What are the anatomical and behavioral differences between Broca's and Essay

What are the anatomical and behavioral differences between Broca's and Wernicke's aphasia - Essay Example Aphasia is the â€Å"loss of or impairment of the power to use or comprehend words usually resulting from damage to the brain† as defined in the Webster Dictionary (Broca aphasia, University of Idaho). The portions of the brain responsible for language are affected and for the majority of people, this is on the left side or hemisphere of the brain. Anyone can have aphasia and it could occur due to an accident (trauma) causing a head injury, a stroke, a tumor, infection or dementia (Aphasia, NIDCD). When resulting from a head injury or a stroke, the occurrence is of sudden onset. The tumor, dementia or infection produces slower-onset aphasia. The reason for the damage to the brain in a stroke is due to loss of blood supply to the relevant brain area. 80000 people are believed to have aphasia due to strokes in the US (Aphasia, NIDCD). The brain cells die and lose their normal neural activity. Trauma causes direct damage of the cells which subserve the area for language. Whatever the cause, the brain cells lose their nutrition and die subsequently. Statistics show that one million people have aphasia due to various causes in the US (Aphasia, NIDCD). Aphasia is classified into fluent and non-fluent aphasia (Aphasia, NIDCD). The neurologist tests the patient to discover the type of aphasia he has. The communication abilities are investigated by the speech-language pathologist: the ability of the patient to speak and express ideas, whether he is able to converse socially and understand language, his ability to read and write and whether he is able to communicate in any other way. Language recovery is possible if the cause of the stroke is a transient ischaemic attack (Aphasia, NIDCD). However most cases of aphasia do not recover early or completely. The residual aphasia requires speech language therapy which could last for a year or two. Broca’s aphasia is also known as motor aphasia or expressive

How can managers and leaders use problems they face as source of Essay

How can managers and leaders use problems they face as source of learning - Essay Example The report analyse the possibility of using daily organisational issues encountered by managers as a means of learning to facilitate continuous development. In the face of growing business environmental pressures stemming from process of globalization and the advent of the knowledge economy, the demands placed upon managers and leaders to be effective in their relevant functions and roles has increased. Therefore, management and leadership development on a continuous basis has become a prerequisite for staying in business. While management designations may be limited, organisational success would largely upon its ability to develop the managerial and leadership skills at every level of the employee participation. As such skills development is based on a continuous learning process, managers and leaders need to use problems they encounter in everyday operations as a source of learning. In UK alone, the demand for high caliber managers with professional qualifications is in the rise and over 100,000 new management positions are being created as per estimates. But survey statistics points to poor management and leadership skills at all levels and relating `2to many areas such as delegation, choosing appropriate style of management and inability to involve the subordinates in to the decision making process (Managers & Leaders 2002). The report aims to analyse the need for managerial and leadership development and propose a conceptual model for the same. To understand the importance of Management & Leadership development, one should see the distinction between concepts such as management/leadership education or training which is in-effect associated subsidiary aspects of the overall effort of Management & Leadership development. While Management and Leadership education will take more of academic stance, the training will be more related to specific informal and formal delivery

The Source of Creativity in Writers Essay Example for Free

The Source of Creativity in Writers Essay We laymen have always been intensely curious to know like the Cardinal who put a similar question to Ariosto from what sources that strange being, the creative writer, draws his material, and how he manages to make such an impression on us with it and to arouse in us emotions of which, perhaps, we had not even thought ourselves capable. Our interest is only heightened the more by the fact that, if we ask him, the writer himself gives us no explanation, or none that is satisfactory; and it is not at all weakened by our knowledge that not even the clearest insight into the determinants of his choice of material and into the nature of the art of creating imaginative form will ever help to make creative writers of us. If we could at least discover in ourselves or in people like ourselves an activity which was in some way akin to creative writing! An examination of it would then give us a hope of obtaining the beginnings of an explanation of the creative work of writers. And, indeed, there is some prospect of this being possible. After all, creative writers themselves like to lessen the distance between their kind and the common run of humanity; they so often assure us that every man is a poet at heart and that the last poet will not perish till the last man does. Should we not look for the first traces of imaginative activity as early as in childhood The child’s best-loved and most intense occupation is with his play or games. Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, re-arranges the things of his world in a new way which pleases him? It would be wrong to think he does not take that world seriously; on the contrary, he takes his play very seriously and he expends large amounts of emotion on it. The opposite of play is not what is serious but what is real. In spite of all the emotion with which he cathects his world of play, the child distinguishes it quite well from reality; and he likes to link his imagined objects and situations to the tangible and visible things of the real world. This linking is all that differentiates the child’s ‘play’ from ‘phantasying’. The creative writer does the same as the child at play. He creates a world of phantasy which he takes very seriously that is, which he invests with large amounts of emotion while separating it sharply from reality. Language has preserved this relationship between children’s play and poetic creation. It gives [in German] the name of ‘Spiel’ [‘play’] to those forms of imaginative writing which require to be linked to tangible objects and which are capable of representation. It speaks of a ‘Lustspiel’ or ‘Trauerspiel’ [‘comedy’ or ‘tragedy’: literally, ‘pleasure play’ or ‘mourning play’] and describes those who carry out the representation as ‘Schauspieler’ [‘players’: literally ‘show-players’]. The unreality of the writer’s imaginative world, however, has very important consequences for the technique of his art; for many things which, if they were real, could give no enjoyment, can do so in the play of phantasy, and many excitements which, in themselves, are actually distressing, can become a source of pleasure for the hearers and spectators at the performance of a writer’s work. There is another consideration for the sake of which we will dwell a moment longer on this contrast between reality and play. When the child has grown up and has ceased to play, and after he has been labouring for decades to envisage the realities of life with proper seriousness, he may one day find himself in a mental situation which once more undoes the contrast between play and reality. As an adult he can look back on the intense seriousness with which he once carried on his games in childhood; and, by equating his ostensibly serious occupations of to-day with his childhood games, he can throw off the too heavy burden imposed on him by life and win the high yield of pleasure afforded by humour. As people grow up, then, they cease to play, and they seem to give up the yield of pleasure which they gained from playing. But whoever understands the human mind knows that hardly anything is harder for a man than to give up a pleasure which he has once experienced. Actually, we can never give anything up; we only exchange one thing for another. What appears to be a renunciation is really the formation of a substitute or surrogate. In the same way, the growing child, when he stops playing, gives up nothing but the link with real objects; instead playing, he now phantasies. He builds castles in the air and creates what are called day- dreams. I believe that most people construct phantasies at times in their lives. This is a fact which has long been overlooked and whose importance has therefore not been sufficiently appreciated. People’s phantasies are less easy to observe than the play of children. The child, it is true, plays by himself or forms a closed psychical system with other children for the purposes of a game; but even though he may not play his game in front of the grown-ups, he does not, on the other hand, conceal it from them. The adult, on the contrary, is ashamed of his phantasies and hides them from other people. He cherishes his phantasies as his most intimate possessions, and as a rule he would rather confess his misdeeds than tell anyone his phantasies. It may come about that for that reason he believes he is the only person who invents such phantasies and has no idea that creations of this kind are widespread among other people. This difference in the behaviour of a person who plays and a person who phantasies is accounted for by the motives of these two activities, which are nevertheless adjuncts to each other. A child’s play is determined by wishes: in point of fact by a single wish-one that helps in his upbringing the wish to be big and grown up. He is always playing at being ‘grown up’, and in his games he imitates what he knows about the lives of his elders. He has no reason to conceal this wish. With the adult, the case is different. On the one hand, he knows that he is expected not to go on playing or phantasying any longer, but to act in the real world; on the other hand, some of the wishes which give rise to his phantasies are of a kind which it is essential to conceal. Thus he is ashamed of his phantasies as being childish and as being unpermissible. But, you will ask, if people make such a mystery of their phantasying, how is it that we know such a lot about it? Well, there is a class of human beings upon whom, not a god, indeed, but a stern goddess Necessity has allotted the task of telling what they suffer and what things give them happiness. These are the victims of nervous illness, who are obliged to tell their phantasies, among other things, to the doctor by whom they expect to be cured by mental treatment. This is our best source of knowledge, and we have since found good reason to suppose that our patients tell us nothing that we might not also hear from healthy people. Let us now make ourselves acquainted with a few of the characteristics of phantasying. We may lay it down that a happy person never phantasies, only an unsatisfied one. The motive forces of phantasies are unsatisfied wishes, and every single phantasy is the fulfilment of a wish, a correction of unsatisfying reality. These motivating wishes vary according to the sex, character and circumstances of the person who is having the phantasy; but they fall naturally into two main groups. They are either ambitious wishes, which serve to elevate the subject’s personality; or they are erotic ones. In young women the erotic wishes predominate almost exclusively, for their ambition is as a rule absorbed by erotic trends. In young men egoistic and ambitious wishes come to the fore clearly enough alongside of erotic ones. But we will not lay stress on the opposition between the two trends; we would rather emphasize the fact that they are often united. Just as, in many altar- pieces, the portrait of the donor is to be seen in a corner of the picture, so, in the majority of ambitious phantasies, we can discover in some corner or other the lady for whom the creator of the phantasy performs all his heroic deeds and at whose feet all his triumphs are laid. Here, as you see, there are strong enough motives for concealment; the well-brought-up young woman is only allowed a minimum of erotic desire, and the young man has to learn to suppress the excess of self-regard which he brings with him from the spoilt days of his childhood, so that he may find his place in a society which is full of other individuals making equally strong demands. We must not suppose that the products of this imaginative activity the various phantasies, castles in the air and day-dreams are stereotyped or unalterable. On the contrary, they fit themselves in to the subject’s shifting impressions of life, change with every change in his situation, and receive from every fresh active impression what might be called a ‘date-mark’. The relation of a phantasy to time is in general very important. We may say that it hovers, as it were, between three times the three moments of time which our ideation involves. Mental work is linked to some current impression, some provoking occasion in the present which has been able to arouse one of the subject’s major wishes. From there it harks back to a memory of an earlier experience (usually an infantile one) in which this wish was fulfilled; and it now creates a situation relating to the future which represents a fulfilment of the wish. What it thus creates is a day-dream or phantasy, which carries about it traces of its origin from the occasion which provoked it and from the memory. Thus past, present and future are strung together, as it were, on the thread of the wish that runs through them. A very ordinary example may serve to make what I have said clear. Let us take the case of a poor orphan boy to whom you have given the address of some employer where he may perhaps find a job. On his way there he may indulge in a day-dream appropriate to the situation from which it arises. The content of his phantasy will perhaps be something like this. He is given a job, finds favour with his new employer, makes himself indispensable in the business, is taken into his employer’s family, marries the charming young daughter of the house, and then himself becomes a director of the business, first as his employer’s partner and then as his successor. In this phantasy, the dreamer has regained what he possessed in his happy childhood the protecting house, the loving parents and the first objects of his affectionate feelings. You will see from this example the way in which the wish makes use of an occasion in the present to construct, on the pattern of the past, a picture of the future. There is a great deal more that could be said about phantasies; but I will only allude as briefly as possible to certain points. If phantasies become over-luxuriant and over-powerful, the conditions are laid for an onset of neurosis or psychosis. Phantasies, moreover, are the immediate mental precursors of the distressing symptoms complained of by our patients. Here a broad by-path branches off into pathology. I cannot pass over the relation of phantasies to dreams. Our dreams at night are nothing else than phantasies like these, as we can demonstrate from the interpretation of dreams.? Language, in its unrivalled wisdom, long ago decided the question of the essential nature of dreams by giving the name of ‘day-dreams’ to the airy creations of phantasy. If the meaning of our dreams usually remains obscure to us in spite of this pointer, it is because of the circumstance that at night there also arise in us wishes of which we are ashamed; these we must conceal from ourselves, and they have consequently been repressed, pushed into the unconscious. Repressed wishes of this sort and their derivatives are only allowed to come to expression in a very distorted form. When scientific work had succeeded in elucidating this factor of dream-distortion, it was no longer difficult to recognize that night-dreams are wish-fulfilments in just the same way as day-dreams the phantasies which we all know so well. ? Cf. Freud, The Interpretation of Dreams (1900a). So much for phantasies. And now for the creative writer. May we really attempt to compare the imaginative writer with the ‘dreamer in broad daylight’, and his creations with day-dreams? Here we must begin by making an initial distinction. We must separate writers who, like the ancient authors of epics and tragedies, take over their material ready-made, from writers who seem to originate their own material. We will keep to the latter kind, and, for the purposes of our comparison, we will choose not the writers most highly esteemed by the critics, but the less pretentious authors of novels, romances and short stories, who nevertheless have the widest and most eager circle of readers of both sexes. One feature above all cannot fail to strike us about the creations of these story-writers: each of them has a hero who is the centre of interest, for whom the writer tries to win our sympathy by every possible means and whom he seems to place under the protection of a special Providence. If, at the end of one chapter of my story, I leave the hero unconscious and bleeding from severe wounds, I am sure to find him at the beginning of the next being carefully nursed and on the way to recovery; and if the first volume closes with the ship he is in going down in a storm at sea, I am certain, at the opening of the second volume, to read of his miraculous rescue a rescue without which the story could not proceed. The feeling of security with which I follow the hero through his perilous adventures is the same as the feeling with which a hero in real life throws himself into the water to save a drowning man or exposes himself to the enemy’s fire in order to storm a battery. It is the true heroic feeling, which one of our best writers has expressed in an inimitable phrase: ‘Nothing can happen to me! ’ It seems to me, however, that through this revealing characteristic of invulnerability we can immediately recognize His Majesty the Ego, the hero alike of every day-dream and of every story. Other typical features of these egocentric stories point to the same kinship. The fact that all the women in the novel invariably fall in love with the hero can hardly be looked on as a portrayal of reality, but it is easily understood as a necessary constituent of a day-dream. The same is true of the fact that the other characters in the story are sharply divided into good and bad, in defiance of the variety of human characters that are to be observed in real life. The ‘good’ ones are the helpers, while the ‘bad’ ones are the enemies and rivals, of the ego which has become the hero of the story. We are perfectly aware that very many imaginative writings are far removed from the model of the naive day-dream; and yet I cannot suppress the suspicion that even the most extreme deviations from that model could be linked with it through an uninterrupted series of transitional cases. It has struck me that in many of what are known as ‘psychological’ novels only one person once again the hero is described from within. The author sits inside his mind, as it were, and looks at the other characters from outside. The psychological novel in general no doubt owes its special nature to the inclination of the modern writer to split up his ego, by self- observation, into many part-egos, and, in consequence, to personify the conflicting currents of his own mental life in several heroes. Certain novels, which might be described as ‘eccentric’, seem to stand in quite special contrast to the type of the day-dream. In these, the person who is introduced as the hero plays only a very small active part; he sees the actions and sufferings of other people pass before him like a spectator. Many of Zola’s later works belong to this category. But I must point out that the psychological analysis of individuals who are not creative writers, and who diverge in some respects from the so-called norm, has shown us analogous variations of the day-dream, in which the ego contents itself with the role of spectator. If our comparison of the imaginative writer with the day-dreamer, and of poetical creation with the day-dream, is to be of any value, it must, above all, show itself in some way or other fruitful. Let us, for instance, try to apply to these authors’ works the thesis we laid down earlier concerning the relation between phantasy and the three periods of time and the wish which runs through them; and, with its help, let us try to study the connections that exist between the life of the writer and his works. No one has known, as a rule, what expectations to frame in approaching this problem; and often the connection has been thought of in much too simple terms. In the light of the insight we have gained from phantasies, we ought to expect the following state of affairs. A strong experience in the present awakens in the creative writer a memory of an earlier experience (usually belonging to his childhood) from which there now proceeds a wish which finds its fulfilment in the creative work. The work itself exhibits elements of the recent provoking occasion as well as of the old memory. Do not be alarmed at the complexity of this formula. I suspect that in fact it will prove to be too exiguous a pattern. Nevertheless, it may contain a first approach to the true state of affairs; and, from some experiments I have made, I am inclined to think that this way of looking at creative writings may turn out not unfruitful. You will not forget that the stress it lays on childhood memories in the writer’s life a stress which may perhaps seem puzzling is ultimately derived from the assumption that a piece of creative writing, like a day-dream, is a continuation of, and a substitute for, what was once the play of childhood. We must not neglect, however, to go back to the kind of imaginative works which we have to recognize, not as original creations, but as the re-fashioning of ready- made and familiar material. Even here, the writer keeps a certain amount of independence, which can express itself in the choice of material and in changes in it which are often quite extensive. In so far as the material is already at hand, however, it is derived from the popular treasure-house of myths, legends and fairy tales. The study of constructions of folk-psychology such as these is far from being complete, but it is extremely probable that myths, for instance, are distorted vestiges of the wishful phantasies of whole nations, the secular dreams of youthful humanity. You will say that, although I have put the creative writer first in the title of my paper, I have told you far less about him than about phantasies. I am aware of that, and I must try to excuse it by pointing to the present state of our knowledge. All I have been able to do is to throw out some encouragements and suggestions which, starting from the study of phantasies, lead on to the problem of the writer’s choice of his literary material. As for the other problem by what means the creative writer achieves the emotional effects in us that are aroused by his creations we have as yet not touched on it at all. But I should like at least to point out to you the path that leads from our discussion of phantasies to the problems of poetical effects. You will remember how I have said that the day-dreamer carefully conceals his phantasies from other people because he feels he has reasons for being ashamed of them. I should now add that even if he were to communicate them to us he could give us no pleasure by his disclosures. Such phantasies, when we learn them, repel us or at least leave us cold. But when a creative writer presents his plays to us or tells us what we are inclined to take to be his personal day dreams, we experience a great pleasure, and one which probably arises from the confluence of many sources. How the writer accomplishes this is his innermost secret; the essential ars poetica lies in the technique of overcoming the feeling of repulsion in us which is undoubtedly connected with the barriers that rise  between each single ego and the others. We can guess two of the methods used by this technique. The writer softens the character of his egoistic day-dreams by altering and disguising it, and he bribes us by the purely formal that is, aesthetic yield of pleasure which he offers us in the presentation of his phantasies. We give the name of an incentive bonus, or a fore-pleasure, to a yield of pleasure such as this, which is offered to us so as to make possible the release of still greater pleasure arising from deeper psychical sources. In my opinion, all the aesthetic pleasure which a creative writer affords us has the character of a fore-pleasure of this kind, and our actual enjoyment of an imaginative work proceeds from a liberation of tensions in our minds. It may even be that not a little of this effect is due to the writer’s enabling us thenceforward to enjoy our own day-dreams without self-reproach or shame. This brings us to the threshold of new, interesting and complicated enquiries; but also, at least for the moment, to the end of our discussion.

Dr. Martin Luther King Jr. :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character†. This is an excerpt from Martin Luther King, Jr.’s â€Å"I have a dream† speech, one of the many that he wrote and is well known for. Martin Luther King, Jr. is an extraordinary life, and will be remembered for his many accomplishments.   Ã‚  Ã‚  Ã‚  Ã‚  Martin Luther King, Jr. was born on January 15, 1929 in Atlanta, Georgia. He was given the name Michael Luther King but later changed his name to Martin Luther King, Jr. He was the second child born to Reverend Martin Luther King, Sr. and Alberta Williams King. He married Coretta Scott on June 18, 1953. They had four children, Yolanda Denise, Martin Luther III, Dexter Scott, and Bernice Albertine.   Ã‚  Ã‚  Ã‚  Ã‚  Martin Luther King, Jr. began his education at the age of five, but when the school found out that he was not yet six, they dismissed him from school until the following year. His scores were so high on the college entrance examinations in his junior year of high school, that they advanced him to college without a formal graduation from high school. He skipped both the ninth and twelfth grades, so he was only fifteen when he entered Morehouse College. He graduated with a B.A. degree in sociology. He then went on to a Theological Seminary in Pennsylvania. He continued his studies in theology at Boston University and Harvard. He was awarded the Ph. D degree on June 5, 1955.   Ã‚  Ã‚  Ã‚  Ã‚  Martin Luther King, Jr. was ordained in February of 1948 at the age of nineteen. Dr. King was awarded many honorary degrees from various colleges and universities in the United States and several foreign countries. Dr. King was a driving force in the Civil Rights Movement. He was arrested thirty times for his participation in Civil Rights activities. Dr. King received numerous awards for his leadership in the Civil Rights Movement. Dr. King also wrote six books and numerous articles. Dr. King’s speech at the March on Washington in 1963, along with his acceptance speech of the Nobel Peace Prize and his final sermon in Memphis are among his most famous utterances. Dr. King won the Nobel Peace Prize in 1964 at the age of thirty-five. He was the youngest man, second American, and third black man to be awarded the Nobel Peace Prize.

A Qualitative Analysis on How Administrators Understand Learning Difficulties

Allington, Frazen and Schick (1997) in their qualitative analysis of â€Å"How administrators understand learning difficulties† tried to determine the different ways in which school administrators define learning difficulties and how they have respond to the needs of students with learning difficulties in their own schools.The researchers interviewed administrators and principals in six different school districts that had a record of increased retention and transitional grade placements as well as having at-risk students in learning disabilities classrooms. Previous literature on learning disabilities has showed that the trend of the identification of students as learning disabled had been increasing over the last 20 years and continues to do so at present. It has been found that the number of students identified as learning disabled have grown to alarming proportions.A number of researchers have proposed that the increase in the number of students identified as learning disab led have been due to the more valid and reliable assessment tools available to schools, the influence of special interest groups and the actual presence of students who do need special education services.Moreover, it has been observed that whenever funding for remedial programs decline, enrollment in special education classes increase indicating that some students identified as learning disabled may actually be placed in special education classes out of necessity. This study therefore attempted to provide evidence that school administrators and principals place at risk students to special classes for students with learning difficulties based on funding and tests scores.MethodThe researchers developed a system which enhanced the validity of the data gathered in this study considering that it is a qualitative design. The researchers conducted their data gathering procedure by prolonged and persistent fieldwork that included interim data analysis and collaboration to maintain the accur acy of research findings and participant reality by utilizing and analyzing a series of data sets generated as part of a larger study (Allington & McGill-Franzen, 1992a, 1992b, 1995; McGill-Franzen 1994; McGill-Franzen & Allington, 1993 found in Allington, Frazen & Schick, 1997).This was in response to the researcher’s observation that the internal validity of their data might be compromised since over the years principals and administrators have remained in their positions and the school system in general have remained unchanged while the social culture and economic status of their students have been transformed through the years.

Seven Strategies to Provide Help for Teachers

Most teachers are eager to learn, want to improve, and work hard at their craft. Some are more natural than others and innately understand what it takes to be an effective teacher. However, there are many teachers that need time and assistance in developing the skills it takes to be an outstanding teacher. All teachers have areas where they are strong and areas in which they are weak. The best teachers will work hard to improve in all areas. Sometimes a teacher needs assistance in identifying their strengths and weaknesses as well as a plan to improve. This is a crucial part of a principal’s job. A principal should know each teacher’s individual strength and weaknesses. They should develop a plan for providing help for teachers that focus on areas that need improvement. There are many ways that a principal can provide help for teachers. Here, we examine seven strategies that a principal may use in developing a plan of improvement for each teacher. Identify the Essential There are many areas that a teacher must be solid in to be an effective teacher. Being ineffective in one area often has an effect on other areas. As a principal, it is vital that you narrow the focus to what you consider being the biggest areas of need. For example, you may be working with a teacher in which you have identified six areas that need improvement. Working on all six areas at once will be overwhelming and counter-intuitive. Instead, identify the two that you believe are most prominent and start there. Create a plan that focuses on improving in those top areas of need. Once those areas improve to an effective level, then you can create a plan to work on other areas of need. It is critical that teacher understands that you are trying to help them throughout this process. They must trust that you have their best interest in mind. A strong principal will build a relationship with their teacher that allows them to be critical when they need to be without hurting a teacher’s feelings. Constructive Conversation A principal should have in-depth conversations on a regular basis with their teachers about the happenings in their classroom. These conversations not only give the principal perspective about what is happening in the classroom, they allow the principal to give helpful suggestions and tips through informal conversation. Most young teachers especially are sponges. They want to improve and seek out knowledge of how to do their job better. These conversations also are significant trust builders. A principal who actively listens to their teachers and works to create solutions to their problems will gain their trust. This can lead to helpful conversations that can immensely improve a teacher’s effectiveness. They will be more open when you are critical because they understand you are looking out for what is best for them and the school. Video/Journaling There are occasions in which a teacher may not see something as an area in which they need to improve. In this case, it may be advantageous for you to video a series of lessons so that they can watch it back to understand what you are seeing in your observations. Watching video of your teaching can be a powerful tool. You will be surprised at what you learn about yourself as you watch the tape back. This can lead to powerful reflection and realization that you do need to change to your approach in how you teach. Journaling can also be an exceptional tool to help a teacher improve. Journaling allows a teacher to keep track of different approaches they have used and to compare their effectiveness days, months, or even years later. Journaling allows to teachers to look back at where they were and see how much they have grown over the course of time. This self-reflection can spark a desire to continue to improve or to change an area in which the writing helps them realize they need to make changes. Model the Skills Principals are supposed to be the leaders in their building. Sometimes the best way to lead is to model. A principal should never be afraid to put a lesson together that focuses on an individual teacher’s weakness and then teach that lesson to the teacher’s class. The teacher should observe and make notes throughout the lesson. This should be followed up with a healthy conversation between you and the teacher. This conversation should focus on what they saw you do in their lessons that many of their lessons often lack. Sometimes a teacher simply needs to see it done right to understand what they need to change and how they are supposed to do it. Set up Observations With a Mentor There are teachers that are experts at their craft who are willing to share their insights and experiences with other teachers. This can be powerful in many different areas. Every young teacher should be given the opportunity to observe an established veteran teacher and have them serve as their mentor. This relationship should be a two-way street where the mentor could also observe the other teacher and provide feedback. There are so many positives that can come out of this type of relationship. A veteran teacher may be able to share something that clicks with the other teacher and sets them on the path of them becoming a mentor someday themselves. Provide Resources There are so many resources that a principal can provide a teacher that focuses on every possible area in which they may struggle. Those resources include books, articles, videos, and websites. It is essential to give your struggling teacher a variety of resources that provide multiple strategies for improving. What works for one teacher may not work for another. After giving them time to look through the material, follow it up with conversations to see what they took from the resources as well as how they plan to apply it to their classroom. Provide Specific Professional Development Another way to provide help for teachers is to give them professional development opportunities that are unique to their own individual needs. For example, if you have a teacher that struggles with classroom management, find an outstanding workshop which deals with classroom management and send them to it. This training can be invaluable to improving a teacher. When you send them to something you hope that they are able to gain valuable, applicable insights that they can immediately bring back to their classrooms and apply.

Quality is baseline of customers satisfaction - Free Essay Example

Sample details Pages: 12 Words: 3679 Downloads: 4 Date added: 2017/06/26 Category Marketing Essay Type Research paper Did you like this example? 1 Introduction Howard S. Gitlow defines quality as â€Å"A predicable degree of uniformity and dependability, at low cost and suited to market†. Quality is baseline of customers satisfaction and ultimately customer contentment is guarantee to a successful business. Don’t waste time! Our writers will create an original "Quality is baseline of customers satisfaction" essay for you Create order Organisations follow standards and guidelines produced or written by quality monitoring agencies / institutes for quality production and in order to gain big market share to compete in. Managing quality in an organisation is all about defining and practising of systems and/or expertise to deal with and to fulfil customer demands. Management systems always exist and are needed by all businesses whether small or large businesses, service oriented or manufacturing. Jay Schlickman (2001: P10) explains quality management systems as a course of constantly monitoring, improving and streamlining an organizations production capability in terms of product and service, structure and potential to serve the ever changing needs of customers. Major benefit linked to Quality Management is, defining processes to produce finer products or services, rather than detecting defects in finished products or agreed services. Quality management system does not hold on to single element, Beckford (2002: p27) describes quality management as a phenomena that encompasses all key elements and those are organisational structure, responsibilities, procedures or processes, resources, customer satisfaction, continues improvement. Quality management system ensures two major requirements which are: Assurance in organisational ability to produce quality product and services consistently fulfilling customers requirements. Increasing organisations ability to use optimal cost with effective use of current resources human, information technology and materials. 1.1 AutoSoft Dynamics Introduction AutoSoft Dynamics Pvt. Limited (ASD) is a software development company offers readily available customizable solutions for the niche market of Banking and the Financial Institutes. ASD consists of different department those are Development, Marketing, HR, Support and Quality Assurance with almost 80 people working in those departments. AutoSoft Dynamics is ISO certified organisation and is contently improving quality with specialized personnel in different departments. 1.2 Research Purpose This document is a review research focuses key role of quality management system in organisation and its operations. Analyzes how quality management benefits in achieving organisational goals? How to make efficient utilization of required resources to business process? and finally gives recommendations to improve and introduce new ways of developing quality culture and its implementation. 2 Literature Review Management systems are necessity of every successful business regardless of its size and market sector. A good quality management system sets standards to meet customer satisfaction, provides better process control with lower wastage and economical cost and makes organisation confident of capturing big market share. Adoption of quality management systems is a strategic decision taken by organisation and is greatly subjective to the size, objectives, routine processes and structure of an organisation and, I think quality management corresponds to change in organisation way of thinking and performing actions. Organisation must consider some factors associated with implementation of QMS. Plan of QMS refers to its structure, process and implementation. QMS must be designed by top management while keeping in mind of businesss core functionality and must document organisation wide goals and organisations stakeholders satisfaction requirements. QMS in physical form is documentation of each process and procedures those are deployed and implemented in organisation and therefore deployment of QMS can be best achieved by dividing each process into its sub-process and then describing each sub-process with documents and training. Description of quality document should be accessible to each employee of the organisation so that during processes quality can be implemented. Todays modern era of information technology has given further easement in deployment of QMS with the increasing use of electronic documents. Quality control is entirely deepened on the size of and structure of a business. Continual reviews and audits must be carried out on regularly basis. ISO (International Organisation for Standardization) a non-governmental and a network of 161 countrys national standard institutes, is worlds largest developer and publisher of international standards (ISO, 2010). Organisation qualify for certification and approvals when implement quality up to standard and then co ntinually measure andreviewquality by analysing efficiency and effectiveness of each process towards attainment of objectives. Reviews or audits straighten organisational behaviours towards improvement of processes and thus plays very important role in managing change in organisations. 2.1 Why standards Matter? ISO (2010) explains importance of implementing standards as â€Å"Standards ensure enviable features of commodities and services such as quality, environmental responsiveness, protection, reliability, competence and interchangeability and at an economical cost†. Standards ensure safety, efficiency and non-defective manufacturing of products or reliable services. 2.2 Quality Management Key Terms 2.2.1 Quality Measure of conformance of a product or service to retain specification or standards (Jae Joel, 1999: p1) 2.2.2 Quality Manual A document specifying the quality management system of an organisation (Ray Bruce, 2001: p16) 2.2.3 Operations Set of all activities associated with the production or good and services. (Jae Joel, 1999: p1) 2.2.4 Operations Management Management of all activities directly related to the production of goods and services. (Jae Joel, 1999: p1) 2.2.5 Business Process Re-engineering Exercise to make innovative changes in business processes. (Jae Joel, 1999: p1) 2.2.6 Supply Chain Management Management of integration of functions, information and materials that flow across multiple firms (Jae Joel, 1999: p1) 2.3 Dr. Demings Theory of Management Dr. W. Edwards Deming an American management consultant also called the father of Quality Management gave blistering theory of quality management that influenced restoration of Japanese economy after World War II. Major Corporation in U.S. and other countries in 1980s, adopted his theory that focused â€Å"Joy in work†. Dr. Deming emphasised the need of inserting quality stress at each process, not by inspecting product or service, once it is completed. Dr. Deming was of view that problems or defects in product or services occur as a result of faulty management and not because of carelessness of workers. (Howard S. Gitlow, 2000: P2). 2.4 ISO Definitions of Quality ISO 9000:2000 standard defines quality â€Å"The ability of a set of intrinsic characteristics to satisfy requirements†. (Ray Bruce, 2001: P1). ISO 8402-94 standard explains quality as â€Å"The set of characteristics of an entity that give that entity the ability to satisfy expressed and implicit needs†. 2.5 Quality Types 2.5.1 External Quality External quality refers to the satisfaction of customers or clients. Organisations improve and maintain external quality by providing quality product and establishing customer loyalty. 2.5.2 Internal Quality Internal quality focuses improving companys internal operations. The purpose of improving internal quality is to limit the deficiencies in organisation production procedures and to maintain discipline. 2.6 Quality Management system 2.6.1 Quality Control ISO 9000:2000 states quality control as â€Å"part of quality management focused on fulfilling quality requirements† (Ray Bruce, 2001: P11). Quality control is all about supervision of workmanship associated with quality level of product by design. Quality control is practised by organisation to make sure that all actions during design and production are up to desired standards. Generally all members in organisation act like quality controller. 2.6.2 Quality Assurance Ray Bruce (2001: P11) Quality Assurance focused on providing confidence that requirements will be fulfilled (ISO 9000:2000). Quality assurance evaluates different disciplined approaches to monitor and evaluate projects so that standards can be met. QA assures that finished product is according to requirements given or desired by customers and mistakes should have eliminated. 2.6.3 Total Quality Management Total quality management is a concept of using quality methods and techniques to strategic advantage within organisations. Total quality management based on six concepts and are customers (internal and external), continuous improvement, control and preventive actions with leadership and management. (Chris Hakes, 1991: p11) Total quality management supports two key beliefs i.e. the quality is what customer says and it must be integrated in every function of business process. Total quality management can be broken down as follows: Total: that everyone in organisation is responsible to understand and is involved in customer satisfaction. Quality: ability of an organisation to fulfil internal or external customers satisfaction. Management: the leadership, infrastructure and resources that support employees. 2.6.3.1 Continuous Improvement Quality is never ending process and quality management system corresponds to continual improvement in procedures and functions of an organisation. In order to be globally competitive in todays modern manufacturing environment, companies are more focused towards reducing product development time, improve product quality, speeding delivery time to customer and controlling of any dysfunction. Below is graphical representation of true Quality Management System with continual improvement. 3 Methodology This document talks about quality management system, discuss strategic objectives of operations management and defines the implementation of quality audit /practice to manage and monitor quality to standards. The research in this document is reflection of secondary data and the most approached data is from following sources; SO Website Electronic documents i.e. Books, Journal Articles, and Research work. 4 Limitations Following limitations are observed while conducting research. Time Constraint 5 Analysis 5.1 My Understanding of Operations Management Many people think production means factories, equipment or machinery. But actually the field of production has expanded it scope to cover non-manufacturing or service oriented activities such as transportation, hotel management, banking and education and such broad scope has evolved new name called operations management (OM). Operations is a process by which goods or services are created and operations management deals with the management and decisions making related to production to ensure products and services corresponds to specification, in-time and with minimum costs. (Jae Joel, 1999: p2) 5.1.1 Operations Management Role The role of Operations management starts with high-level business plan with long and short term strategies on the basis of careful analysis of demand for product or service. Operation manage integrates production plans with control of material that interact with manufacturing and distribution of finished product or agreed service as required in the market. AutoSoft Dynamics (ASD) operations manager is responsible for defining business process and allocation of resources. Operations manager at ASD measures efficiency of production by analysing target performance in terms of time and resources. 5.2 Vocabulary of Strategy 5.2.1 Vision Vision is a concept that gives future projection. Vision should be relative to business and must be realistic, meaningful to organisation and attractive. Vision should give inspiration and motivation to people in organisation. 5.2.2 Mission Mintzberg (1994:11) defines mission as description of an organisations fundamental purpose in the form of services and products it provides in the society. Mission reflects scope of organisations strategy. 5.2.3 Objectives Objectives are pure outcomes of a mission statement. Strategic objectives should fulfil SMART criteria. SMART concept gives realistic approach to objectives and is as follows: 5.2.3.1 Specific Objectives should be very precise and should give clear understanding of vision and mission of an organisation. 5.2.3.2 Measurable Objective must compliance to possible indicators those can be calculated. 5.2.3.3 Achievable Objective must be set with the consideration of available resources. It must be consistent to capabilities and opportunities of an organisation. 5.2.3.4 Time Bounded There must be a time limit in achieving projected objectives and that time frame must be realistic. 5.3 Strategic Objectives Operations management role is very critical in success of every business. It is responsibility of operations management to design and improve business processes according to the missions and objectives developed by the organisation. if organisation is not able to achieve its targeted objective than their is a need to improve business processes carried out by the company. Strategic objective of ASD is to provide a to z solution in banking sector with latest reliable technology and error free applications. Operations manager at ASD regularly carries research with quality assurance team to improve performance of resources and procedures with continual modification of procedure documents. 5.4 Operations Strategies Operations strategy involves setting-up policies and procedures for using the resources required to produce product or service that facilities and support organisations long terms competitive strategies. Below are the four basic strategy issues, determined during analysis of operations strategies. 5.4.1 Cost Every market sector has a segment that buys products or use services available at low cost and for organisations to compete in this niche, it is very important, to be a low cost producer. Although, being a low cost producer does not guarantee success in profit and market share. But, as low cost products are typically commodities-like (Products available from different manufacturers with same or some variation in features) products, which customers cannot distinguish from one another and as a result, customer use cost as primary determinant for making purchase. However, this segment of market share is usually hold large influence and many companies get attracted by customers because of this single score. 5.4.2 Quality Quality is also a very critical and sensitive factor associated with operations strategies. Quality is usually divided into two phases i.e. process quality and product quality. I used sensitive word in preceding statement, why? The reason is quality standard of a product must be set carefully by analysing targeted market. For example, quality of bicycle produced for a child should have significant difference from that of bicycle for world class cyclist. The goal in establishing a quality strategy is to focus on the requirements of the customer. Overdesigned product with too much quality will prohibit customers buying intention because of its high cost and on other hand under-design product will lose customers to products that offer good quality with a little more cost. 5.4.3 Speed of Delivery Speed of delivery can be divided in to categories, market delivery and consumer delivery. Market delivery is directly proportional to the demand in market and must be analysed carefully because wrong stats may lead to decrease in market share and profit. Consumer delivery is another market niche and is considered very important in purchasing decision. Delivery time is the time required to reach to the customer and companies assume it as a competitive priority. But, less delivery time also allow companies to charge some extra cost. 5.4.4 Flexibility Flexibility in terms of strategy refers to a companys ability to shift or transforms its processes. Flexibility is of critical importance when it comes to absorb the change in customer requirement. If a company is not flexible enough to fulfil change triggered in market, company may lose its market share and may become obsolete. 5.5 Strategic Decisions Some Decisions are very important to an organisation, with consequences felt over many years. Other decisions are of less importance with consequences felt over a few days or may be a few hours. We can categories decisions as strategic, tactical and operational. Every organisation uses all levels of decisions, e.g. if an educational institutes focus to offer new range of post-graduate courses over a certain amount of time is strategic decisions, deciding which modules to offer under post-graduate course is tactical and deciding who will teach those contents is operational. But, philosophy of decisions varies between organisations. Decision making is not one go task neither one man show, its a process and usually is discussed, negotiated and agreed. Strategic decisions include: Setting-up organisational goals and policies Managing resources and controlling business Developing people in organisation Strategic decisions consider the overall aims of the organisation and are found in mission statement of the organisation, decides how business will achieve it objective and how business will contribute in market share and decides direction of each business function i.e. operations, marketing, HR and finance. 5.6 Business process Hammer and Champy (1993) define business process as â€Å"a collection of activities that takes one or more kinds of inputs and creates an output that is of value to the customer†. Business process producing goods are referred to as manufacturing process and process that deliver services are called as business workflow, service or administration process. Business process also represents a conceptual view of ay organisations way of work and resources. Autosoft Dynamics (ASD) is a software development company and major business process is to develop error free banking application. 5.6.1 Resources Organisation has to have enough resources to fulfil business process and external customer requirements. Personnel an organisation hires should be competent and trained for assigned jobs. Resources are not limited to humans require to accomplish a job; the other resources could be building / workspace, utilities, equipment / machinery, transportation system and communications system. 5.7 ASDs Business Process Workflow Workflow of a process defines the activities a business process will carry during production phase. Workflow examines necessary inputs gives detail process solution and expects a quality produce. AutoSoft Dynamicss business process takes requirement specification and resource feasibility document as input to the development of application. Then necessary research is carried out by allocated resources to ensure quality and reliability of proposed application. That research is then reviewed by operations manager, who then gives final recommendations. Software developer (Human resource) then develop application in chunks of modules and that module is passed to QA team who further inspects reliability and quality of that module and then finally that module is integrated to final application and this way business processes produce output. 5.7.1 Supportive Tools Systems AutoSoft Dynamics has introduced an application â€Å"Bug Tracker† which helps quality assurance team to post quality matter to development team. Development team then discuss that matter QA if further investigation is required or else fulfil QAs requirement and then application module is redelivered to QA team. Who gains verifies and conducts quality checks and then finally integrates to final application. 5.8 Quality Audit and Review For any QMS to be effective, regular audit and reviews must be carried out so that, adherence of actual functions to documented procedure could be make sure. The main purpose of audit should be to establish facts to improve quality not to find only defects and reviews must ensure that enhanced customer satisfaction is met. My analysis or recommendation to ASDs quality review is that the â€Å"Bug Tracker† application can be used as a review of quality work done by development and testing department. Based on reports developed by that application quality measures can be determined and better functions can be introduced. 5.9 Importance of Continuous Improvement For any organisation to develop and learn new techniques and to compete in this modern era, continuous improvement is a necessity. Beckharda (1969, p. 9) defines organisational improvement as, an effort, planned, organization-wide, and managed from the top, to increase organization effectiveness and health through planned interventions in the organizations processes, using behavioural-science knowledge. Managing change in organisation is all about defining and practicing of procedures and/or expertise to deal with changes in current business environment to develop and achieve organisational goals. Change management is an organized technique towards implementing change, either at individual level or an organizational level. Core aspects of change management are: Adapting to change Controlling change Effecting change By Moran and Brighton (2001) â€Å"The process of continually renewing an organizations direction, structure and capabilities to serve the ever changing needs of external and internal customers. Above explanation is very authentic evidence supporting importance of improvement in an organisation. My view point is that QMS is all about improving thing consistently. QMS ensures every possible improvement regardless of department or activity. QMS is not only designed to improve quality in production but, also to improve ethics, health safety and documentation necessary to carried out all early mentioned activities. My opinion is that QMS is the appealing contender in making an organisation achieving its objects and mission among others. 6 Evaluation I have evaluated that AutoSoft Dynamics is lacking unit testing environment that must be introduced within development environment. Because software module is passed to QA without unit testing or internal team testing and chances are always there that functional errors may exist. But, why there is a need of unit testing? Well, I have concluded that quality is all about improving all phases of a business process and efficient utilization of resource. Unable to perform internal testing is means, that QA first will focus functional errors and then will go for customer centric quality testing and, if there is a functional error even a minor mistake of calculation will again initiate a complete development process that will waste time and other precious resources. The other problem that i have discovered is QA team is lacking of effective testing plans and thats why unable to perform full functional test. 7 Recommendation In order to eliminate functional test and introducing internal team testing culture I have research and find out and effective application that can provide development team with an automated unit testing and effective testing plans to QA team. My recommendation is to introduce â€Å"QA Test† software developed to carry out rigorous tests must be used by development team. QA Test gives development centric improvement and enhancement options that could help development department better functionalize specific module before delivering it to Test department so that, functional bugs / errors can be removed before delivering to QA and customer centric requirement can be achieved in a timely fashion. 8 Feasibility Because of limited time and resources, I will not be able to provide a complete feasibility report but still I think my recommendation is feasible in terms of cost and time. Feasible in terms of cost is because usually development teams have a specialized person only to perform unit or internal team testing and is expensive resource. Although â€Å"QA Test† requires licence to be purchased but that is one time cost and can be used as per requirements Feasible in terms of time is that â€Å"QA Test† application gives much reliable automation testing and can be used to test different aspects of software module. With the use of this application unit testing can be carried out very easily at initial stage and functional errors can be removed and handled prior handing over to QA where more customer requirements are matched. 9 References AutoSoft Dynamics (2010). Available at https://www.autosoftdynamics.com. [Accessed: 22 April, 2010] Jay J. S. (2003). ISO 9001:2000 Quality Management Systems Design. Artech House Publishers (January 2003). ISBN: 1-58053-526-7 Beckford. J. (2002). Quality: A critical Introduction. 1st Routledge. ISBN: 0415259193 Howard S. G. (2000). Quality Management Systems: A Practical Guide. 1st ed. CRC Press. ISBN: 1574442619 Ray T., Bruce S.(2001). ISO 9000:2001 in Brief. Butterworth-Heinemann Ltd. ISBN: 0750648147 ISO (2005). Quality management systems Fundamentals and vocabulary. Available at https://www.iso.org/iso/catalogue_detail?csnumber=29280 [Accessed: 23 April, 2010] Jae S., Joel G. S. (1999). Operations Management. 1st Ed. ISBN: 0764105108 ISO (2007), International organization for standardization, available at: https://www.iso.org [Accessed: 24 April 2010] Chris H. (1991). Total Quality Management: The Key to Business Improvement. 1st Ed. Springer publishers. ISBN: 0412357305 Beckhard, R. (1969). Organization development: Strategies and models. Addison-Wesley. ISBN: 0201004488