the organization. The prices of silicon are dependent on the bonding between the two countries as Simcoa deals with number of countries all over the world. In the amendments of policies regarding production of silicon can impact the business of Simcoa directly or indirectly. Economical It can be found that there are various parts in the world that does not have economic stability. In such conditions, it is required to the Simcoa Company to have efficient economic policies to ensure quiet good earnings or profits. The slowdown in the market of USA and the poor performance by European economy can bring huge losses for the company. Social The demand of the society is changing day by day due to latest technology which may impact the organization. Silicon is being used in our daily lives which enhance its demand rapidly. It can be considered as the huge opportunity for the company to expand its business globally. Technological There are many technologies used in the organization to produce silicon. It forces Simcoa to use latest technology in the production of silicon or make amendments in technologies at standard intervals of time (Frew, Powell, Sallam, Allsopp Johnson, 2016). Environmental Simcoa has environmental friendly operations that committed to retain an effective standard of environmental awareness along with contributing to the development of economic of the region which is an important part of Simcoa operations. The risk that currently confront the business Every organization has different risk which should be considered by them to eliminate them within time so that it could not impact the performance of the organization (Wooldridge, Schmid Floyd, 2008). In the context of Simcoa, safety risk is currently confronted by the business because in the production of Silicon a steep temperature gradient extends from the zone of the arc which is 3000C. Silicon is the chemical element that is made up of various chemicals formulas which may raise the risk of environmental risk. However, Simcoa is environmental friendly operations in which it encourages to minimize and recycling the waste but the effect of chemicals can decrease the healthy environment and hamper the plants. Business practice decisions to enhance the organization performance There are various kinds of decisions that can be taken by the organization in order to improve the performance of the organization. This has forced company to keep focus on various aspects for enhancing the performance of the company. High performing work practices refers those practices that amplify the profit and productivity of the organization (Katzenbach Smith, 2015). These tactics can be applied by Simcoa systematically and fairly in the organization which would enhance the employee engagement, build the trust of customer and employee over the company, and encourage high performance and productivity (Katzenbach Smith, 2015). Employee suggestion and innovation program are comprised under high performing work practices which should be considered in the business practice decisions to enhance the organization performance. Benchmarking is another business practice decisions that helps organization to determine what and where amendments or improvements are called for. It is able to analyze the performance of other organization (Sridhar, Mantrala Naik, 2016). Training is important for the Simcoa organization as it produces the silicon on a commercial scale in three submerged arc furnaces by the carbothermic reduction of silica. Safety of the employee is vital for the organization and for this company should make policies and procedures. Along with that employee engagement is the best practice decision to enhance the performance of the organization. Simcoa organization should make them ensure that they are valuable asset for the company. The employee engagement facilitates to engage with work in more productive manner (Buller McEvoy, 2012). Important functions within the business organization Business organization has various functions that assist to attain the goal and objective of the company within time frame. Important functions of Simcoa are operational, financial, human resource and marketing. The operations department of Simcoa should be considered in effective manner for increasing the productivity of the employee. Simcoa is large organization that deals with many countries and supply them Silicon in large amount. Lack of observances and care could lead the company in the adverse situation (Schnsleben, 2016). It is necessary for the organization to keep focus on operation department as it is responsible for running the business successfully. Silicon is made up of various chemicals which require huge investment. In such case, the role of financial function is important which ensures the company that invested amount is utilized for the benefits of the company. The role of human resource is to provide the training about the working style to the new employees and main tain the policies and procedures of the company (Fligiel Patyk, 2016). Various functions in Simcoa are keeping huge importance in developing the productivity of the employee in an efficient manner. Social contributions are being done by this company to support the community of south west Australia. It has been done with the help of human resource functions of the company. The work life balance is maintained in the company which helps employees to get time for their family. This activity aids to decrease the employee attrition and enhance the faith of the employee as well as customers towards the organization. Conclusion In the limelight of above discussion, it can be concluded that managing change is complex task which can be handled in effective manner by analyzing the situation of the company. Internal and external forces can bring the huge changes in the organization. Various risks have been mentioned in the assignment that confront by Simcoa. High performance working practices, brainstorming, training and employee engagement are necessary for increasing the productivity of the employee. Simcoa is involved in various events and organization to contribute in the society. There are various functions such as human, financial, operational and marketing that encourage company to move forward in an effective way. References Ahri. (2016). Fons Trompenaars Award For Cross Cultural Management. Retrieved from: https://www.ahri.com.au/awards/ahri-awards/hall-of-fame/2016-winners/2016-organisational-winners/fons-trompenaars-award-for-cross-cultural-management. Buller, P. F., McEvoy, G. M. 2012. Strategy, human resource management and performance: Sharpening line of sight.Human resource management review,22(1), 43-56. Fligiel, M., Patyk, R. (2016). Criteria for the minimum operation length of internal forces as a function of the development of an optimum structure of machinery structural components.International Journal of Applied Mechanics and Engineering,21(4), 997-1005. Frew, A., Powell, J. R., Sallam, N., Allsopp, P. G., Johnson, S. N. (2016). Trade-offs between silicon and phenolic defenses may explain enhanced performance of root herbivores on phenolic-rich plants.Journal of chemical ecology,42(8), 768-771. Katzenbach, J. R., Smith, D. K. (2015).The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press. Katzenbach, J. R., Smith, D. K. (2015).The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press. Lau, A., Tsui, E. (2009). Knowledge management perspective on e-learning effectiveness.Knowledge-Based Systems,22(4), 324-325. Mine Earth, (2013). Simcoa Operations Pty Ltd. Retreived on 5th April, 2018, from: https://www.mineearth.com.au/simcoa-operations-pty-ltd/. Schnsleben, P. (2016).Integral logistics management: operations and supply chain management within and across companies. CRC Press. Simcoa, (2008). Simcoa Operations. Retreived on 5th April, 2018, from: https://www.simcoa.com.au/company-2.html. Sridhar, S., Mantrala, M. K., Naik, P. A. (2016). A New Method for Benchmarking Marketing Organizations with Inter-Connected Departments. InMarketing Challenges in a Turbulent Business Environment(pp. 35-36). Springer, Cham. Turban, E., Sharda, R., Delen, D. (2011).Decision support and business intelligence systems. Pearson Education India. Wooldridge, B., Schmid, T., Floyd, S. W. (2008). The middle management perspective on strategy process: Contributions, synthesis, and future research.Journal of management,34(6), 1190-1221.