Discern the legal realtionships between landlords and tenants Essay

Discern the legal realtionships between landlords and tenants - Essay Example States normally ask for notices when a tenant decides to evict, vacate, repair or lease violations/charges (Maillard, 2008). The aim of these requirements is to form written records of fees, requests and events associated with the property that might cater as evidence in a court of law. When a tenant or the person, who has rented the house, dies any funds owed between the landlord and the tenant has to be determined by the tenants estate. Estate matters are settled through probate. This refers to the legal or lawful procedure through which a dead persons property is settled, as well as transferred, to new owners (Maillard, 2008). The Landlord and Tenant probate laws differ in different states. Therefore, when such a case arises, it is essential to talk to a lawyer in your state when you need legal advice regarding rents when a tenant dies (Maillard, 2008). In this matter of Ann, Ted should refund Ann’s security to her designated representative. Even though, the rule of probate differs in almost every state, in the United Sates, this is the universal reference in case such a matter

Road Movies Analysis Research Paper Example | Topics and Well Written Essays - 1500 words

Road Movies Analysis - Research Paper Example The south-west was the protagonist’s home place responsible for discrimination, violence and racism. It was the place where the two drivers did not receive the best of treatments, experiencing attack and insults due to their long hair. The depictions of the African American poverty with the touch of modernity with the gas stations were later to indicate more to the story. The first terrain discussed above showed the nationalism that was being experienced already and the fight for those against it (Laderman, 179). Vagabond was the distinguishing film between the European and American road movie. It was the first depicting a woman on the road, the film does not put much emphasis on the drive but on the isolation, and lack of interest in being part of a home. Mona does not cross over borders or territories but rather circulates in the same place south of France. The camera shifts from Mona to other scenes such as the branches of trees alongside the road to creating a feeling of w hat will happen in future. The non-narrative escape from the road drifts induces coldness in the film. More attention is given to Mona’s body rather than the car she is travelling in. This is a major distinction between the European and American road movie. The sound techniques in the film are modern classic tracking the camera and only changes to focus on significant objects or sceneries (Laderman, 268). Stranger than paradise was an American Road movie was produced by Win Wenders when the activities of this genre were inactive. He established a film producing company named as Road movies. This particular film adopted a journey structure where the film characters taking a journey that stopped frequently by having long pauses in between the drive. The journey takes a therapeutic remedy. The first driving scene is staged with the camera being at the back of the seat of the car where Eddie and Willie are going to escape from the town. They are driving the windscreen is being us ed as a shield in which we can see them.

Death of a Salesman Essay Example for Free

Death of a Salesman Essay What techniques does Arthur Miller use to highlight the conflict between past and present in Death of a Salesman? How do these techniques also demonstrate his main themes? Death of a Salesman is set in a time when the capitalist system is changing. It is set in the late 1940s, not long after the Wall Street crash in 1929. Willy Loman is unable to adjust to these changes and therefore, there is conflict between the past, where his dreams were achievable, and the present, where he has fallen foul of the capitalist system and is no longer any use to the firm. These conflicts are personified in Willy, and Arthur Miller uses a number of techniques to highlight this. The techniques Miller uses represent Willys mind and they distinguish between past and present. These theatrical methods also help to demonstrate the main themes in Death of a Salesman. These theatrical methods include music, lighting, wall-lines, scenery, the use of leaves and also use of costumes. In my essay I plan to explain what each method conveys to the audience and show how Miller uses these methods effectively to highlight the conflicts. Music is used to highlight significant points and themes in the play. Also, the type of music sets the mood for a scene. It creates atmosphere and conveys to the audience the emotions of the characters. Also, silence can highlight a particular scene. The absence of music means that the audience focuses entirely on the conversation taking place. In Death of a Salesman, flute music is heard constantly throughout the duration of the play. It bridges the play, as it is heard both at the beginning and the end. The flute music evokes a faraway, idyllic world, representing the past. It also represents a contrast between Willy and his father. Willys father was a pioneer; he made flutes and sold his own products. Willy, on the other hand, has to sell other peoples goods to make a living. A good example of music being used to set the scene is at the beginning of the restaurant scene. The lights have blacked out signifying the end of the previous scene Suddenly rollicking music is heard. This is setting the mood of the scene for the audience. It shows that the atmosphere is happy and lively. This is to show the mood of the present time. It is a contrast to the past. By having rollicking music, Miller is highlighting this contrast. This links to the theme of Happy and shows more of an insight into his character. Happy has chosen this restaurant and it shows the kind of life he lives, and this is a contrast to Willy.

A perspective on charity in the gospel of wealth a book by andrew carnegie Essay Example for Free

A perspective on charity in the gospel of wealth a book by andrew carnegie Essay Andrew Carnegie, who wrote The Gospel of Wealth, had a particular view on how society should correctly work. He believed that with the wealth of millionaires, that he could recreate society to think of the rich as â€Å"trustees† to provide money to the poor. Carnegie gave away most of his capital to projects he thought that benefitted the community. He built over 2,500 libraries, endowed many parks, and he even gave money to universities and other foundations he thought would â€Å"improve the race. †Ã‚   Although I respect what Carnegie did for our culture, if I were a billionaire, I would pay more attention to the dire needs of the poor because I believe that this kind of giving contributes more to the common good. Within the first few paragraphs of The Gospel of Wealth, Carnegie summarizes that throughout time, things have been revolutionized for the better and have created a better community for the world, but the problem seems to be the proper administration of capital, so that the ties between the rich and poor can continue in a balanced manner. Because of the wealth administration problem, the gap that has been made between the rich and poor has created a lot of tension between the two classes. Carnegie noticed, â€Å"The contrast between the palace of the millionaire and the cottage of the laborer with us to-day measures the change which has come with civilization† (486). While we humans owe the progress of material conditions to manufacturing and improvements, it has created a market for competition. From competition, inequality rises and Carnegie believes only talented men can rise above everyone else and make more capital. However, men who have the talent to make large amounts o f money can be the benefactors of society. This is where Carnegie notes that if they have a lot of money they don’t know what to do with, it can be used for the well-being of the race. Carnegie’s main focus was to solve the problem of how to administer money for the common good. He believed in helping mankind progress through philanthropy. Carnegie thought of three ways to distribute his surplus money: â€Å" It can be left to the families of the descendants, or it can be bequeathed for public purposes; or, finally, it can be administered during their lives by its possessors† (489). The amount of poverty in the world is constantly on the rise. While communism was all for equality, it wanted to change human nature. However, Carnegie believed, â€Å" It is criminal to waste our energies in endeavoring to uproot when all we can profitably or possibly accomplish is to bend the universal tree of humanity a little in the direction most favorable to the production of good fruit under existing circumstances† (489). With almost unlimited wealth, Carnegie can be seen as generous because he built many libraries. However, the conditions he created for his workers were not ideal. In an article, Was Andrew Carnegie Generous? written by Daniel Putman, Carnegie is criticized as not being fair to his workers, but his help among the world outweighs his worker’s conditions. For example, Putman states, â€Å"Utilitarians may well rejoice at the results of what Andrew Carnegie did and it is quite likely that the good he did over time outweighs what his workers had to experience. But Carnegies generosity is tempered not by his lack of genuine motivation, nor by his attitude toward workers, but by the very specific fact that much of what he gave away was not his to give†. In fact, Carnegie’s wealth was only capable for him to achieve before the Roosevelt/Wilson reforms. While Carnegie had dreams of creating a better society and providing culture to all, his confidence in poor people was slim and he once said, â€Å"the man of wealth thus becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves† (493). I agree with Carnegie’s basic idea to create a better society by administering wealth among everyone, but I believe the money should be distributed to poorer people and their needs. For example, I would imitate many billionaires such as Warren Buffett, Bill Gates and Melinda Gates, have paired up within the past few years to give away half of their fortunes to charitable causes either during their lifetimes or in their will. If I had their money, I would consider doing the same thing they are doing: The Giving Pledge (created by the three billionaires mentioned above), has helped with n umerous amounts of issues that plague today’s world. They have worked with providing vaccines, schools and even hospitals to those in South Africa who cannot afford to provide those things to their families. Another example of a charity I would donate to is ‘GiveDirectly’. The point of this charity is to give money to poor people in Kenya with no strings attached. It’s a simple charity because it’s economics 101: poor people will know what they need and if they’re given the money for it, they will most likely go out and buy it. This is an example of how when poor people are given a little help, they are most likely going to succeed by using that money as an investment in themselves. Heifer International is also another example of charity that I would donate too. In African countries, Heifer gives animals to poor families so they provide food and reliable income. They can collect dairy products such as milk, eggs and honey which can be traded or sold at a market. This sustainable income allows for families to build schools, agricultural opportunities and forms a community saving that funds small businesses. Although one can appreciate what Carnegie has done for the world by building libraries and such, he did not address providing needs for poor people other than if he gave them money, they would most likely not use it to leverage themselves in society. In today’s world, Carnegie’s ideas might look generous on paper, but there are other direct issues that need to be dealt with harshly. Many millionaires have pledged or have already spent billions in trying to provide basic needs to poor people of almost every country by building schools and providing medical assistance. Other charities have given the resources needed to help poor people. These charities allow open doors for individuals and communities who are struggling to get their foot in the door to help themselves. Charity is a just a small lending hand that gives poor people leverage as well as creating new opportunities that contribute to the common good. Works Cited Carnegie, Andrew. The Gospel of Wealth. A World of Ideas: Essential Readings for College   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Writers. Ed.   Lee A. Jacobus. Boston: Bedford, 2013. 485-495.   Print. Putman, D. (2010).   WAS ANDREW CARNEGIE GENEROUS? THING, 9(26), 91-98. â€Å"World Hunger and Poverty Heifer Mission.† World Hunger and Poverty Heifer Mission. Np., n.d. Web. 12 May 2016.

Rush Limbaugh :: essays research papers

Rush Limbaugh   Ã‚  Ã‚  Ã‚  Ã‚  Rush Limbaugh has done much more than just change the style of talk radio, he has become somewhat of a political leader for many Americans. He has been the type of spokesman many people have been looking for. â€Å"Why am I being called the most dangerous man in America?† Limbaugh asks his listeners. â€Å" Because I am right, and I enjoy being right.† (June 3, 1995, The Philadelphia Inquirer) Rush has caused people to change their views of the country and it's political leaders. He's had many things that have built him up to the â€Å" political preacher† you see today. Rush's early life, his major accomplishments, and his personal life are just a few of the characteristics that make Rush the leader he is today.   Ã‚  Ã‚  Ã‚  Ã‚  Rush's early life affected who he is today in many ways. Limbaugh comes from Cape Girardeau, Missouri, were he was born on Jan. 12, 1951. Rush, or Rusty as he was called as a kid, was a chubby, insecure youth who craved but rarely received the approval of his father, writes Paul Colford, author of â€Å" The Rush Limbaugh Story†. â€Å"Rush got his first job as a shoeshine boy at the age of 13.† (People 7-24-95 pgs. 166-168) At the age of 16, serving as a disc jockey, Rush got his first taste of radio. From there, Rusty began to work at several different stations, none of which were getting him anywhere. During one of his first radio jobs Rush went by the name Jeff Christie while working for KQV in Pittsburgh. He was fired by a man named Jim Carnegie, who now says that he was instructed to fire him, but as soon as Jim got his next job, he hired Rush again. At the age of 28 Rush took a job organizing community events for the Kansas City Royals. This paid him $18,000 a year. Rush spent five unfulfilling years with the Royals. â€Å"No fault of people at the Royals,† Limbaugh told Talkers, a radio-industry magazine several years ago. â€Å"I was just doing the wrong thing.† (June 3, 1995, The Philadelphia Inquirer) In 1983 Limbaugh decided to try radio again. By 1984 he was working as a talk-show host for a station in Sacramento California. This is were he was encouraged to speak his mind, and form the style he has today.   Ã‚  Ã‚  Ã‚  Ã‚  Rush Limbaugh has had many great accomplishments through his life as well. â€Å"Rush is viewed as having single-handedly saved AM radio, and I don't think that is an unfair characterization,† says Dave Rimmer, former WWDB-FM program director, who added Limbaugh to the station's lineup three years ago.

Jake Barnes as Hemingway Code Hero in The Sun Also Rises Essays

Jake Barnes as Hemingway Code Hero in The Sun Also Rises      Ã‚  Ã‚   The portrayal of heroism is an essential aspect of literature, and every writer delineates his heroes through their ability to triumph over adversity. Ernest Hemingway (1899-1961) consistently defined and distinguished his heroes through an echoing set of characteristics that form a characteristic "Hemingway Code Hero." A Code Hero is one that distinguishes himself by his ability to demonstrate grace under pressure, to adhere to a strong set of personal values and, most importantly, to live life to the fullest. In Hemingway's first novel, The Sun Also Rises (1926), the protagonist Jakes Barnes serves as a controversial example of a Code Hero. Jake fits into the category of a Hemingway Code Hero because he embodies the most significant characteristics of a quintessential Code Hero: he demonstrates his manhood through the ability to endure pain with dignity, he imposes order upon his chaotic world through personal values, and he attempts to enjoy the simple pleasures of life to add meaning to his existence.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hemingway characterized the Code Hero as "a man who lives correctly, following the ideals of honor, courage, and endurance in a world that is sometimes chaotic, often stressful, and always painful" (Dwiggins). The most essential characteristic of a Code Hero is the capacity to exemplify grace under pressure, and Hemingway continually placed his characters into unfortunate, and often tragic, situations to test their ability to survive. Hemingway's primary focus was therefore on the strained individual and his response to adversity. ... ... code, and to embrace every opportunity to its full potential are the vital characteristics that typify a Code Hero. Jake Barnes in The Sun Also Rises relentlessly strives to set the societal standard through his stoicism, morality, and action; therefore, his exemplification of these qualities characterizes him as a true Hemingway Code Hero.    Works Cited    Dahiya, Dr. Bhim S. The Hero in Hemingway. New Delhi: Bahri Publications, 1978.    Dwiggins, Mary. "Characteristics of Hemingway's Code Hero." 22 Jan. 2001. Millikin University. 5 Jul. 2003. <http://faculty.millikin.edu/~mdwiggins/code_hero.htm>.    Gurko, Leo. Ernest Hemingway and the Pursuit of Heroism. New York: Thomas Y. Crowell Company, 1968.    Hemingway, Ernest. The Sun Also Rises. New York: Simon & Schuster, 1926.   

Drugs and Alcohol in the Adolescent Years Essay -- Influence Teenagers

Drugs and Alcohol in the Adolescent Years The years of adolescence are a very important time for both young girls and boys to make decisions that will essentially have the power to shape their lives. In life there are conflicts to be overcome from both the â€Å"evil† social world and also a young girl’s vulnerability can cause problems. Both have a huge impact on decisions she will make. Drugs and alcohol are both issues that almost any young person in today’s society is going to come into contact with. Then there is the issues of making decisions about how these substances will affect their life. It is interesting to study and compare the drug use among different ethnic groups as well as how the culture that one is brought up in has a big part in how they will respond to the same issues. This leads right into my paper topic which is girls growing up on the border. This is a completely different lifestyle as well as upbringing for these girls that are living so close to the Mexico. Drugs and alcohol are everywhere and are most likely intertwined into each of our lives in some way. For this reason it is apparent how likely it is that adolescents are exposed to these substances very often if not daily. Recent surveys that have been done, in particular the Ontario Health Survey, 1990, shows that initiation to drugs begins as early as 12 years old in an adolescents life. Twelve years old is considered the risk period for alcohol and tobacco and this phase does not end until about age 22. A sample of 4,364 people from this same study was on people from the ages of 15 to 35. Results showed that the major risk age for initiating with either alcohol, marijuana, or tobacco is over by age 22. Once again it is sh... ... are white or Mexican and live on the border or not. Works Cited: Leverton, Kate. Personal Interview. 25 March 1999. Phipher, Mary. Reviving Ophelia: Saving the Selves of Adolescent Girls. New York, NY. G.P. Putnam Sons, 1994. DeWitt, David J; Offord David R. "Patterns of Onset and Cessation of Drug Use Over the Early Part of the Life Course." Young Adults-Drug Use- Ontario-Drug Abuse-Ontario -Drinking Alcohol icges-Ontario. Vol.24, pg. 746, 13p. Holck Susan E., M.D., Warren Charles W. Ph.D, Smith Jack M.S., Rochat Roger M.D., "Alcohol Consumption Among Mexican American and Anglo Women; Results of a Survey Along the U.S.- Mexican Border." Vol. 45: Pg. 149-154, 1984. Dassori Abana M., Neff James A., Hoppe K, Sue. "Ethnic and Gender Differences in the Diagnostic Profiles of Substance Abusers." Vol 15, Aug. 1993, pgs. 382-390.

A Comparison of Escape in Madam Bovary and Anna Karenina :: comparison compare contrast essays

Escape in Madam Bovary  and Anna Karenina    Reading provides an escape for people from the ordinariness of everyday life. Madame Bovary and Anna Karenina, dissatisfied with their lives pursued their dreams of ecstasy and love through reading. At the beginning of both novels Anna Karenina and Emma Bovary made active decisions about their future although these decisions were not always rational. As their lives started to disintegrate Emma and Anna sought to live out their dreams and fantasies through reading. Reading served as morphine allowing them to escape the pain of everyday life, but reading like morphine closed them off from the rest of the world preventing them from making rational decisions. It was Anna and Emma's loss of reasoning and isolation that propelled them toward their downfall.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Emma at the beginning of the novel was someone who made active decisions about what she wanted. She saw herself as the master of her destiny. Her affair with Rudolphe was made after her decision to live out her fantasies and escape the ordinariness of her life and her marriage to Charles. Emma's active decisions though were based increasingly as the novel progresses on her fantasies. The lechery to which she falls victim is a product of the debilitating adventures her mind takes. These adventures are feed by the novels that she reads.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   They were filled with love affairs, lovers, mistresses, persecuted ladies fainting in lonely country houses, postriders killed at every relay, horses ridden to death on every page, dark forests, palpitating hearts, vows, sobs, tears and kisses, skiffs in the moonlight, nightingales in thickets, and gentlemen brave as lions gentle as lambs, virtuous as none really is, and always ready to shed floods of tears.(Flaubert 31.)      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Emma's already impaired reasoning and disappointing marriage to Charles caused Emma to withdraw into reading books, she fashioning herself a life based not in reality but in fantasy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Anna Karenina at the begging of Tolstoy's novel was a bright and energetic women. When Tolstoy first introduces us to Anna she appears as the paragon of virtue, a women in charge of her own destiny.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   He felt that he had to have another look at her- not because A Comparison of Escape in Madam Bovary and Anna Karenina :: comparison compare contrast essays Escape in Madam Bovary  and Anna Karenina    Reading provides an escape for people from the ordinariness of everyday life. Madame Bovary and Anna Karenina, dissatisfied with their lives pursued their dreams of ecstasy and love through reading. At the beginning of both novels Anna Karenina and Emma Bovary made active decisions about their future although these decisions were not always rational. As their lives started to disintegrate Emma and Anna sought to live out their dreams and fantasies through reading. Reading served as morphine allowing them to escape the pain of everyday life, but reading like morphine closed them off from the rest of the world preventing them from making rational decisions. It was Anna and Emma's loss of reasoning and isolation that propelled them toward their downfall.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Emma at the beginning of the novel was someone who made active decisions about what she wanted. She saw herself as the master of her destiny. Her affair with Rudolphe was made after her decision to live out her fantasies and escape the ordinariness of her life and her marriage to Charles. Emma's active decisions though were based increasingly as the novel progresses on her fantasies. The lechery to which she falls victim is a product of the debilitating adventures her mind takes. These adventures are feed by the novels that she reads.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   They were filled with love affairs, lovers, mistresses, persecuted ladies fainting in lonely country houses, postriders killed at every relay, horses ridden to death on every page, dark forests, palpitating hearts, vows, sobs, tears and kisses, skiffs in the moonlight, nightingales in thickets, and gentlemen brave as lions gentle as lambs, virtuous as none really is, and always ready to shed floods of tears.(Flaubert 31.)      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Emma's already impaired reasoning and disappointing marriage to Charles caused Emma to withdraw into reading books, she fashioning herself a life based not in reality but in fantasy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Anna Karenina at the begging of Tolstoy's novel was a bright and energetic women. When Tolstoy first introduces us to Anna she appears as the paragon of virtue, a women in charge of her own destiny.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   He felt that he had to have another look at her- not because

60’s Fashion Research Paper

Michele Figueroa 04-07-11 Research In the 1960’s there were several types of fashion types like: the Mods, the rockers, the oh-so-famous hippies,-the futuristic space age-ers, the school girl baby dolls, the â€Å"Chanel† wearers , and of course the optical art dressers! So as you can see there are LOTS of fashion types that started in the 60’s. Even some looks we still use today, only slightly modified. To help you better understand the styles of the 160’s, I will break down each type of style for you. The Mods dressed in a minimalist themed type style. They seemed to believe in the motto â€Å"less is more†. On a regular basis their dress code consisted of: polo shirts, drainpipe trousers, turtleneck sweaters/shirts, and suede shoes. A very big designer for the Mods was Mary Quaint. Enough about the Mods though, let’s go into the Rockers! Rockers were considered the â€Å"cool kids. † They enjoyed wearing studded leather jackets, jeans and winklepickers. Winklepickers are pointy leather shoes with metal buckles on them. Now onto the next style, The Babydoll/school girl look. This is the look that we call the current â€Å"girly-girl† look. The Babydoll look is made up of long-waisted pinafore dresses with belts at hip level, pleated or flared skirts that stopped at the mid thigh, thigh high mini-dresses that were made out of sheer fabrics. The mini-dresses were usually paired with a maxi-coat and mid-calf boots. Many people tried to take credit for the Babydoll look but the true creator of this look was Andre Courreges. Another one of Andre Courreges’s famous styles was the space age fad! This look was created out of :glittery catsuits, astronaut helmets ,space-like colored dresses, coats, and suits. And no we go from astronaut helmets to pillbox hats. That’s right the famous Coco Chanel who started the gilt chained handbag that was and still is popular ! Coco Chanel is the designer who influenced several old stars fashion taste. For example former first lady, Jackie Kennedy! Coco’s most famous pieces were her knee-length skirts, square toed pumps, chunky pearl necklaces, collarless cardigans, pillbox hats , and her betron hats. Her outfits were mostly worn to events like office and cocktail parties . Now so far I have been mostly explaining the styles of the 1960’s women but fear not for I will now tell about them 1960’s men’s styles! In the 1960’s the absolute biggest men’s style icon were The Beatles. The â€Å"4 apostles† made a huge impact on men with their tight-fitting trouser sand famous signature jackets! The Beatles fashion trends led to style fads like paisley suits, Hip-hugging pants, and rainbow colored shirts. Now here is a style that went pretty much world famous that originated in the 1960’s†¦. The Hippy style! Hippies were big on what the did but we known just as well as for what they dressed in. The Hippies dressed in very loose fitting clothes. Hippy girls wore shawls, peasant blouses, long skirts (all of which had to be bright colorful patters)Hippy boys wore mostly bell bottoms, paisley and flower print clothes, and ethic clothing. Oddly enough sometimes hippies went shirtless and painted their bodies to adorn themselves with bright designs and flowers and to them the wilder the design the better! So now we have come to an end, you can go out and tell the world that you are officially an expert in 1960’s style! J

Successful Leadership Leads to a Successful Business

Quality of leadership has become a major focus of almost every business in America today. Extensive research and analysis of this aspect of management has led to many insightful books on effective leadership. One such book is C. A. O†Conner†s Successful Leadership. O†Conner discusses this complicated subject by breaking it up into seven major areas. These areas are developing awareness, understanding people, power and authority, communication, decision making, creating a vision, and taking charge. Through these seven areas, O†Conner gives valuable skills in becoming an effective leader. Before an individual can begin incorporating the seven major areas of leadership he must first learn followership. Through following, he realizes not only the importance of a leader that looks after the needs of his supporters, but also the need for supporters that contribute to the leader†s success. In any group or team where leadership is present, these two aspects are complimentary. Like wise, the skills of leadership and followership are also complimentary. An individual cannot develop his leadership skills without having developed his followership skills first. Followers learn the importance that teamwork, cohesiveness, and subordination have in the accomplishment of goals. Additionally, when an individual does obtain a leadership position, the experience he gains in following provides a basis to make better decisions. The first major area of leadership is developing self-awareness. In developing self-awareness, one must first obtain the assessment of others. A major source of this assessment is feedback. Careful attention to attitudes, comments and performance of subordinates offer great insight into the effectiveness of a leader. Listening to thoughts and opinions of fellow leaders is another major source. Honesty is the key to both sources of information in that the individual must not disregard negative aspects of his own leadership qualities. He must realize his own faults and shortcomings. The second step in self-awareness is to create a features list. A features list is done by the leader himself and is made up of at least five good leadership traits and at least five bad ones. A leader†s inability to come up with five or more traits in either category means a severe lack of self-awareness. The purpose of the features list is to keep the leader aware of his own qualities. As the individual develops as a leader, he should continuously create new features lists to ensure his own self-awareness. Once the individual has accurately assessed his own qualities, it is then time to implement improvements. A plan of action is the basis of this implementation. The plan should include creating a list of goals that enhance good qualities and make changes to bad ones. The leader must then make strides in realizing these goals. Like the features list, the individual†s plan of action should change as he develops as a leader. The next area of leadership is understanding people. It is essential that a leader understand that each of his subordinates is different, with different drives, dreams, and ambitions. To â€Å"classify† subordinates into a particular group is to deprive them of their individuality and ignore their particular needs. Understanding each subordinate†s needs is the key to motivating them. In assessing the needs of subordinates, a leader must be able to recognize what level each individual is on in Maslow†s hierarchy of needs. The hierarchy of needs is divided into five levels: the need for food, clothing, and shelter; personal safety and a source of income; family, friends, and caring relationships; self-confidence, creativity and individual achievement; meaning and purpose. In determining the level at which an individual is on, the leader can then help that individual in ascending to the next. The outcome is improved performance on the part of the worker. While this is not the only form of motivating people, it is the most effective in long term motivation. Put more practically, a leader can motivate an individual†s performance not only by explaining the advantages to the company, but also the advantages to that individual†s job security and advancement. By nature, humans seek to attain a better quality of life. For this reason, another effective form of motivation is rewarding. Individuals pay attention to doing a job well when they have personal interests as a result of the outcome. The job becomes beneficial to their own profits and not just the company†s. Balancing the use of rewards is very important. Too many offers of rewards result in disappointment and lack of motivation when one is not offered. Leaders must realize that rewards are only temporary forms of motivation that are not successful in long term leadership. The difficult task of managing power and authority is the third area of successful leadership. While understanding the authority of his position, a leader must also be open to the thoughts and ideas of his subordinates. Disregard for opinions is a sign of a weak leader who is afraid of being undermined and therefor hides behind his power. Leaders express leadership through three basic leadership styles: democratic, autocratic, and permissive. The democratic style of leadership is based on a mutual respect and treating everyone equal, regardless of seniority or position. The leader still maintains authority, but others are able to be active participants in finding solutions to problems. Autocratic leadership provides a strong, undisputed style of leadership that is effective when dealing with controversial issues. While clearly defining goals and expectations, the autocratic style of leadership often results in a leader overpowering subordinates which leads to dissension. The permissive style of leadership is described as being a weak attempt at democratic leadership. Subordinates whose leaders have adopted this style of leadership end up with poor coordination, direction, and guidance. In delegating particular tasks, effective leaders will follow a basic format of assignment. Rather then just handing a subordinate a task with the words â€Å"do this† attached to it, a good leader will define the task, discussing in detail the aspects of it, show why it is important and clearly state any expectations. In doing this the worker has a personal commitment and clear understanding of the importance of the task. Finally, the leader will evaluate and discuss the results of the task with that worker, providing feedback for that worker to improve himself. One of the most vital areas in successful leadership is communication. The most basic form of communication is listening and speaking. This involves not only the exchange of spoken words, but also close attention to body language and tone. This attention allows good listeners to sort of â€Å"read between the words† and fully understand the speaker†s message. Effective speakers take time to prepare what they intend to say, giving careful thought to what it is they are attempting to convey. There are five main features to effective communication. These features are often referred to as social skills. The first involves having a purpose for communication. This aids in guiding the exchange of information and avoids useless or irrelevant communication. The next feature is a clear and logical exchange with directness and confidence. The third feature is appropriateness. The presentation of the information must match the needs of the situation. In other words, choosing the format of delivery (i. e. mail, telephone, person-to-person interaction, etc. that is appropriate to the nature of the information. The forth feature is control. The leader must be able to exhibit self-discipline and restrain from over communicating. An example of this is allowing subordinates to learn tasks without intervention, creating an effective learning environment for the worker and not a micro-managed one. The last feature of communication is the ability to learn. Even the best communicators have room for improvement. Leaders must never be satisfied in their communication skills and continuously make efforts to improve them. Decision making is the next area of successful leadership. Leaders can be forced to make several decisions at the same time, making them to prioritize these decisions based on two criteria: future importance and current urgency. Future importance refers to the long term decisions that may seem insignificant presently, but will greatly impact the company in the long run. Making future importance decisions usually requires a great deal of analysis and planning. Current urgency decisions may seem extremely important at the time, but in actuality are not terribly relevant to the success of the company. In either case, future importance or current urgent, an effective leader makes these decisions with confidence and concern for his subordinates. The complications of decision making can often be made easier through good goal setting. In setting a challenging yet attainable goal, the leader gives solid direction to his department and sets clear objectives. From there, many decisions can be based on whether or not the consequences will help in realizing these goals. These goals offer basic guidance, eliminating irrelevant options. Even with the establishment of goals to guide in decision making, tackling a major decision can be very difficult. It is best for the leader to approach these decisions methodically, using a systematic approach of dealing with it. First the leader must establish what the primary and secondary requirements of the decision are and prioritize them. From there, he begins to consider every possible solution and tries to find new ones. Finally, through assessment of the first two steps, the leader chooses the best alternative based what he has come up with. This process can be used by the individual leader or be opened up for use of the entire workgroup in a more democratic leadership environment. The next area in successful leadership is creating a vision. A vision is an ultimate goal, usually rather universal, that gives overall direction to the company and its employees. The result is unified action that steers generally in the same direction. It is the difficult task of a leader to create and maintain this vision as a guiding light in day to day decisions. He must be aware of the sometimes ever changing â€Å"big picture† as seen by the interests of the company and ensure that the vision is in line with that picture. The final area in successful leadership is taking charge. This involves utilizing all of the first six steps and fully applying them to personal leadership development. It also emphasizes the importance of taking charge of leadership qualities that are already there and maximizing their potential. The leader must draw on experience to guide in decisions on how to lead. People are not born leaders. They become leaders through implementing these seven areas into their lives. A good leader must be able to fail and bounce back, learn from experience, and admit their own limitations. This along with a desire to learn and a drive to complete goals create the leader.

american and french revolution essays

american and french revolution essays The American and French Revolutions were largely based on the same ideals and principals. With further investigation into the purpose and outcome of these two late eighteenth century revolutions many more comparisons and contrasts become apparent. These include how both revolutions were based on financial crisis as a result of prior wars and the philosophies of the period of enlightenment. Another, what was the real goal of each revolution? They differed quite substantially. After the respective revolutions ended the new state of the countries quite differed, one became a dictatorship while the other a democracy. These facts help give insight to how these two revolutions were related to one another. To understand these two revolutions in greater detail it is important to firstly understand their origins. During the eighteenth century philosophers such as John Locke (d. 1704), Jean-Jacque Rousseau (d.1778), Voltaire (d.1778), and Montesquieu (d.1755) perpetuated a period of enlightenment. This period is commonly noted for the intellectual movement in Western Europe that emphasized reason and science in philosophy and in the study of human culture and the natural world. Financial burden became one of the foundations for both of the revolutions. The thirteen colonies had been dealt responsibility for portions of the financial debt incurred by the British government during the French and Indian Wars (1754-1763), which merged with the Seven Years War (1756-1763). As a result of this large accumulation of debt the British Parliament introduced legislation to collect taxes in order to repay the debts. Acts such as the Tea Act, Stamp Act, and Sugar Act were introduced with great opposition from the colonies. Similarly, in 1774 King Louis XVI took the throne of France. With the assistance of his new controller general of finance he instituted a lassiez faire approach to economic growth. After much displease of Turgot ...

Barnum Brown the Famous Paleontologist

Barnum Brown the Famous Paleontologist Barnum Brown Born/Died 1873-1963 Nationality American Dinosaurs Named Ankylosaurus, Corythosaurus, Leptoceratops, Saurolophus About Barnum Brown Named after, but not related to, P.T. Barnum (of traveling circus fame), Barnum Brown had a flamboyant personality to match. For much of his long life, Brown was the chief fossil hunter for the American Museum of Natural History in New York, and he participated in a huge number of digs, including one that unearthed the very first Tyrannosaurus Rex skeleton in southeastern Montana (Brown, unfortunately, didn’t get to name his find; that honor went to museum president Henry Osborn). Despite the large number of fossil finds to his credit, mostly in Montana and Canadas Alberta province, Brown is remembered more as an energetic, tireless, well-traveled digger than as a published paleontologist (though he did write some influential papers). His techniques seem to have matched his personality: in the early 20th century, his preferred method for finding fossils was to blow up huge tracts of land with dynamite, scour the rubble for bones, and cart the resulting finds back to base camp on horse-drawn carriages. Befitting his name, Barnum Brown had his share of eccentricities, many of them recounted in a memoir published by his wife, I Married a Dinosaur. For publicity purposes, he insisted on being photographed at his fossil digs wearing an oversized fur coat, and he claimed to work as an intelligence asset for the U.S. government during World War I and World War II and as a corporate spy for various oil companies during his trips abroad. He was referred to by his closest friends as Mr. Bones.

Liz Claiborne Inc. and its Portfolio of Brands

Liz Claiborne Inc. and its Portfolio of Brands Driving Forces: Liz Claiborne, Inc. Liz Claiborne is a name popular in the apparel and fashion business. The brand speaks for itself. Its growth has been unprecedented that can be attributed to several factors. The firm has a different type of business strategy: it manufactures products through subcontracting companies throughout the world. Claiborne’s managers occupy two buildings in New York while their workers are working in factories in more than thirty countries worldwide. But there is more to this that has attributed to the firm’s successes in the past.Advertising We will write a custom report sample on Liz Claiborne Inc. and its Portfolio of Brands specifically for you for only $16.05 $11/page Learn More During World War II, Liz Claiborne fled the Nazis to study art and to start a career in the apparel and fashion industry. Her special design was for the American working women so they could have an alternative to the traditional dark tai lored suits. She introduced a classic style for women that would last for years with a price that is not exorbitant. (Siggelkow 55) Liz Claiborne had the urge and the motivation. While working in a company that manufactured sportswear, she thought she could do more. It was not only sportswear that she had in mind, it was something formal that the ordinary American woman could wear, be comfortable of her clothing and be proud about it. She worked for her dream, i.e. to make a powerful brand that would empower the working, professional women who are left with no other choice but to wear the traditional dresses not fit for the modern American woman. An initial driving force of Liz Claiborne was the emerging demographic at the time she founded her company; this was the working women of America. In 1960, there was an estimated 21.9 million American women working in different industries. This was an ever growing working class because by the 1990s, it grew to 53.5 million, an equivalent of 45 percent of the working class of America. (Siggelkow 54) Ms. Claiborne had noted the lack of choice the working American woman had at that time when it came to career clothing. The young Liz was then a designer of women’s sportswear in a company known as ‘Youth Guild’. She knew that the market segment of the working American women was growing and that she had to grab the opportunity because she felt she had a role to play with respect to fashion and apparel for American women. When ‘Youth Guild’ closed down, Ms. Claiborne saw a greater opportunity.Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Along with her husband Arthur Ortenberg, who was also involved in the apparel industry as a consultant, Liz Claiborne opened up a company to design apparel for the professional women of America. (Siggelkow 54) She wanted to save the American women from being too traditional through their clothing and formal wear. She knew she could do something. By her creative design and experience she started the Liz Claiborne Lines, providing the women of her time a casual but unique American wear. Claiborne products also include fragrance products. Now, Liz Claiborne brands are for high-end fashion apparel that includes the moderate fashion apparel for women of all ages and nationalities. Claiborne’s strategy all through the years has been subcontracting. Her style was to go to different countries, particularly in Asia, provide workshops and do presentations for her new designs and fashion, then go back to her headquarters in New York. The companies she worked with knew her strategy and so they offered their expertise for her designs. (Siggelkow 55) Liz Claiborne is a global organization. It is global not only in the sense that it operates internationally but also it is working under certain circumstances, and this includes the structure, th e motivation, the market, and so forth. In the age of globalization and high-technology, Liz Claiborne’s strategy has become effective. Distance is no longer a problem because of the popularity of the Internet. Claiborne’s designers and managers do not need to go to other countries to demonstrate and instruct their subcontracting companies on how to follow their designs. They can use the Internet and teleconferencing to do it. It can use screen-based activities. Features of the Internet provide interactive methods or networks. There are many opportunities and realities the world has offered because of globalization. Transportation has been revolutionized allowing people to travel faster than the speed of sound. Technology is the powerful force that now drives the world toward a converging commonality. Outsourcing has become a trend in the age of globalization. With countries like China and India and the rest of the Asian countries now offering cheap labor, global firms can outsource their production that are labor-intensive. Global companies can utilize the services of outsourcing companies which offer cheap labor. Their costs are relatively low. Liz Claiborne has tapped the emerging market and the cheap labor that could also facilitate an effective supply chain.Advertising We will write a custom report sample on Liz Claiborne Inc. and its Portfolio of Brands specifically for you for only $16.05 $11/page Learn More This is what the firm has been doing. In the beginning, Liz Claiborne and her husband would personally go to Asian countries, particularly Taiwan and Hong Kong, to demonstrate and instruct the employees of subcontracting companies on their designs. But this is now easily done. There is no need of personally going to those places where subcontracting is being done. The Internet and teleconferencing can provide the necessary tool for two parties to interact and communicate. Globalization has become phenomenal du e to the high-technology tools that have sprung these past decades. ‘We have become globalized’ means we can now connect and conduct business with the rest of the world so easily. With just a computer with internet connection, we can connect with anyone around the world that has an Internet connection. Any sort of business can be benefited with Internet applications. ‘Globalization is happening, faster and faster. But it is far from complete, and far from inevitable. Globalization can disrupt, but it can also empower. What does it all mean, for real people in the real workaday world?’ (Larsson 3) Advancement made in communication and the internet makes it very easy to connect with people in the other side of the globe. The global age is here and will continue to dominate man’s activities – businesses for that matter – for many years ahead, centuries perhaps, with more and more industries emerging everyday as a result of new tools, innov ations, and inventions made by man. Because of these advances, changes, innovations, or development, and new industries are formed. Liz Claiborne has international-based brands. These brands are for retail outlets but they also have MEXX, which has become an international name. They have partnered brands which are for men and women. Liz Claiborne brands also include Dana Buchman, Kensie, Monet, and many more. But the strategy has evolved; they have retails for domestic and international markets. Since Claiborne is a global organization, it licenses third parties to provide cost-effective utilization and sale of Claiborne products. (Liz Claiborne Inc. – Company Overview) Another driving force for Liz Claiborne is its philanthropic activities. Liz Claiborne believes that one way of continuous successes in the corporate world is to give back. By this, Liz Claiborne formed the Liz Claiborne Foundation, a vehicle of Claiborne’s corporate social responsibility (CSR). Claibor ne has close contact with the communities they have businesses with and the various civic organizations for partnerships. Their primary focus is on women who are victims of domestic violence. (Liz Claiborne Inc. – Philanthropic Programs)Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Managers can drive forces either up or down. This happened to Liz Claiborne. There were low sides in business for Liz Claiborne. In 1992, problems started to surface. Its sales were down and market capitalization went down fast at $1.3 billion by the closing period of 1994. A series of strategies in operations and marketing, implemented by the new CEO Paul Charron enabled Liz Claiborne to rise again. The company’s capitalization went up to $3.2 billion. (Siggelkow 54) Organizational performance is responsible for this trend. The managerial capabilities of Claiborne were responsible for the downward trend of the sales and its losses in the stock market. The top management team (TMT) of Claiborne that could have identified opportunities was a driving force for the firm to lose those opportunities. The opportunities are internal and external factors. (Kor and Mahoney, 2000; Bosch and Wijk, 2001 as qtd. in Chen 1) Knowledge and expertise of the managers failed to identify the fac tors that could have maintained Liz Claiborne’s lead in the apparel and fashion industry. And when the company changed the CEO, there was sudden upturn in the sales of the firm, including the price of its share. This was because the new CEO, Paul Charron, instituted drastic operational and marketing reforms. Key Success Factors Designing and marketing are two of Claiborne’s specialized techniques in business. Their premium brands include Juicy Couture, Lucky Brand, and more. JC Penney has the sole right of manufacturing and distribution of some of the department store-based brands. Liz Claiborne was accompanied by her husband and two other partners Leonard Boxer and Jerome Chazen when they started the fashion apparel company that later became a multi-billion dollar business. (Liz Claiborne Company Heritage) Originality and innovations are some of Liz Claiborne’s success factors. She was a designer by birth and her quest to help women like her made her a true des igner for the professional women. Liz Claiborne is said to be the inventor of â€Å"imported fashion merchandise†. She imported the products she designed (Collins 106). While the rest of her competitors were working under one roof, or that their workers and managers were working in one building and one factory. Claiborne perfected the concept of subcontracting to different factories in Asia and the rest of the world. Subcontracting has become a trend because of Liz Claiborne’s successes. Prices were low despite the fact that they were considered designer level. These were compatible with Calvin Klein and Bill Blass, but still affordable for the professional women. Another success factor is Claiborne’s ethical standards which are said to be the backbone of a successful organization. This is what Claiborne aimed to do. Their ethical standards are guided by the virtues of honesty, integrity and their accountability to the people. Because of this, they have gained r espect from their customers and partners. (Liz Claiborne Inc.: A Portfolio of Brands) The strategy of selling is also one of a kind. Claiborne’s first strategy focused on selling via large department stores. In the United States and Canada, Claiborne accounted for about 9,500 locations filled with products on apparel and fashion. This was aided by four of the largest department stores, namely Dillard’s, May, Macy’s and one which was composed of several stores, Federated Department Stores. Liz Claiborne introduced a presentation format unique from other fashion designer companies. They used what Liz Claiborne called â€Å"Claiboards† and â€Å"Lizmap diagrams†. These presentation materials contained sketches and pictures including notes and instructions on how their products should be presented to the public. The pieces of merchandise were grouped together and each group had its own name or label. Claiborne’s strategy is to sell their product s as a collection rather than ordinary clothing or apparel. Presenting their merchandize as a collection is an effective way of selling to a great number of loyal customers. (Siggelkow 56) According to the Liz Claiborne website, department stores used to have a classification-oriented style of selling. This means pants were sold in one section of the store, skirts in another area, and shirts are also separately sold in another department. This provided difficulty to women in that when they would try to assemble an outfit, they would have to transfer from one place to another in the department store. In order to solve this problem, Liz Claiborne Inc. managers talked it out with department owners and retailers on the way the different sportswear collection would be presented. They should be in one location. (Liz Claiborne Inc.: Company Heritage) Consultants travelled to many places to ensure that Claiborne’s products were arranged and presented to the public correctly. For all these stores, a special space was provided to present the entire Claiborne collection. The presentation of the merchandize proved effective as many provided positive feedback. (Siggelkow 56) Among Claiborne’s strategic innovations is the use of technology in its processes. The company website is a 24/7 interactive method wherein customers can make suggestions and also air their complaints. Claiborne also uses technology in their design of products. They use computer-aided manufacturing (CAM) in the design of apparel and fashion products. This is one of the productive means of the company, the use of computers. Speed in manufacturing and quality of products are one of the benefits of using CAM. Other large and successful companies in different industries also use CAM. Another computer method used in making designs is computer-aided design (CAD). Integrating these two concepts – CAM and CAD – allow for more speed, accuracy and quality of the design. Combining CAM and CAD provides ways for a new process known as computer-integrated manufacturing (CIM). CIM enables manufacturers to design the product and to control the machinery that makes the products. (Pride et al. 288) Claiborne is also affected by the growing tide of globalization. It is a knowledge-based organization, and its workforce is composed of a pool of talented and expert designers. Claiborne has invested on its employees. The company also aims for customer satisfaction and loyalty; its products and services are quality-oriented. The company sees to it that the company adheres to quality management and best practice. Their strategy is customer-driven, a success factor effective up to today. Claiborne aims for talents and customer’s focus and loyalty and also sees the importance of focusing on their employees because they see the relation between contented employees and contented customers. Satisfied employees result in satisfied customers. Meeting the customer’s need s and wants is a business trend in the age of globalization. Liz Claiborne aims for customer loyalty while keeping cost of production low. This is shooting two birds in one shot but difficult to achieve; difficult because meeting the customer’s needs and wants at the same time minimizing cost of production do not ensure quality product or service. Claiborne focuses on quality in design. Most of the companies nowadays, particular the global ones, prefer standardized products which can be manufactured by outsourcing companies from China, in order to minimize production costs and the flow of supply chain. The apparel industry is labor-intensive; its process of manufacturing requires the services of more people, which is unlike other manufacturing processes where they use machines and robots to manufacture the products. Claiborne’s strategy of subcontracting may be similar to outsourcing strategy. It has been proven effective. Liz Claiborne does not own factories where the y can produce quality apparel. Claiborne’s strategy has long been introduced since its inception as a global company. Products are produced by companies throughout the world. But quality is not sacrificed. They have their own quality control checked by their own managers. (Collins 104) Application of Information Technology Customer interaction is now enhanced by technology and the Internet or the World Wide Web. Customers can ask questions or complain through company websites or through emails. Modern information technology used in supply chain includes Electronic Data Interchange (EDI) which is the information transmission backbone of manufacturing companies and supply interfaces. The popularity of the Internet has led to the introduction of Internet-based EDI. Another important factor that brought success to Liz Claiborne is its application of knowledge management. Knowledge management has made it successfully handle the cost, quality and the different improvements for the organization and its branches overseas. Knowledge management is significant to Claiborne’s global operations and in the study of innovations and adoption. When we say knowledge, we usually understand this to mean theoretical knowledge or practical knowledge, but it also includes experience and skills. In the age of globalization, knowledge is both a product and resource. Knowledge and knowledge management are significant developments in the new globalizing environment. Competitive advantage among organizations is more pronounced with the knowledge people possessed, or what is termed, ‘people-embodied knowhow’ (Rodriguez and de Pablos, 2002, p. 174). Firms are focusing on what their people know, and invest much on intellectual capital. More success factors are attributed to the right fashion they have introduced to the public. From the firm’s initial demographic of the professional women of America, Liz Claiborne has introduced almost any brand for men and women; thus the brand â€Å"Claiborne† (for no gender) has stayed for men and women’s clothing. Their fashion styles introduced to the public are long lasting. Claiborne has a strong brand that they could boast of. These brands have their own particular niche focus. The firm also has a decentralized form of management with departments and units making their own decisions. These decisions are automatically carried out with speed and accuracy. (Scribd.com) Competencies Brands are a name that cannot be taken away by competitors. Sometimes, it’s the brand that competitors are trying to beat and not the product, although the brand speaks for the products. Claiborne has multiple quality brands like Kensie, Kensiegirl, DKNY, etc. These brands are international names and they compete with well known other brands like Zara of Inditex and Hennes and Maurits (HM), etc. Added to the brands were the so-called apparel seasons to meet customer demands and taste. Liz Claiborne was concerned with the buying patterns of customers in order to guide their production processes. Other companies in other industries usually do this particular in-house survey to determine customer demands and loyalty. Some of these companies come from the automotive industry, like for example Yamaha, Honda or Toyota. (Bower and Hout 49) Liz Claiborne opened retail stores aside from going wholesale and selling their products through exclusive contracts with department stores. In 2006, Liz Claiborne competed with other retail stores like Apple, Bose, and Nine West, to find ways to test customer loyalty and following. The stores boasted the company’s exposure to their customers, not only on the market segment that the company serves. (Anderson) In 2008, Liz Claiborne Inc. granted license to Elizabeth Arden, Inc. for the latter to manufacture, sell and distribute Claiborne fragrance products. These fragrance products include JuicyCouture, Usher, Mambo and other fragrances. (Eli zabeth Arden, Inc.) E. Scott Beattie, the CEO and Chairman of Elizabeth Arden, Inc. said that the licensing agreement was a strategic move for both firms that could also bring competitive advantage on their respective companies. The alliance also brought benefits such as improved market share and more profits for Arden in their American fragrance stores; improved supply chain and a wider organizational perspective; increased customer and more sales from a wider audience. Growth in earnings and sales for the company was expected by 2009. (Elizabeth Arden, Inc.) The licensing agreement was made effective with some conditions such as the fulfillment of the requirements of the law known as the Hart-Scott Rodino Antitrust Improvements Act of 1976. (Elizabeth Arden, Inc.) Elizabeth Arden, Inc. was founded by Miss Elizabeth Arden in 1919, with specialty in beauty products. Like Liz Claiborne, its mission was to initially ‘serve’ the American woman and it first focused on this particular market segment. Through the years, its strategy has been for continuous innovations. They have tapped other market segments aside from the women demographic. (Elizabeth Arden) Many of Claiborne’s brands have been carried or sold by big department stores. But department stores nationwide suffered a setback; many of them are not earning that big anymore probably because of the recent economic downturn. The once popular and big chains of department stores have been closed. One chain, the Marshall Field, had been changed to Macy’s. Claiborne lost a bit of its popularity. (Boone and Kurtz 376) Liz Claiborne had to part ways with some of the big department stores that sold its products for years. Claiborne is now exclusively contracted by JC Penny to sell its men’s, women’s and other product lines for ten years. In short, Claiborne moved from Macy’s to have an exclusive contract with JC Penny and no other department store shall have the opport unity to sell Claiborne products. Under this agreement, JC Penny also has the exclusive right – if it wants to – to buy Claiborne products in five years. The arrangement also states that Claiborne will continue to be designer of the apparel and fashion products and JC Penney will do all the other responsibilities like production and marketing, procurement of raw materials and promotion and distribution of the finished products to end users. (Boone and Kurtz 376) JC Penney had in the past demonstrated that it could successfully market Claiborne products. With respect to Claiborne subcontracting style, Claiborne developed a special bond with apparel suppliers in Asia. In Hong Kong, the company Fang Brothers made their factories available for Claiborne. Fang Brothers was a growing company in the 1960s until it expanded to other countries like Thailand, the Philippines and Malaysia. It also expanded to Panama and Ireland. The Fang Brothers was good at the strategy known as â€Å"triangle manufacturing†. In this particular strategy, U.S. companies and other importers would place their apparel orders through companies, for example Fang Brothers who, because of over capacity, would place the same orders to affiliate factories located in other Asian countries that offered lower cost of production. (Collins 108) In Europe, Liz Claiborne’s competitors include Zara and Hennes and Mauritz (HM). Zara and HM are said to be low-cost competitors. Liz Claiborne goes for quality although its prices are not so exorbitant. Zara and HM have been expanding to markets of the same segment. (Ryans 4) Zara is owned by Inditex and is into the international apparel market and fashion, which are customer-driven markets. It is continuously growing and said to be leading in Europe. Following closely is Hennes and Mauritz (HM) which outsources most of its products at lower cost. Like Liz Claiborne, Zara is quality-oriented. It produces 60% of its products and intr oduces quality management. Unlike HM, Zara ensures that its customers are satisfied and hopes to come back to buy more of its products. Zara is more liquid but, like the rest of international firms, is affected by the growing tide of globalization. It is a knowledge-based organization, and its workforce is composed of a pool of talented and expert individuals. Inditex, Zara’s mother company, sees to it that the company adheres to quality management and best practice. The company’s financial standing is as healthy as ever. (Inditex) Zara and HM have been closed competitors of Liz Claiborne, quite a feat for the two since Liz Claiborne is more of a traditional and considered â€Å"higher end manufacture† in the industry, while the two are considered low-cost. They however have been expanding and their financial standings are also considered healthy. To solve the problem of competition, Zara and HM have used high-profile endorsers such as Madonna and Kylie Minogue. (Ryans 15) This also challenged the firm of Liz Claiborne. In responding to the challenge of competitors on low prices, Liz Claiborne also had to act or she could lose some of her following and some profits. Claiborne used the same strategy by producing apparel and fashion products of low cost, something very affordable to the working women. Talking of globalization, this has affected even the smallest firm. But it has worked in Liz Claiborne’s advantage. Liz Claiborne manages a pool of expert managers but not an entire workforce. Production line is handled by subcontracting firms. Claiborne goes to a country and instructs supervisors of firms doing the production. It has only to make sure that the design is being followed to the smallest detail. After that, the Claiborne and her managers go home to their headquarters. Globalization has modernized the concept of human resource. International HRM explores how global organizations manage the demands of ensuring that the organi zation has an international coherence and cost-effective approach to the way it manages its people in all the countries it covers, while at the same time ensuring that it is responsive to the differences in assumptions and in what works from one location to another. This is very relevant to managing an organization of different culture. There are countless other issues that have to be addressed by the assigned senior manager and staffs. Claiborne’s managers do not manage a workforce in a factory setting. They just have to present their design and go home to their headquarters. Finished products are presented to them. And finances would be taken care of by their people on a contractual basis. Although this strategy of Claiborne’s is not new, it has been perfected by the firm. Distinct Competitive Advantages Claiborne’s strategy is marketing orientated which requires that a number of changes takes place in the organization, in practices and in attitudes. Implement ing the marketing concept requires more than paying lip service to the ideas inherent in the concept. Behavioral sciences can lead to an understanding of buyer behavior. Liz Claiborne saw the opportunity when she founded the company, along with her husband and a few trusted friends in the apparel and fashion industry. She knew the business and how to run it. She had discovered her niche and her market segment, capitalizing on the gender she was most acquainted with and her creativity and experience. Liz Claiborne knew what to sell and to whom. She analyzed the future of the company and the market she was in. In doing this, a company can shift focus to analyzing what the future holds with the customer. This may include determining if the customer may still want to deal with the company, or buy products from the company or shift to other competitors. The information on customer satisfaction is vital in the improvement and enhancement of the product. This information and data can be li nked back to the manufacturer for further quality enhancement. Liz Claiborne became aware of this when the firm attained competitive advantage. Competitive advantage became more visible when in the year 1999. Liz Claiborne produced more than 120 million pieces of clothing from 256 factories around the world that supplied these products (Collins 105). Liz Claiborne had used this strategy since the 1970s and has come to perfect it with ease and accuracy to make the firm ahead of the competition. ‘Strategic competitiveness is achieved when a firm successfully formulates and implements a value-creating strategy.’ (Hitt et al. 4) This value creating strategy was attained even during Liz Claiborne’s early years as a firm producing apparel and fashion products. It gradually grew and came to its height of corporate success. In 1976, Liz Claiborne started with a capital of $250,000. It was a small capitalization that became big. Five years later, it went public and earned revenues of up to $116 million, becoming a part of the Fortune 500 list. This was a feat by a woman at that time. Fortune also said that Liz Claiborne had become the top earner with respect to the year-end equity in the 1980s. Then in 1991, Liz Claiborne earned more than $2 billion with its shares of stock rising. An investor who bought $10,000 worth of shares from Liz Claiborne was assured of a profit for investment of up to $610,000 (Siggelkow 54). In 1996, Claiborne’s profit reached $155.7 million, even surpassing Wall Street’s prediction (Kernaghan 36). Claiborne’s top management was successful at the beginning, although later it experienced rough sailing. They effectively used strategic management by focusing on the capabilities of their human resource, designers and managers who were properly screened, tested and trained. A successful strategic management allows for competitive advantage or edge for the organization. In strategic HRM, strategies and peopl e are involved; in other words, the firm was putting people together, including their talents, skills and capabilities, to make the business successful. The concept of strategic HRM is based on the important part of the HRM philosophy that emphasizes the strategic nature of HRM and the need to integrate human resource strategy with the business strategy (Armstrong, 2000, p. 6). The top management team (TMT) failed to deliver the necessary managerial capabilities to its senior and medium-level managers that forced Claiborne’s sales and stocks to go down. The top management team which is responsible for the managerial capabilities of Claiborne failed in their strategic management. When the firm replaced the CEO with a new one, Paul Charron, who instituted reforms, the sales and stocks rose. Moreover, Claiborne’s supply chain also adds to its competitive advantage. The firm has focused on quality, least cost, and effective utilization of the resources to provide the goods and services to the end users at the shortest possible time. Supply chain management is traditionally focused on least-cost transaction, but the new trend in business-to-business transaction is long-term relationship. Claiborne’s subcontracting firms are from Taiwan, Hong Kong and other countries in Asia. Claiborne maintains a good relationship with these firms, assuring the conditions for a safe and fast delivery of products to the end users. This strategy can test the customers and consumers. The question that is always in the mind of the marketing manager is: â€Å"will the customer come back?† One significant strategy in meeting the needs and wants of customers is introducing an approach to supply chain that aims back at the customer. Satisfying their needs and wants is always a challenge to marketers. Knowing the customers’ needs have become a foundation for which a company is founded. Customer focus is vital to supply chain. The customer wants to be under stood, and the marketer can interpret this by answering what he/she wants of the product. The information can be inputted back to the customer for enhancement of the product. If it is service-oriented, the company has to modify the service. Supply chain has to be continually improved in order to attain customer satisfaction and loyalty, while customer focus can reflect satisfaction and loyalty. An excellent supply chain management can attain customer satisfaction; at the same time, customer satisfaction may lead to loyalty, although satisfaction does not necessarily lead to loyalty. Before loyalty can be attained, customer closeness is crucial; meaning some activities have to be geared towards contacting the customer in order to acquire more data and information about the product, and how the customer reacts to the product, including suggestions for improvement. Acquiring more profits, which is one of the major goals of companies, seems to be not a sure goal. It is also one of the d ifficult objectives to achieve. There are more and more products being manufactured but there are fewer customers who buy these products. Companies, or global business and organizations, have to find their segments and customers because they have more products to sell. There is a surplus of products and less customers. In other words, organizations around the world compete to gain more customers, and one way of gaining more customers is to win their trust, answer and meet their needs and wants, and make sure that they come back. It is not enough that they buy the company’s products; it is important that they come back; this is loyalty. Supply chain is an important factor to consider in attaining customer satisfaction. When a product is being bought by a customer, it must be delivered quickly, with ease and comfort of delivery, and must have the desired quality that the customer asks for. Subcontracting has assured Liz Claiborne of an effective supply chain. The firm sees to i t that their designs are followed and manufactured on time. Marketing however has been changed every now and then to answer the demands of the changing times. As stated in the section for ‘Competencies’, Liz Claiborne entered an agreement with Elizabeth Arden, Inc. for the manufacture and sales of Claiborne fragrance products. This is one way of creating a fast and effective supply chain. Elizabeth Arden, Inc. is a former competitor that has turned into an ally and promoter of Claiborne products. Claiborne products are manufactured by manufacturing companies through subcontracting and now delivered exclusively by JC Penney. JC Penney has acquired exclusive rights to manufacture and sell Claiborne products. JC Penney can provide an effective supply chain for Claiborne products. Innovations and changes are continuously introduced into Claiborne’s strategies. This is to answer organizational and customer needs. An example is Claiborne’s introduction of what t hey call â€Å"fashion moderates†, from branded and costly fashion apparel to â€Å"fashion moderates†. The price has been lowered to meet customer demands and expectations. (Collins 104) The company also emphasizes diversity in the organization and in the workplace. The strategy is to emphasize inclusion that should be a part of the organizational culture and cultural fabric. Inclusion is synonymous with diversity. It allows a collection of ideas and concepts to help in everyone’s advancement and the organization’s. Training and development are a part of this so-called cultural fabric. (Liz Claiborne, Inc.: Diversity) The firm also emphasizes inclusion to its various suppliers and associates. They regard inclusion as very important to company principle and philosophy. It is a shared responsibility that should be practiced by every executive and employee. Senior executives should be leaders to promote inclusion. All of their associates share the responsib ility of honoring everyone’s contribution for the fulfillment of the organization’s objectives. Anderson, George. Liz Claiborne to Open Stores. Retailwire, 21 Mar. 2006. Web. Armstrong, Michael. A Handbook of Human Resource Management Practice. London: Kogan Page Limited, 2006. 6. Print. Boone, Louis E. and David L. Kurtz. Contemporary Marketing. United States of America: South-Western Cengage Learning, 2010, 2012. Print. Bower, Joseph L. and Thomas M. Hout. Fast-Cycle Capability for Competitive Power. The Product Development Challenge: Competing Through Speed, Quality, and Creativity. By Kim B. Clark and Steven C. Wheelwright. United States of America: President and Fellows of Harvard College, 1994. 49. Print. Chen, Pao-Lien. The Performance Implications of the Evolution of Managerial Capabilities in the Context of Industry Evolution. United States of America: ProQuest, 2007. Collins, Jane Lou. Threads: Gender, Labor, and Power in the Global Apparel Industry. Chicago : The University of Chicago Press; London: The University of Chicago Press, Ltd., 2003. Print. Elizabeth Arden. About Elizabeth Arden, 2011. Web. Elizabeth Arden, Inc. Nasdaq OMX: GlobeNewswire, 2008. Web. Hitt, Micahel A., R. Duane Ireland, and Robert E. Hoskisson. Strategic Management: Competitiveness Globalization, Concepts. OH, USA: South-Western Cengage Learning, 2009. Print. Inditex. Zara Improves its Ranking in Interbrand’s Annual List of Global Brands. 10 May 2011. Web. Kernaghan, Charles. Behind the Label: â€Å"Made in China†. United States of America: DIANE Publishing, 1998. Web. Larsson, Tomas. The Race to the Top: The Real Story of Globalization. Washington, D.C.: Cato Institute, 2001. ISBN: 1930865147, 9781930865143. Print. Liz Claiborne Inc.: A Portfolio of Brands. Our Vision. 2011. 6 October 2011. Web. Liz Claiborne Inc.: A Portfolio of Brands. Company Overview. 2011. 8 October 2011. Web. Liz Claiborne Inc.: A Portfolio of Brands. Philanthropic Program s. 2011. 8 October 2011. Web. Pride, William, Robert Hughes, and Jack Kapoor. Foundations of Business. United States of America: Houghton Mifflin Harcourt Publishing Company, 2009. Print. Rodriguez, J. de Pablos, P. O. Strategic Human Resource Management: An Organisational Learning Perspective. International Journal of Human Resources Development and Management, Vol. 2, Numbers 3-4/2002. 27 September 2011. Web. Ryans, Adrian. Beating Low Cost Competition: How Premium Brands can Respond to Cut-Price Rivals. England: John Wiley Sons Ltd., 2008. Print. Scribd.com. Liz Claiborne Inc., 2005. 8 October 2011. Web. Siggelkow, Nicolaj. Change in the Presence of Fit: The Rise, the Fall, and the Renaissance of Liz Claiborne. Strategy Process: Shaping the Contours of the Field. By Bala Cakravarthy. United States of America: Blackwell Publishing Ltd., 2003. 54-56. Print.

Free Essays on American History X - The Possibility Of Hate

The Possibility of Hate American History X was an impressive film, which showed the awesome power of ideology. It centered around the circumstances which create or dispel peoples beliefs. The single most important concept dealt with appeared to be the ideal of racism. There are many facets to racism; the transformation into following its idea, the power of groups pressuring and leading people, guilt, religion, and ignorance. The problem with beliefs is that people pursuing them, no matter how sick the belief may be, have reasons, some of which can be very convincing. There was a scene in the movie showing a look into the past with Derek speaking with his father and being taught racism. His father argued that the United States suffers from â€Å"affirmative blacktion,† meaning blacks get advantages which they don’t deserve. He presented argued against two black people that received jobs above two whites who scored better on the tests. The only explanation being their race. I can almost understand how Derek could begin a transformation into racism. What propelled him deep down the path of hate was the murder of his father. Rage and grief can cause someone to lose sight of reality and see only a convoluted view of the world. American History X was an excellent movie due largely in part to the fact that it carried with it so many thought-provoking arguments. The twisted way that Derek used to be was intertwined with facts which almost seemed to give validity to his feelings if not how he acted upon them. The scene in front of a store in which Derek speaks to an assembled crowd of people, showed the rage that fired them, and the sick conduct which it brought about. Yet despite the result, the arguments formed did make sense. They involved how whites got fired from their jobs at the store because a foreigner came in and took over, paying forty people from poverty-ridden countries almost nothing to work for him. This demonstrates th... Free Essays on American History X - The Possibility Of Hate Free Essays on American History X - The Possibility Of Hate The Possibility of Hate American History X was an impressive film, which showed the awesome power of ideology. It centered around the circumstances which create or dispel peoples beliefs. The single most important concept dealt with appeared to be the ideal of racism. There are many facets to racism; the transformation into following its idea, the power of groups pressuring and leading people, guilt, religion, and ignorance. The problem with beliefs is that people pursuing them, no matter how sick the belief may be, have reasons, some of which can be very convincing. There was a scene in the movie showing a look into the past with Derek speaking with his father and being taught racism. His father argued that the United States suffers from â€Å"affirmative blacktion,† meaning blacks get advantages which they don’t deserve. He presented argued against two black people that received jobs above two whites who scored better on the tests. The only explanation being their race. I can almost understand how Derek could begin a transformation into racism. What propelled him deep down the path of hate was the murder of his father. Rage and grief can cause someone to lose sight of reality and see only a convoluted view of the world. American History X was an excellent movie due largely in part to the fact that it carried with it so many thought-provoking arguments. The twisted way that Derek used to be was intertwined with facts which almost seemed to give validity to his feelings if not how he acted upon them. The scene in front of a store in which Derek speaks to an assembled crowd of people, showed the rage that fired them, and the sick conduct which it brought about. Yet despite the result, the arguments formed did make sense. They involved how whites got fired from their jobs at the store because a foreigner came in and took over, paying forty people from poverty-ridden countries almost nothing to work for him. This demonstrates th...

Education Foundation Essays

Education Foundation Essays Education Foundation Essay Education Foundation Essay Essay Topic: Education Christian missionaries played a critical function in the debut and development of Western instruction in Kenya. These missionaries began their activities here in the 2nd half of the nineteenth Century. Although their chief purpose in coming to Africa was to Christianize a dark and savage’ continent. the proviso of fundamental instruction was found inevitable. Missionaries had found out that. by holding the ability to read the Bible and the anthem book. the early convert would be a valuable plus in acquiring more of one’s neighbors to Christianity. It would so look. the function of Christian missionaries in supplying western instruction to Africans was non by design but inadvertent. Should this premise be right. the full phenomenon of western instruction as introduced and provided by Christian missionaries was flawed. In that instance. they were to offer an improper instruction for every bit long as they were in control all by themselves. From 1895 Kenya became a colonial enclave of Britain up to 1920. Kenya was referred to as the East Africa Protectorate. The building of a railroad line from Mombasa in 1895 to Kisumu in 1901 was a roar for both missional and colonial authorities activities. Missionaries were able to distribute out faster by opening more Centres in the inside. On the other manus. the colonial disposal was able to lenify immune African groups. Unfortunately for autochthonal people excessively. the railroad line besides saw the in-flaw of European colonists and Asiatic groups. These foreigners were to alter the development of events to the disadvantage of Kenyan locals. Missionary spread out Inspired by the desire to encompass as many disciples as they could. Protestant and Roman Catholic missionaries moved to about all accessible and habitable parts in Kenya. The Church Missionary Society ( CMS ) led in this ambitious campaign. From 1844 John Ludwig Krapf of CMS began to research the East African Coast and was joined in 1846 by Johan Rebman. They established their first mission station at RabaiMpya. among the Rabai people. near Mombasa. Later the CMS operated a station in Taita in 1895. Other CMS Centres were started in the undermentioned topographic points: Kahuruko ( 1901 ) ; Weithaga ( 1903 ) ; Kahuhia ( 1906 ) ; Mahiga ( 1908 ) ; Embu ( 1910 ) etc. A subdivision of the CMS besides entered Western Kenya from Uganda and in 1903 had set up a mission station at Maseno. Holy Ghost Fathers set in at Mombasa in 1890 and a twelvemonth subsequently was besides stationed at Bura. They got themselves a station in Nairobi in 1899. Their opposite numbers. the Consolata Fathers opened Stationss at Kiambu ( 1902 ) . Limuru ( 1903 ) and Mang’u ( 1906 ) . Roman Catholics besides entered Kenya from Uganda and shortly established Centres at Kisumu ( 1903 ) and subsequently at Mumias and Kakamega. Other missional groups that were polar in the spread to assorted parts of the state were: Evangelical Lutheran Mission of Leipzig ( from Germany ) ; African Inland Mission ; church of Scotland ; Friends African Mission ( Quakers ) ; Church of God Mission. the Nilotic Independent Mission. the Seventh Day Adventists and the Presbyterian Church of East Africa. Although with other indecent effects for autochthonal people the multiplicity of Christian church denominations stirred a competition that became a accelerator in the spread of churches and schools. Every other group scrambled for a domain of influence. On the whole. by 1920 Christian missional groups had stuck out their necks’ as of import participants in the spread of western influences among autochthonal people. By 1918. there were 16 missional organic structures active in the state. Roman Catholics and CMS had the largest proportion of schools for Africans. Between them. they controlled 46 station schools and 261 small town schools. Mission Education Basically. the intent behind the constitution of mission Stationss and schools was to distribute Christianity. The proviso of instruction for other terminals was hence secondary to missionaries. Education was merely used as a installation for evangelisation. The course of study of mission schools was mostly spiritual. Out of this experience. these schools have been referred to as supplication houses. These establishments merely taught Christianity. While strongly inclined to offering spiritual instruction. a figure of factors forced mission schools to include other course of study. First. Africans strongly resented spiritual instruction. In a figure of instances. pupils staged work stoppages and presentations to demand for a more unafraid course of study. Boys in Mumias at the Mill Hill Fathers schools staged a work stoppage in 1912. Second. the colonial authorities urged the missions to include industrial instruction in their course of study. Third. the circumstantial jussive moods of the twenty-four hours necessitated the inclusion of other classs such as industrial instruction. Missionaries. every bit good as the colonial disposal needed skilled labors to build edifices. do furniture inter alia. Religious instruction entirely could non bring forth such manpower. Out of this development hence. although mission instruction was mostly basic. it had to offer the 3Rs. spiritual instruction and industrial preparation. The method of direction was by rote acquisition. Learners were supposed to memorise and declaim whatever they were taught. Missionaries. above all. offered an instruction that was simple and designed to maintain Africans in their low-level topographic point i. e. being retainers of Europeans. Their educational orientation. in general emphasized the religious value of difficult work and the rules of evangelical Christianity with an purpose of bring forthing difficult working Christians. There were two types of schools. There was the village/bush/out-schools. These were feeder schools to the 2nd type – the cardinal mission school. Village schools offered really fundamental instruction. They were under the way of African catechists. On the other manus. cardinal schools were intended to offer extra course of study. In this instance. vocational preparation in instruction and nursing etc abounded. Vocational preparation was mostly a preserve of the bright pupils. All said of mission instruction. by 1920. though many larning establishments had been established ; merely a smattering would go through the litmus trial for quality. In the western portion of Kenya. merely three Centres and developed significant primary school programmes. These were mission schools at Kaimosi. Maseno and Yala. The same were true of cardinal Kenya with Centres at Kabete. Kahuhia. Kikuyu. Tumutumu. Kabaa and Nyeri as chief rivals. At the seashore fully fledged primary school classs which other simple schools of the clip were non offering. This instruction did non travel beyond six old ages. The receivers of such a figure of old ages were really few. Whatever missional activity in instruction this clip. it should be understood that a figure of factors influence their orientation. working and results/outcomes. For case. due to misconceptions by European anthropologists of the nature of Africans. missionaries were prejudiced in their interaction with Africans. Africans suffered in this interaction and so did their instruction. Africans were of three classs: stupid. norm and intelligent. On the portion of missionaries. a bulk of them were non professional pedagogues and hence they tried out what they did non cognize. A expression at the course of study during their preparation reveals no does of professional preparation in learning whatsoever ( Anderson. 1970: 25 ) . Besides. in their command to spread out educational activities they were ever curtailed by meager fiscal resources. More-so. the colonial government’s policy dictated certain Centres that they could barely accomplish and. in the class of playing the melody of the caller’ . stumbled. Unfortunately for Africans. they were the 1s who received all the consequences of these missional instruction bad lucks. The lessons learnt by Africans from this unfortunate province of their instruction were to be instrumental in recommending for schools of their ain. if non government-managed. from the 1920s onwards. THE ROLE OF GOVERNMENT IN THE ESTABLISHMENT AND DEVELOPMENT OF WESTERN EDUCATION IN COLONIAL KENYA UPTO 1920 Between 1895 and 1911. the engagement of the colonial authorities in the constitution and development of educational chances for the autochthonal Kenyans was minimum. At this clip. the authorities was more concerned with the mollification of the cultural groups and instilling in them a proper regard for the European reading of jurisprudence and order. However. when the colonial disposal got involved in instruction. this sector was seen as a possible beginning of a better and more efficient labour force. In this official thought. through instruction Kenya would travel fast into going self-sufficing. The authorities besides wanted autochthonal people to be given an instruction that would assist it set into operation its philosophy of indirect regulation through heads and headsmans. These demands of the colonial disposal for African instruction did agree with those of the Europeans colonist community. The colonists needed an enlightened labor force that was capable of taking instructions both as house retainers and farm workers. But more significantly. colonists relied on both the missionaries and colonial authorities for African educational development to offer the right’ sort of instruction. whereas the colonial authorities was to command its degree. Educational advancement during the early period of colonial regulation was directed more by the force of fortunes instead than be calculated and good developed policy. In many instances. the policy that was laid down failed to run into practical demands. More frequently. policy was frustrated by the conflicting involvements of the decision makers. the colonists. the missionaries and with clip. African involvements. One can so detect if the development of African instruction in colonial Kenya. it was an ageless battle between conflicting involvement groups. The first worthy engagement by the colonial authorities in educational development was in 1911. A section of instruction was set up with a Director. James R. Orr. at its helm. The Director was charged with the duty of the preparation of educational policy. its execution and disposal in general. The creative activity of this section followed a study on instruction in the East African Protectorate produced in 1909 by Prof. Nelson Frazer. a seasoned Briton on educational affairs in India. He had been appointed as Educational Advisor to the British colonial enclaves of East Africa by the colonial office in London. With such an official capacity. Frazer’s study was taken earnestly and its proposals followed. One of the permanent bequests of the Frazer Report was the recommendation that instruction in Kenya be developed along racial lines. African instruction rested at the underside of a hierarchy that saw Arab/Asian and European instruction take prominence in that go uping order. This bottom place meant that small could be achieved for autochthonal Kenyans in footings of educational development. Indeed. throughout the colonial period. African instruction was treated as an instruction for the 3rd category citizens. Frazer’s study besides encouraged the instruction of technical/industrial instruction in African school to the humiliation of Africans who saw this as a drama to maintain them out of mainstream societal. economic and political development. But for Frazer. such as instruction would assist the authorities acquire more Africans with appropriate proficient accomplishments and thereby replace the expensive Asiatic craftsmans. Above all. proficient instruction for many Africans was hoped to further economic development fir the settlement. It would so go self-sufficing. The colonial authoritiess thrust into educational development can besides be seen in the system of grants to mission schools that offered industrial instruction. Through the Department of Education. the authorities gave out grants on the footing of consequences. In other words. the more the campaigners and the better their consequences in industrial topics. the more certain a school would be of a authorities grant. Although for some clip this step was resisted by the missionaries. claiming that the authorities was pulling its legal power and that this instruction was dearly-won. by 1912 industrial preparation in basic accomplishments in smithing. woodworking. agribusiness and even typing had started in many schools. Although the 3rd manner in which the colonial authorities got involved in educational development failed disastrously in its experimental schools at Kitui in 1909 for boies of heads and headsmans. in 1913 the first official authorities African school was set up in Machakos. This was a cardinal technical/teacher developing school around which a system of small town schools developed. The latter served as feeder schools to the former. With the advancement of clip. into the last half of the 2nd decennary of the twentieth Century. the authorities found it imperative to represent an educational committee. This committee was to roll up and collate the assorted positions of the stakeholders on African instruction. Under the chairmanship of J. W. Barth. the Education committee of East Africa Protectorate of 1918 was required to. among other footings. inquire into and describe o the extent to which instruction should instantly be introduced among the native population throughout the associated state. The study of the 1919 on African instruction did non offer anything to be applauded by Africans. It was observed that African instruction continue to stress technical/industrial preparation. This instruction had besides to be religious/Christian but significantly. missionaries were to go on as the chief suppliers of African instruction. Settler sentiment was strongly opposed to the usage of English in African schools. On the whole. these recommendations by the Report holding been accepted by the colonial authorities clearly demonstrated where its acquisition was on the way that African instructions to follow. In general. we can detect. by the stopping point of 1920. the colonial authorities had become yet another match-maker in the game of African instruction. Through the Department of Education and later the result of the Education committee of 1918. the disposal had begun to put down policy guidelines on which future developments were to be aligned. Note that. this committee was the really first functionary organ that sought comprehensive information from people on the development of western instruction in colonial Kenya since 1895. Together with the Frazer Report of 1909. they formed the footing of instruction until 1949 when the Beecher Report was issued. African INITIATIVES IN EDUCATIONAL DEVELOPMENT IN COLONIAL KENYA Indigenous Kenyans were actively involved in the development of their instruction during the colonial period. This engagement was inevitable given the racial distinction in educational development recommended by the Fraser Report of 1909. Although Africans began their ain enterprises in the development of instruction every bit early as 1910. big graduated table developments were noticeable from the 1930s onwards. African enterprises in the development of their instruction can be distinguished in two separate attacks. There was the African independent schools motion and the Local Native Councils school motion. Though. by Kenya’s independency. the independent schools had been closed down for political grounds. As portion of the African enterprises in the development of instruction. they had proved a noteworthy success. In many ways. African enterprises in educational development had compelled the colonial administrative to give African instruction significant attending. Independent School Movement The beginnings of the AIS motion began in 1910. This followed the breaking away by African Christians from missional control. John Owalo. an disciple of assorted missional groups in Nyanza and an experient CMS school instructor. formed the LUO NOMIYA MISSION in 1910. Later on. this mission built churches and schools free from European missional control. African independent schools motion was more marked in Central Kenya. This motion took root in the 1930s. An association KISA was formed in 1934 to run schools. A sliver group. KKEA. emerged shortly thenceforth and was more conservative and did non favour links with the colonial authorities. In kernel. the AIS motion in this part spread fast ensuing in the constitution of many schools. By 1939 these schools had a pupil population of 29. 964. In fact. by 1952 when the AIS were all closed down. their figure was about 200 with a learner population of over 40. 000. The prototype of the African independent school motion can be discerned in the constitution of Githunguri Teachers College in 1939. This shows that the motion had itself good entrenched that it was able to develop its ain instructors among other concerns. It is of import to observe that. the AIS motion was motivated mostly by African aspirations on what type of instruction they thought appropriate. Africans besides clamoured for freedom of pick and saving of their cultural value. European missional instruction was mostly spiritual and vocational. Yet Africans wanted academic instruction. European missionaries wanted Africans to fling their traditions and this was unacceptable truly. to traditional African seniors despite the fact that some had been converted to Christianity. Note besides that. the African Independent Schools did non needfully abandon the course of study bing in the other schools. From 1936 these schools accepted to follow authorities course of study. They merely tried to make full in spreads. In fact the Government allowed AIS instructors to develop at missions and authorities preparation establishments. Local Native Councils Schools African enterprises in educational development besides received a encouragement with the constitution of the Local Native Councils in 1924. These councils were empowered among other activities to vote financess for educational intents at simple and primary school degrees. A door had hence been opened. so it seemed. for Africans to direct the class of their development in instruction. The colonial disposal guided the LNCs in their enterprise to advance African educational chances. The LNCs were required to roll up up-to 200. 000/= to set up a school and hold a farther 26. 000/= for the institution’s one-year care. The LNCs were besides advised to mention to the intended establishments as Government African Schools ( GAS ) . The 1930s saw many of the LNCs set up their schools. Kakamega GAS enrolled its first students in 1932. Kagumo GAS followed in 1933 and Kisii GAS in 1935. Note that these schools were intended to offer primary C’ degree of instruction i. e. criterion IV to VI when they started. However. they had to take down their demands due to inaccessibility of campaigners. Although the Government desired that the course of study for these schools emphasize industrial/vocational instruction. Africans by and large supported literary and higher instruction for their kids. Indeed. given the power of the African voice. the 1935 African Primary School syllabus de-emphasized technical/vocational instruction. African’s earnestness in the development of these schools is clearly seen in the fact that the three K schools were full primary establishments by 1938 i. e. offered PS Exam at terminal of standard VI. In 1946 they had grown into junior secondary schools. Before 1963. Kakamega and Kisii were fixing pupils for the Higher School Certificate Examination i. e. the basic university entry demand at the clip. The function of the LNCs in the promotion of African instruction during the colonial era was really outstanding. Statisticss show that these schools rapidly outpaced the mission schools in scrutiny consequences. For illustration. in the 1939 PS Examination. Kakamega entirely had 8 base on ballss compared to 4 from all mission primary schools in North Nyanza. Kagumo had 15 base on ballss compared to 10 from all mission schools in the part. Many LNCs got encouraged and established their ain schools. By 1945 LNC schools were 66. These schools had better footings of service for instructors than most mission schools. Decision From these two illustrations of African enterprises in the development of instruction in colonial Kenya. we can suitably claim that Africans played an of import function in advancing instruction. Africans. in the context of political. societal and economic jussive moods of that period. cognize what type of instruction was necessary. Basically it is their attempt that compelled the colonial disposal to establish appropriate ordinances for the instruction sector. By the clip of independency. autochthonal Kenyans had vividly known the function of western instruction in their advancement. They had besides seen what consequences emerged from corporate attempt. Indeed through the AIS and LNC schools. the roots of the Harambee movement’ in the development of the state had found their deepness. TECHNICAL/VOCATIONAL EDUCATION IN COLONIAL KENYA Introduction Technical or vocational instruction can be defined in assorted ways. UNESCO ( 1984 ) defines this instruction as one that involves. in add-on to general instruction. the survey of engineerings and related scientific disciplines and the acquisition of pattern. accomplishments and the cognition associating to businesss in assorted sectors of economic and societal life . Omulando and Shiundu ( 1992 ) specify proficient instruction as instruction in any topic which leads to production in industry. agribusiness. trade and commerce . Whatever definition. any mention to this type of instruction basically connotes direction in topics that are mostly practice/manual. outdoor. equipment-intensive. etc. In Kenya’s main-stream. instruction today includes topics such as – Art and Crafts. Home Science. Agriculture. Business Education and Industrial Education. In the categorization of the present 8-4-4 instruction system for the secondary school rhythm. these topics are in groups IV and V. In group IV are Home Science. Art. Agriculture. Electricity. Woodwork. Metal work. Building and Construction. Power Mechanics and Drawing and Design. Group V subjects include: Music. Gallic. German. Arabic. Accounting. Commerce. Typing and Economics. Beginnings From the oncoming of Western instruction in Kenya. proficient instruction was conceived and designed as the most suited instruction for the autochthonal people. A manual-based instruction for Africans was deemed appropriate due to a figure of grounds. Among these grounds were the undermentioned: 1. Africans were of a low human species with a degree of larning unusually different from and inferior to that of the mean European. In this instance. Africans were good suited to humble and boring businesss such as agriculture and unskilled labor provided that they could be taught to get the better of their natural indolence. 2. Technical instruction as seen by the European Settlers would travel along manner in acquiring a critical mass of autochthonal people with appropriate craftsmans accomplishments that would render the hiring of the expensive Asiatic craftsmans redundant. On the portion of Christian Missionaries. such an instruction for the Africans would take to their autonomy at the mission Centres. 3. Non-academic instruction for Africans was found most suited for it would do them inactive and thereby being non-rebellious. Literary instruction offered elsewhere in British settlements had resulted in unfortunate’ experiences for the settlers and this did non necessitate to be repeated. Development Concerted attempt by the colonial authorities to intrench proficient instruction in African schools was begun shortly after 1911. Experimental grants were offered to some mission schools for the instruction of technical/vocational topics. These grants-in-aid were given on the footing of pupil consequences. Through this attempt by 1912. industrial preparation in basic accomplishments such as smithing. woodworking. agribusiness and typewriting had begun to take form. The colonial authorities in 1913 set up her first African school at Machakos to offer both industrial and teacher preparation. The accent on technical/industrial instruction for autochthonal people in Kenya received a major encouragement from the Phelps-Stokes Commission of 1924. This was an instruction committee set Forth by the Colonial Office in London. Although mostly repeating the recommendations of the 1919 Education Commission of the East African Protectorate. the Phelps-Stokes Commission urged that instruction be adapted to the demands of the person and the community. It believed that industrial preparation must supply the footing of African instruction in Kenya. For a people who were chiefly land agriculturists and carnal keepers. agricultural instruction was considered an built-in constituent of industrial/ vocational/ proficient instruction. The colonial authorities found it prudent to set up more schools for Africans with an industrial/technical/vocational prejudice in this period. Some of the schools established included the Native Industrial Depot – Kabete ( 1924 ) . Jeanes School – Kabete ( 1925 ) . Coast Technical School – Waa ( 1921 ) . Government School – Kapsabet ( 1925 ) and Maasai School – Kajiado ( 1926 ) . Apart from the Jeanes School and Native Industrial Depot both at Kabete. the remainder of the schools offered industrial instruction suited to their location. For illustration. the Maasai school at Narok emphasized more of animate being farming and animate being tegument bring arounding. More-so. the Kabete educational establishments offered proficient instruction to people/learners who already had had exposure to proficient instruction elsewhere. These establishments offered developing on a national degree. The course of study of proficient instruction in colonial Kenya. for Africans. was really simplistic. This was mostly for grounds alluded to earlier. At the Jeanes school for case. male instructors were taught vocals. Swahili. Physical preparation and games. Religious and moral instruction. simple hygiene and sanitation. first-aid on breaks. cuts. Burnss. dysentery. pneumonia. pestilence and malaria. simple agribusiness including plowing. hardening of animate being teguments and fells. the silk industry. black-smithing and tin-smithing. In kernel. these classs were deemed basic for Africans’ nutriment. No proviso was made for thorough in-depth survey of the topics. Although stairss were put in topographic point to stress proficient instruction in African schools. by 1940 no applaudable large-scale advancement was in sight. In the instance of Agriculture instruction. for illustration. whereas a commission in 1928 is on record to hold recommended that agribusiness be made compulsory and examinable in all rural schools of all classs. nil was put to pattern in this respect by 1940. Alternatively of Agriculture. Nature survey took over as a school topic. This take-over meant that agricultural accomplishments were merely to be demonstrated in the school garden. Agriculture therefore became non-compulsory in African schools. The Beecher Report ( 1949 ) . otherwise referred to as the African Education Commission. decried/lambasted the minimum developments realized in proficient instruction. One of the failings noted was teachers’ deficiency of strong belief and cognition or preparation to ease the ingraining of the right attitude in pupils towards proficient instruction. Most important about the Report was its recommendation that. at primary school degree due to the stamp ages of the scholars. no formal agricultural instruction be taught. Alternatively. schools were to promote in scholars a right attitude towards agricultural labor and an grasp of the significance of land. In order for proficient instruction to boom. the Report recommended. inter alia. changeless supervising of the teachers’ attitude and encouragement of resolute partnership between schools and the relevant administrative sections. Although alumnuss of this instruction made an impact in their communities. on the whole. African did non have this type of instruction with unfastened weaponries. Political. educational and socio-economic grounds contributed to this cold response. Africans felt that it was a European gambit to learn them practical topics so that they could stay inferior and their subsidiaries. This instruction every bit seen as mediocre and it hampered African political promotion. It is of import to observe that. in Asiatic and European schools in the settlement no sort of proficient instruction offered in African schools was taught. This difference concretized the African intuition of the type of instruction given to them. Educationally. proficient instruction failed since the course of study lacked flexibleness. More frequently. the course of study made small proviso for regional fluctuations and thereby some programmes virtually failed. The co-operation sought between sections of Agriculture. Veterinary and Education was unequal and sometimes contradictory. For illustration. visits by Agricultural Military officers to schools barely materialized. School calendar was sometimes non in consonant rhyme with peak times of agricultural activity. Education officers on their portion sometimes lacked the necessary cognition and even for the specializers they had small or no involvement. Teachers frequently used excess work on the farm or in the workshop as a signifier of penalty. Some topics. peculiarly Agriculture and Carpentry were non examinable at primary school degree. This did non actuate scholars to demo earnestness. Furthermore. in instances where proficient topics failed to have at secondary school degree. scholars barely wanted to analyze them at the lower degree. Technical instruction besides failed due to what African viewed as proper instruction. Basically. Africans merely saw academic instruction as the prototype of their kids traveling to school. This meant that. cipher was enthusiastic about the success of proficient instruction. Schooling was merely meaningful if scholars gained literary academic instruction. Socio-economic jobs besides hampered the success of proficient instruction. It was non easy to get financess for purchase of farm and workshop equipment. go forth entirely geting farming land for schools. Since many schools did non receive authorities grants. they had to trust on local communities for their daily running. However. the envisaged aid was hard to come by peculiarly when the undertakings were for proficient instruction. Parents decried the inclusion of this instruction in the course of study and therefore could barely lend money to schools for their development. The colonial government’s policy on the turning of hard currency harvests besides served as an hindrance to the flourishing of vocational instruction. Africans were non allowed to turn hard currency harvests. Bing allowed to turn subsistence harvests entirely could non easy take to the much-needed economic authorization for Africans. In such a state of affairs. Africans saw no demand of giving agricultural educational any earnestness. The deficiency of demand for people with industrial instruction accomplishments in the labor market besides went along manner in restricting the success of proficient instruction. At this minute. white-collar occupations were more appealing. To procure such chances one needed to hold had academic instruction. This scenario rapidly reflected itself in learners’ picks of schools topics. Technical topics were seldom their precedence. From the foregoing. technical/vocational instruction had really minimum opportunities for success. As political independency drew nigher in the early sixtiess. more accent in instruction shifted towards academic instruction. Technical and vocation