Monday, December 30, 2019

Emile Durkheim, Karl Marx, And Max Weber - 1475 Words

Our backgrounds often dictate where our lives will go. What actions we make in the present and future are a direct result of our past. The culmination of all the events leading up to the moment in time in which all the past experiences, whether it’s heart breaks or joyous achievements make up the present. One should consider what events made them the individual they are in this moment, and how they will evolve over time. Sociological theorists often purpose radical ideas that makes one wonder how anyone could synthesize such notions. The answer to that is simple, their backgrounds. A few good examples of the theorists that were prominently influenced by their backgrounds are Émile Durkheim, Karl Marx, and Max Weber. These theorists had radical ideas that are clearly because of their unique backgrounds. Our backgrounds are a key factor in the way we live our lives and the things we do, while they do not dictate our actions, they are a major influence. For Émile Durkheim it’s clearly evident that the events of his pasts and the way he was brought up led to the synthesis of his theories. He was born in 1858, to a religious Jewish family that instilled in him a strong morality. As he grew up he saw the atrocities that were committed during the Franco-Prussian war in 1870. He saw families devastated by war, and saw a war scarred France. Believing that traditional philosophy won’t be an effective balm to heal this wound he turned to the social sciences. Due to his strong moralShow MoreRelatedKarl Marx, Max Weber And Emile Durkheim1447 Words   |  6 Pageswill be a part of culture and society. Karl Marx, Max Weber, and Emile Durkheim are the top three most important figures in sociology; and although each of them viewed religion differently, I strongly believe that they understood its power, and demonstrated its importance to people and societies. As such, I will utilize all three of these great minds, to demonstrat e religion as an important and permanent part of culture and society. Let s begin with Karl Marx, and his conflict theory. AccordingRead MoreKarl Marx, Emile Durkheim And Max Weber929 Words   |  4 Pagesdid not have in the past such as getting food from the grocery store instead of having to find food on our own. Society was originally focused on a single belief, but now our society has expanded and several beliefs are now common. Karl Marx, Emile Durkheim, and Max Weber all have their own observations on social change and order and how certain things dramatically affect the outcome of a society. Marx’s view on social change is influenced by the class struggle that involved the ruling classRead MoreEmile Durkheim, Karl Marx And Max Weber1827 Words   |  8 Pages Emile Durkheim, Karl Marx and Max Weber are considered to be three canon social theorists who laid the foundation of sociology and contributed, in detailed accounts, the fundamentals of study of society. Each theorist belongs to a different school of thought and presents separate theories on how societies work. While there are bits and parts that might seem similar in each theorist’s social theory, each theorist largely differs from each other. Durkheim, Marx and Weber, among other things, alsoRead MoreComparing the Ideologies of Karl Marx, Emile Durkheim, and Max Weber1327 Words   |  6 PagesIdeologies of Karl Marx, Emile Durkheim, and Max Weber Karl Marx, Emile Durkheim, and Max Weber were three historical sociologists. Their views have become world renown and have shaped many ways of interpreting the social structure of many modern societies. This essay will take a glimpse into the three sociologists’ ideals and expose the similarities and differences they may have. Karl Marx’s view of society was based around the economy. All other social structures according to Marx, such as religionRead MoreComparing and Contrasting Sociological Theorists Max Weber, Emile Durkheim and Karl Marx1599 Words   |  7 PagesEmile Durkheim, Karl Marx, and Max Weber are all important characters to be studied in the field of Sociology. Each one of these Sociological theorists, help in the separation of Sociology into its own field of study. The works of these three theorists is very complex and can be considered hard to understand but their intentions were not. They have their similarities along with just as many of their differences. The first theorist to consider is Karl Marx. Marx has a uniqueness all of his ownRead MoreThe Impacts of the Emergence of Sociology on the Works of Emile Durkheim, Karl Marx and Max Weber1057 Words   |  4 Pages political and technological developments in the eighteenth and nineteenth centuries. In this essay, the adequacy of this viewpoint will be analysed by pointing out these developments and highlighting their impact on the works of Emile Durkheim, Karl Marx and Max Weber. The three are considered because they are regarded as the pioneers of sociology. Furthermore, the relevance of the early work of the above to modern sociology will be highlighted. The eighteenth and nineteenth centuries was a periodRead MoreKarl Marx, Max Weber and Emile Durkheim offered differing perspectives on the role of religion. Choose the theorist whose insights you prefer and theorists views over the others.991 Words   |  4 Pagesï » ¿Karl Marx, Max Weber and Emile Durkheim offered differing perspectives on the role of religion. Choose the theorist whose insights you prefer and outline how they perceived religion operating socially. Discuss why you chose your preferred theorists views over the others. Marx, Durkheim and Weber each had different sociological views of the role and function of Religion. My preferred theorists view’s on Religion is Karl Marx’s as I feel his ideas are more relevantRead MoreThe Views of Marx Weber, Karl Marx and Emile Durkheim on Religion 1475 Words   |  6 PagesMarx Weber, Karl Marx and Emile Durkheim Ordinarily, religion is one of the rationales of social orientations, that in one way or another influences the society’s social stability. This is because religion is the impelling force for regulations in the society as well as a destabilizing drive for transformation. Marx Weber together with Karl Marx and Emile Durkheim were very influential personalities in the course of the 19th century, and even now. In one way or another, these persons attempted toRead MoreMarx, Emile Durkheim, And Max Weber : The Unjust Theory Of The New World1470 Words   |  6 Pages Karl Marx, Emile Durkheim, and Max Weber were all born from a middle-class background in Europe. First Karl Marx was born in (1818-1883), Durkheim (1858-1917), and Max Weber (1864-1920) was close to Durkheim in age, but forty years later after Marx. Karl Marx, Emile Durkheim, and Max Weber are the most essential theorist of the nineteenth century whose theories are well known today. Their thinking was based on the risi ng of the preindustrial, and industrial revolution society. Europe went throughRead MoreAnalysis of Marx, Weber, and Durkheims Views Essay1223 Words   |  5 PagesThe sociological views of  the three founding fathers; Karl Marx,  Max Weber, and  Emile Durkheim  all assert that various aspects of our lifestyle are fully a product of the society in which we live. Each theorist views the impact of society and its manifestation of our identity in a different way. All three of these men used the Industrial Revolution  and capitalism to shape their theories of social identity, especially the identity created by capitalisms division of labor; the owners of the means

Sunday, December 22, 2019

The Victims Of Domestic Violence - 2731 Words

Every couple months there is a story on the news about a woman being physically assaulted or murdered by her professional athlete spouse/boyfriend. The reality of the situation is that these events happen each day in families across the globe, but due to their lack of social standing, their stories are not front page news on the Sunday paper. However, although this is a substantial problem for the abused men and woman of our society, the forgotten victims of domestic violence are the children who witness these horrific acts. The likelihood of children witnessing a domestic violence incident and being traumatized following that event is tremendous. Exposure to trauma is a reality for many children, though the extent and type of trauma varies. Edleson (1999) describes adult-to-adult domestic violence as a wide range of events, such as the child directly viewing the violence, hearing it, being used as a tool of the perpetrator, and experiencing the aftermath of violence. For example, a perpetrator hitting or threatening a child while in his or her mother’s arms, taking the child hostage to force the mother’s return to the home, using a child as a physical weapon against the victim, forcing the child to watch assaults against the mother or to participate in the abuse, and using the child as a spy or interrogating him or her about the mother’s activities (pg. 4). As a result of the high prevalence of domestic violence and the increased likelihood that children will be exposed toShow MoreRelatedDomestic Violence As A Victim Of Domestic Abuse1686 Words   |  7 PagesIntroduction Although we lost Ellen Pence, a woman who changed how domestic violence is addressed, in 2012, there are many lives that are being saved to this day because of her work. Ellen Pence found her calling in 1977 when she began working for the Minneapolis Housing Authority that helped individuals relocate with housing complications (StarTribune, 2010). It was then that she immersed herself through domestic violence cases and set the standard for addressing these cases. Ellen Pence isRead MoreDomestic Violence And Its Effects On The Victim755 Words   |  4 Pageshealth organization) Out of each emergency room visit for injuries, 25-30% was there for domestic-violence related problems. (Hansen,2014) Domestic violence is a serious issue that has been a top priority for mental health professionals for some time now. Exposure to domestic violence can have long-term mental health effects on the victim. Various types of groups are being used in treating survivors of domestic violence that include support groups, time-limited groups, and long-term groups. This groupRead MoreBeing A Victim Of Domestic Violence1596 Words   |  7 Pagesweight, you name it has the possibility of being a victim of domestic violence. However, there are certain risk factors that increases the likelihood of becoming a victim. In bad neighborhoods, they may feel socially ostracized if there is tension in the area and a lack of community. This can also be a consequence of victimization because the offender may separate himself and the victim from all contact from family, friends, etc. When the victim needs love and support, they will not know where toRead MoreChild Victims of Domestic Violence1341 Words   |  6 PagesЕssay Child victims of domestic violence Family today are unfortunately less as a fundamental unit of a healthy society. Almost all countries in the world are faced with the inability to determine the number of victims of kriminalitetot, and especially when such women. According to UN studies, women are the most frequent victims of sexual violence (50%) attacks of personality (10%) and other attacks on property (10%). For nasilonichkiot kriminalitet family largely lacksRead MoreDomestic Violence Victims And The Ways2356 Words   |  10 PagesAmong some institutions, there is a tendency to view domestic violence victims as living a â€Å"risky life† (Johnson 2014). People who are domestic violence victims experience discrimination, extreme hardships, and poverty; however, victims still attempt to seek help and separation from domestic abuse by using law enforcement and programs offered to shelter domestic violence victims from harm (Currul-Dykeman 2014). Research suggests domestic violence is the primary cause of ho melessness because of theRead MoreDomestic Violence And Its Effects On Victims And Varies1700 Words   |  7 PagesDefinition, strengths and limitations, and occurrence Domestic violence as a form of trauma can have an impact on victims and varies in the form in which it occurs. Domestic violence can occur directly to an individual or family or indirectly as exposure to domestic violence. The Department of Justice defines domestic violence as â€Å"a pattern of abusive behavior in a relationship that is used by one partner to gain or maintain power and control over another intimate partner†. According to CrossRead MoreWhat Causes Victims Of Domestic Violence1257 Words   |  6 PagesWhat causes victims of domestic violence to stay? Every year in the United States, One in four women are victims of the domestic violence; however, this is only based on what has been reported to the department of justice (Stahly 2008). While men are also victims of domestic violence, women are more often the victims. Moreover, 90% of domestic violence is male initiated. In severe cases domestic violence ends with victims being murdered. More specifically, domestic violence resulted in 2,340 deathsRead MoreThe Response Of Male Victims Of Domestic Violence2311 Words   |  10 PagesThe Response of Male Victims of Domestic Violence Kevin Chen 500565266 CRM 202 Section 011 For the Annotated Bibliography assignment, the topic that will be the centre of focus is the Response of Male Victims of Domestic Violence. While there have been many research papers written on female victims of domestic violence, this assignment will be focusing on the reverse of how male victims respond to domestic violence and the various aspects, whether they are social, personal, or cultural, to thoseRead MoreThe Essential Guide For Victims Of Domestic Violence5422 Words   |  22 PagesGuide for Victims of Domestic Violence Why Did We Write This Guide? In the United States, nearly 20 people per minute are physically abused by a domestic partner. One-third of all women and one-quarter of all men have been the victims of physical violence at the hands of a partner. These statistics do not take into account other forms of abuse, such as mental and emotional abuse that both men and women suffer on a daily basis from those who profess to love them. In addition, domestic violence is oneRead MoreHelping Victims From Domestic Violence1306 Words   |  6 Pagesorganization that are trying to help victims from domestic violence. For example, â€Å"Women’s Law Organization† is one of the organization that was created by Elizabeth Martin a native of North Carolina, who found her way into domestic violence advocacy when she worked at a shelter in Washington State after completing her undergraduate degree. She had help from her team to put this organization on point. Her interest for this organization was to help survivor of domes tic violence to overcome the tragedy they

Saturday, December 14, 2019

Application of Balanced Scorecard Free Essays

string(56) " a lot and was a significant contributor to my success\." A Case Study: Application of the Balanced Scorecard in Higher Education by Andrea Mae Rollins A dissertation submitted to the faculty of San Diego State University In partial fulfillment of the requirements for the degree Doctor of Educational Leadership June 28, 2011 iii Copyright  © 2011 by Andrea Mae Rollins v DEDICATION This work is dedicated to my brother Jason, from as early as I can remember he has always been proud of his little sister and her accomplishments; his pride, his love, and his support will forever be cherished and means more than he will ever know, and To my grandmother Dollie, who sacrificed so much in order to provide for me the life I needed; she taught me to be kind and generous and to ask for help when needed, but most importantly she taught me anything is possible, and To my dear friends, who give me more credit than I deserve and love me unconditionally; I am extremely fortunate to have such a wonderful group of amazing women in my life, and To Fred, who never gave up on me; his confidence in my abilities gave me the strength to push through all obstacles and make it to the finish line. v ABSTRACT The purpose of this study was to examine the application of the Balanced Scorecard as a management tool within the External and Business Affairs (EBA) unit at University of California, San Diego (UCSD). Specially, the study sought to examine how the Balanced Scorecard was communicated throughout the organization, how the data are used within the organization, and how the data are used for decision making, paying particular attention to the four perspectives of UCSD’s EBA’s personalized Balanced Scorecard. We will write a custom essay sample on Application of Balanced Scorecard or any similar topic only for you Order Now These four perspectives are financial/stakeholder, internal processes, innovation and learning, and the customer. This descriptive case study, a review of program records, a quantitative survey and qualitative interviews with EBA employees utilizing the constant comparative method and descriptive statistics, identified four lessons learned: the truly informed employees are at the top of the organization and they find value in the Balanced Scorecard, most employees are unaware of availability and usefulness of the Balanced Scorecard data, even an unbalanced Scorecard improves business operations and the annual performance evaluation process is an opportunity to reinforce the Balanced Scorecard. The study includes three recommendations for EBA. The recommendations are EBA leadership needs to communicate the Balanced Scorecard process, outcomes, and application with greater clarity to all employees in the organization; there needs to be an institutional plan for sustainability of the Balanced Scorecard to ensure it transcends the current people and environment; and the Balanced Scorecard process within EBA must be flexible for future organizational evolution. vi TABLE OF CONTENTS PAGE ABSTRACT.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 1—INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Background: The Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Site of the Case Study: University of California, San Diego. . . . . . . . . . . . . . . . . External and Business Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Problem Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Significance of This Study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purpose Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Limitations of the Study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Delimitations of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Role of the Researcher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organization of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 2—REVIEW OF THE LITERATURE. . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Expectations of Higher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . Higher Education in California. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v x xi xii 1 1 4 6 9 10 11 12 12 14 14 15 15 15 17 17 19 vii Reengineering Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Performance Funding.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accreditation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organizational Structure and Management Tools. . . . . . . . . . . . . . . . . . . . . . . . . Total Quality Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Malcolm Baldrige Award Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard and Higher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organizational Change and the Case Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 3—METHODOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Design.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Participants.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Collection and Analysis.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Program Records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical Principles Based on Human Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . Role of the Researcher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 22 24 28* 28 29 30 33 34 36 37 37 38 38 40 41 42 44 45 46 47 47 48 viii Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 4—FINDINGS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Participant Profiles.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Source of Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Program Records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Historical Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lessons Learned.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recent Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interview Themes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Tool With Many Names.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communication Is an Individual Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . An Unbalanced Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Impact Is Personal.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Visionaries Can Be Found at All Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 5—DISCUSSION AND RECOMMENDATIONS. . . . . . . . . . . . . . . . . Lessons Learned.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 48 50 51 51 54 56 56 57 60 61 61 63 64 64 65 66 69 72 74 77 78 79 ix Informed Employee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Availability and Usefulness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unbalanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Performance Evaluation Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communicate With Clarity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sustainability Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Flexibility.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Process Mapping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bal anced Scorecard Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard Components.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traditional Academic Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Quantitative Outcome Measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . APPENDICES A. Vice Chancellor—External and Business Affairs Organization Chart.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B. Balanced Scorecard Example.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 86 88 92 95 97 98 99 100 102 102 103 103 104 104 105 106 112 113 LIST OF TABLES PAGE Table 1. External and Business Affairs’ Personalized Balanced Scorecard. . . . . . . . Table 2. Unit Affiliation of Survey Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 3. Years of Service of Survey Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 4. Position of Survey Participants.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 5. Interview Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 6. Survey Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 52 53 54 56 58 i LIST OF FIGURES PAGE Figure 1. The Balanced Scorecard visual created by Kaplan and Norton.. . . . . . . . . 3 xii ACKNOWLEDGMENTS I would like to thank my dissertation committee for their support and patience in the completion of this study. Thank you to Dr. Fred McFarlane for always making time to hear me. There were many excuses used, but you never seemed frustrated or disappointed but rather your continued support kept me motivated and committed. Thank you to Dr. Shaila Mulholland for continuously pushing me a bit further and your continued support while doing so. Thank you to Dr. Mark Tucker for your careful review of this work and your sound advice and guidance. I would also like to thank Dr. Angela Song and the UCSD community. Dr. Song, throughout this entire process, if felt as though I had a partner in you. Your generosity in terms of sharing your time and knowledge meant a lot and was a significant contributor to my success. You read "Application of Balanced Scorecard" in category "Papers" To the UCSD community, thank you for your honesty and openness. Lastly, I want to thank my friends and family. Thank you for always believing in me. Your encouragement and support helped make this possible. A final thanks goes to Bailey and Hershey for their unconditional love, especially in those moments when I had little time and attention for them; they rode this wave with me. CHAPTER 1—INTRODUCTION Steven Covey is quoted as saying, â€Å"People and their managers are working so hard to be sure things are done right, that they hardly have time to decide if they are doing the right things† (Rohm, 2002, p. 1). Managing an organization is a balancing act. This balancing act requires the organization and all its members to ensure the development of good business strategies that allow for efficient operations and practices. The Balanced Scorecard is a performance management tool that assists the organization in finding its balance (Rohm, 2002). According to Kaplan and Norton (2007), â€Å"The balanced Scorecard supplemented traditional financial measures with criteria that measured performance from three additional perspectives—those of customers, internal business, and learning and growth† (p. 2). This case study examines the application of The Balanced Scorecard in External and Business Affairs (EBA) at the University of California, San Diego (UCSD). Specifically, it looks at the personalized Balanced Scorecard that UCSD developed for their implementation. Background: The Balanced Scorecard The Balanced Scorecard, developed in 1992, provides organizations with an opportunity to measure more than financial performance indicators. Kaplan and Norton (1992) developed the Balanced Scorecard so that â€Å"managers should not have to choose between financial and operational measures† (p. 71). The development of the balanced scorecard was in response to a changing and more competitive environment where executives felt traditional measures of financial performance were not sufficient. The Balanced Scorecard was designed as a model for measuring several dimensions of 2 performance. The model provided managers with a format that allowed them the opportunity to incorporate additional perspectives beyond financial performance measures. By using this model, organizations are able to complement their financial measures with additional nonfinancial performance measures for the purpose of planning future growth and creating an organization with more collaborative leadership (Kaplan Norton, 2007). Kaplan and Norton (1992) completed a yearlong research project that was comprised of 12 companies that they described as being at the leading edge of performance management. The result of this yearlong research project is the Balanced Scorecard, which is an assessment tool comprised of a set of measures that go beyond the traditional measures of financial criteria to include measures that are inclusive of both financial and operational indicators. The Balanced Scorecard â€Å"provides answers to four basic questions: 1) How do customers see us? 2) What must we excel at? 3) Can we continue to improve and create value? and 4) How do we look to shareholders? † (Kaplan Norton, 1992, p. 72). Kaplan and Norton argue that by giving managers the answers to these four basic questions, they will have multiple measures to judge the performance of their organization, but will not be overloaded by a large number of measures. Additionally, the variety of measures requires the financial and operational leaders to work together. The Balanced Scorecard serves as an easy tool for determining whether the success in one area occurs to the detriment of another, as well as identifying if success in one area is associated with strong performance in another area (Kaplan Norton, 1992). By considering the four perspectives altogether, the Balanced Scorecard indicates when a process that serves a benefit to your customers may in fact hinder the 3 organization from the innovation and learning perspectives. Figure 1 is a visual of the tool Kaplan and Norton created to describe the Balanced Scorecard. Figure 1. The Balanced Scorecard visual created by Kaplan and Norton. Adapted from â€Å"The Balanced Scorecard: Measures That Drive Performance,† by R. S. Kaplan D. P. Norton, January-February 1992, Harvard Business Review, p. 72. The tool provides the four questions of the Balanced Scorecard in relationship to one another and links the questions to the perspective to which they are responding. Additionally, the Balanced Scorecard provides the format for tracking the data, which they break up into goals and measures. The four perspectives are: Financial, Internal Business, Innovation and Learning, and Customer (Kaplan Norton, 1992). These four questions are the foundation of the Balanced Scorecard. Goal setting and tracking 4 measures help to make the Balanced Scorecard a successful performance measurement tool for organizations. Site of the Case Study: University of California, San Diego In recognition of its â€Å"innovative approach to cutting costs, solving problems, and increasing efficiency† (UCSD, 2003, para. 1) the University of California, San Diego was inducted into the Balanced Scorecard Hall of Fame in 2003 (External and Business Affairs [EBA], 2011b). Robert S. Kaplan and David P. Norton founded the Palladium Group (2010), a global organization that provides, among other services, consulting in strategy and performance management. The Palladium Group developed the Balanced Scorecard Hall of Fame, which honors organizations that have achieved performance excellence through the use of the Balanced Scorecard. There is a formal application process, and the selection criteria requires an organization to have implemented the Balanced Scorecard methodology, have completed a breakthrough in performance results for at least 24 months, and have provided a testimonial that the organization’s success is, at least in part, due to the Kaplan-Norton approach. In 2010, there were more than 130 current Hall of Fame Members. Members included domestic and international organizations. They were presented in the following industry groups: consumer, education and nonprofits, energy and utilities, financials, government, healthcare, materials and industrials, and telecommunications and information technologies (The Palladium Group, 2010). In 2003, UCSD was the first university to be added to the Hall of Fame. The recognition came 10 years after adopting the performance management system in 1993. There are only two other universities that have been inducted into the 5 Hall of Fame. These two universities are the University of Leeds located in the United Kingdom and the International Islamic University of Malaysia. University of California, San Diego, one of the 10 campuses in California’s University of California system, was founded in 1960. University of California, San Diego is highly regarded nationwide as both an outstanding institution of higher learning and as a top tier research institution. In the 2011 â€Å"America’s Best Colleges Guidebook,† issued by U. S. News and World Report (as cited in UCSD, 2010a), UCSD was ranked as the 7th best public university in the nation. In 2010, there were five Nobel Prize winners among UCSD’s faculty body (UCSD, 2010a). University of California, San Diego has significant ties to the local community, specifically related to the amount of jobs it provides for members of the local community. University of California, San Diego is the third largest employer in San Diego County, employing nearly 26,000 employees. Its faculty and alumni have contributed to at least 193 start-up companies in the San Diego community. The impact of the research at UCSD extends throughout California, which notes that â€Å"UC San Diego contributes more than $7. billion in direct and indirect spending and personal income each year to the California economy and generates 39,400 jobs, based on an independent study conducted by CBRE Consulting released in† 2008† (UCSD, 2010a, para. 7). The work of the students, fa culty, researchers and alumni has a local, state, and national influence and a global reach. The campus consists of six undergraduate colleges, five academic divisions and five graduate and professional schools. In the fall of 2010, the total campus enrollment was 29,899 students. The annual revenues for UCSD are approximately $2. 6 billion with 22% of the revenues 6 coming from federally funded research and 11. 5% coming from the State of California (UCSD, 2010a). The Washington Monthly is a different ranking guide that ranks higher education organizations on an annual basis on their contribution to the public good. The categories for the college guide and rankings for the award are Social Mobility—recruiting and graduating low income students; Research—producing cutting-edge scholarship and PhDs; and Service—encouraging students to give something back to their country. In 2010, UCSD ranked number one on the Washington Monthly list. Washington Monthly explains their rankings are unlike U. S. News and World Reports and other guides because they do not look at what colleges can do for the individual but rather what the colleges do for the country (â€Å"College Guide,† 2010). External and Business Affairs The mission of UCSD focuses primarily on education and research. The leadership structure of the university is divided into seven vice chancellor areas. Three of the vice chancellor areas hold academic appointments and directly serve the education and research mission of UCSD. The other four vice chancellor areas serve this mission, as well, but in more of a peripheral role. The External and Business Affairs (EBA) vice chancellor area serves the university by providing leadership and management for the business and administrative functions. Despite the fact that UCSD is recognized by the Balanced Scorecard Hall of Fame, only EBA has implemented the Balanced Scorecard. The overall mission of EBA is â€Å"raising financial support for UCSD’s research, teaching and patient care, while delivering superior service to our stakeholders in a responsive and cost-effective manner† (EBA, 2011a, para. 1). The organizational units in the EBA 7 include Administrative Computing and Telecommunications, Human Resources, Business and Fiscal Services, Housing, Dining and Hospitality Services, Alumni Affairs, University and Health Sciences Development, and the UCSD Foundation and Advancement Services. A full description of the organizational unit is found in Appendix A. Currently, Steven W. Relyea serves as the Vice Chancellor for EBA. Through his leadership, UCSD’s EBA adopted the Balanced Scorecard in 1993. When honored as a member of the Balanced Scorecard Hall of Fame in 2003, UCSD had saved more than $6 million since the Balanced Scorecard was adopted. Mr. Relyea is quoted as saying: The Balanced Scorecard process provides UCSD with a roadmap which indicates where it should focus its energies, priorities, and resources in providing administrative services for UCSD. During difficult budgetary times, this approach is indispensable. While some may have viewed an approach such as the Balanced Scorecard as optional in the past, many will find it a key to survival in this era of shrinking funds. (UCSD, 2003, para. ) Stemming from the basic four questions outlined by Kaplan and Norton (1992) in the Balanced Scorecard (i. e. , â€Å"1) How do customers see us? 2) What must we excel at? 3) Can we continue to improve and create value? and 4) How do we look to shareholders? † [p. 72]), UCSD created four per spectives for the focus of their Balanced Scorecard tool. The four perspectives of UCSD’s Balanced Scorecard focus on: the financial/stakeholder, the internal processes, innovation and learning, and the customer. These four perspectives link to Kaplan and Norton’s questions as follows: the financial/stakeholder perspective responds to Kaplan and Norton’s question number four; the internal process perspective responds to question number two; the innovation and learning perspective responds to question number three; and the customer perspective responds to question number one. University of California, San Diego prides itself on being a strategic, forward-thinking organization. University of California, San Diego’s EBA kept this framework as their foundation when personalizing the four perspectives and outlining their foci for the implementation and application of the Balanced Scorecard. External and Business Affairs values these four perspectives (see Tabl e 1) as tools and provides the organization with the following foci to further define the perspectives. Table 1 External and Business Affairs’ Personalized Balanced Scorecard Perspective Financial/Stakeholder Internal Process Innovation and Learning Customer Focus Looking Backwards Process Performance Employee Satisfaction and Wellness Customer Satisfaction University of California, San Diego has described their benefits from the Balanced Scorecard as the ability to align customer priorities with business priorities, the ability to track progress over time, the method for the evaluation of process changes, the method for identification of opportunities for initiatives and partnerships, the source for accountability to constituents, and the source for the development of action plans and setting strategic direction. University of California, San Diego as an institution benefits by the application of the Balanced Scorecard within EBA. Despite EBA being the only vice chancellor area that has implemented and applied the Balanced Scorecard, the benefits extend through all areas of the institution given that the services EBA provides to faculty and staff extends throughout the entire institution. Problem Statement In tight fiscal times, challenges and expectations increase for higher education organizations. The concept of a higher education organization running more like a corporation serves as a basis for criticism of the organization. In tight fiscal times, critics are extremely outspoken about the business of higher education. They challenge everything from the manner in which higher education organizations are organized and their funding decisions, to their staffing choices. Higher education organizations are viewed as a key component in overcoming tight fiscal times, therefore providing hope for the nation. However, their resources do not increase while their expectations by the students and other customers do increase over time. Higher education organizations face external pressures to adapt and manage change by utilizing market and business strategies. The financing of higher education organizations is cyclical. Therefore, tight fiscal times are either on the horizon or currently present for most publically supported higher education organizations. Alexander (2000) described this issue when discussing the concept of higher education accountability. He stated that â€Å"a new economic motivation is driving states to redefine relationships by pressuring organizations to become more accountable, more efficient, and more productive in the use of publicly generated resources† (p. 411). A related perspective is provided by Kotler and Murphy (1981), who wrote about tight fiscal times in higher education in the 1980s. Almost 30 years later their arguments are still very relevant given the cyclical nature of the 10 financing of higher education. They viewed the economic condition as a motivator, rather than seeing only setbacks and challenges. They looked at the economic condition as an opportunity to strategically move the organization forward. When fiscal times are tight, they see opportunities for higher education organizations. From their perspective, tight fiscal times are opportunities for planning and strategizing about the organization’s future. If the higher education organization can look introspectively and begin to analyze their current situation rather than focusing simply on daily operations, they can look to the future and find new opportunities (Kotler Murphy, 1981). Presently higher education organizations face dilemmas of accountability. They are challenged to operate more strategically and are tasked with finding greater process efficiencies. Green (2003) argued that traditional approaches for managing higher education organizations are no longer relevant. Organizations need to reengineer themselves to be relevant in today’s society. Higher education organizations must identify, explore, and implement strategies that can assist them in responding to these new expectations. In 1993, when EBA implemented the Balanced Scorecard, it was partially in response to tight fiscal times and increased federal regulations. Consistent with Green’s argument, EBA was looking for a way to reengineer their organization in order to respond to the challenges of disappearing resources and increased regulation while finding a way to be strategic and accountable. Definition of Terms The following terms were used in this study. 1. Balanced Scorecard refers to the performance management tool developed by Robert S. Kaplan and David P. Norton in 1992. 11 2. Balanced Scorecard foci refer to the foci established at UCSD in conjunction with their personalized Balanced Scorecard perspectives. 3. Balanced Scorecard perspectives refer to the personalized Balanced Scorecard at UCSD. 4. External Business and Affairs (EBA) refers to the vice chancellor unit at UCSD that has implemented the Balanced Scorecard. 5. Higher Education organizations refer to public and private nonprofit 2-year colleges and public and private nonprofit 4-year universities. 6. University of California, San Diego (UCSD) refers to the study site for this case study. 7. Western Association of Schools and Colleges (WASC) is the accrediting commission for Senior Colleges and Universities in the Western Region of the United States. Significance of This Study In light of the current and future expectations, higher education organizations require examples of successful implementation and adaptation of management strategies that address the need to become more productive, accountable and efficient. The Balanced Scorecard, which utilizes measures beyond financial performance, is a tool that can assist higher education organizations to become more efficient and accountable. This case study took an in-depth look at the application of the Balanced Scorecard in units within the EBA vice chancellor area at UCSD. The results of the case study will provide other higher education organizations with a detailed view of how the Balanced Scorecard is communicated throughout the units, examples of what type of data elements are 12 tracked, and how these data elements are used for decision making. This detailed view of the Balanced Scorecard application will be useful for higher education administrators who are both internal and external to UCSD. For current UCSD administrators, this study provided them with a new view of the Balanced Scorecard. For external higher education administrators, this study will provide them with another model for doing business. This detailed view will provide them with examples of how one higher education organization has applied their Balanced Scorecard and impacted its performance. Purpose Statement This case study examined the application of the Balanced Scorecard as a management tool, and explored how the Balanced Scorecard and UCSD’s EBA personalized perspectives/foci were communicated throughout the organization. The results identified the data elements that the Balanced Scorecard tracks and described how the data were used for decision making. This case study paid particular attention to the four perspectives of UCSD’s EBA which were personalized for their application. These four perspectives are financial/stakeholder, internal processes, innovation and learning, and the customer. Theoretical Framework This study was informed by Bolman and Deal’s Reframing Organizations: Artistry, Choice, and Leadership. Bolman and Deal, in 2008, the fifth release of work that was first published in 1984, provide a four-frame model that views â€Å"organizations as factories, families, jungles, and temples† (p. vii). The four frames are the structural frame, the human resource frame, the political frame, and the symbolic frame. A frame, 13 as defined by Bolman and Deal, is a mental model. It is â€Å"a set of ideas and assumptions that you carry in your head to help you understand and negotiate a particular territory† (p. 11). Frames are necessary so individuals within organizations can quickly create a mental model of their current situation so they know how to appropriately navigate the situation. Bolman and Deal explain that although it is key to have mental models (i. e. , frames in order to negotiate day to day situations), it is also important for individuals to have the ability to break frames; they call this â€Å"reframing. They argue that learning to apply all four frames creates a deeper appreciation and understanding of the organization. Bolman and Deal (2008) outline the frames with the following descriptions. The structural frame or the â€Å"factory† emphasizes organ izational architecture and the formal roles and relationships in an organization. The â€Å"structure† of an organization is found in an organization’s organizational charts, the linear or vertical relationships that have been defined and provided to employees. The human resources frame or the â€Å"family† emphasizes relationships, particularly interpersonal relationships. The human resource frame is concerned with the individual in the organization, their feelings and their needs. The political frame or the â€Å"jungle† refers to the political nature of an organization including the struggles of power, competition, and coalition building, as well as including the much needed negotiation and consensus building. The symbolic frame or â€Å"temples† refers to the â€Å"informal culture† of the organization. The symbolic frame emphasizes symbols and rituals within an organization. In the context of the case study, it was important for the researcher to have an understanding of organizational theory. These four frames were selected by the researcher to guide her research design and methodology and to provide her lens for gathering and analyzing data due to the fact that the four frame 14 model provided by Bolman and Deal are inclusive of the entire organization. The theory they have been working on since 1984 provided an appropriate context to study the Balanced Scorecard at UCSD; it describes the organization in four competing and complementary frames, similar to the concept of the Balanced Scorecard. Research Questions In order to understand the application and management of the Balanced Scorecard in UCSD’s EBA, the following questions were answered through this case study: 1. How are the four perspectives of the Balanced Scorecard communicated in the EBA? 2. How are the data from the Balanced Scorecard used within the organization of the EBA? 3. What impact does the Balanced Scorecard have on decision making in the EBA? Limitations of the Study A limitation of this study is that all higher education organizations operate in a very distinct and unique manner. It may be difficult for some higher education organizations to find connections to this case study given the differences in mission, size, operations, and organizational structures of their institution when compared to UCSD. A second limitation is that since EBA is primarily a financial and administration unit within a high education organization, their processes and applications may not work for nonfinancial units. 15 Delimitations of the Study A delimitation of this study was the study site. The researcher selected UCSD based on proximity and familiarity. Within UCSD, the EBA is the only vice chancellor area that has adopted Balanced Scorecard. The other six vice chancellor areas have not adopted the Balanced Scorecard. Another delimitation of the study was that the researcher focused only on the Balanced Scorecard performance management tool rather than other performance management tools which are utilized at UCSD in the other vice chancellor areas. Role of the Researcher The researcher is currently a Director at UCSD in the Health Sciences Vice Chancellor area. The Health Sciences’ organizational unit has not adopted the Balanced Scorecard as a management tool; however, the researcher works with offices on a regular basis that have adopted the Balanced Scorecard. The researcher was invested in this case study because she wanted to gain a greater understanding of how the Balanced Scorecard has been implemented and how this can be modeled throughout UCSD and other higher education organizations nationwide. Even though she is an employee at UCSD, she attempted to be unbiased and fair. Organization of the Study This research study is organized in five chapters. Chapter 1 includes an introduction to the study, the purpose statement, the significance of this study, research questions, definition of terms, the limitations and delimitations of the study, and the role of the researcher. Chapter 2 includes a review of the literature and research on the Balanced Scorecard and its role in higher education. Chapter 3 includes a discussion of 16 the methodology that was used in the study. Chapter 4 includes the results and analysis that emerged from the study. Finally, Chapter 5 includes a summary of the study and lessons learned and recommendations based on the findings. 17 CHAPTER 2—REVIEW OF THE LITERATURE The roles and expectations of higher education organizations have significantly changed in the last decade. Higher education organizations are expected to provide a multitude of services in addition to providing the highest quality education for their students. Higher education organizations are expected to serve as a significant contributor to the nation’s economic state. They are expected to contribute to their communities via the students they educate. The students should transition quickly into productive workers in society as both skilled and knowledge workers. They are expected to contribute via technology advances and business start ups that emerge from academic research. Stemming from the academic research, they are expected to contribute via innovations that lead to new products, services, and new collaboration with industry (Berdahl, 2009; Douglass, 2010a; Gumport Sporn, 1999; Serrano-Valarde, 2010). Role and Expectations of Higher Education The new roles of the higher education organizations and the expectations placed on them have stemmed from societal expectations, public polices, and technological innovations. Higher education organizations are seen as a spark that once ignited can create vast benefits for society. This new role and the expectations of higher education organizations have created a need for university leaders to become increasingly accountable and to develop organizational structures that can support and fulfill current and future expectations. Higher education organizations are now being assessed on their ability to problem solve, their ability to provide a high quality product in a low cost environment, their ability to continue to maintain a level of access despite budget cuts, and to produce graduates as knowledgeable and skilled workers in a reasonable 18 timeframe. The demands upon higher education organizations require them to become more strategic in nature, and to explore discussions of restructuring, resource management, and quality assurance. Despite the new expectations, higher education organizations are not expected to receive additional funding or secure new funding streams. Rather, the reality is their operating budgets will continue to decrease (Gumport Sporn, 1999). As an example, it was reported in January 2011 that higher education organizations in California should expect budget cuts of approximately $1. 4 billion for fiscal year 2011-2012 (Keller, 2011). Higher education organizations are increasingly challenged to meet these new expectations, given the current budget situation and the forecast of a bleak financial future. It is the opinion of many that 2011 and future years may be equally as troubling financially as the recent reductions higher education organizations have faced (Atkinson, 2009; Douglass, 2010a, 2010b). According to Douglass (2010b), the demand for higher education and societal gains from higher education organizations go up during economic downturns. There is an important relationship between the need to educate students and provide support for academic research and the funding available during times of economic downturn. Douglas (2010b) argues, â€Å"Education funding and enrollment capacity may be as important as any other policy level to cope with the economic downturn† (p. 2). Additional or continual budget cuts simply provide further limitations on the higher education organization’s ability to meet these new expectations. The current budget cuts will have a significant impact on graduation rates and future worker shortages. Douglass (2010b) continues his argument, speaking specifically about the state of affairs of higher education in California by stating, â€Å"[It is] undergoing a possibly 19 significant redefinition, driven solely by severe budget cuts and without a long-term strategic plan† (p. 9). Higher Education in California Focusing on the state of affairs of higher education in California, Douglass (2010a) describes the near collapse of the system. The near collapse has been brought on by the state’s fiscal weakness and therefore a lack of funding to its three-tiered structure, the University of California System, the California State University System, and the California Community College System. Public support for student funding has plummeted in California and, despite the continued growth of applicants, the three-tiered system is unable to accommodate qualified students. In addition to their capacity issues, California is challenged by its inability to graduate students, which continues to add to the worker shortage in the state. Many students in California are displaced and looking to nonprofit (i. e. , National University) and for-profit universities (i. e. , the University of Phoenix and Argosy University) to fill the void left by the state-supported three-tiered system. The number of displaced students is predicted to continue to grow given that the population in California will increase exponentially in the next 40 years. The U. S. Census Bureau (2010) cites the current population in California at 36,961,664. It is projected to reach 60 million by 2050 (California Department of Finance, 2007; Douglass, 2010a; U. S. Census Bureau, 2010). Douglass (2010c) describes the for-profit universities as providing a lesser quality product. It may be more accessible, but it often comes with a larger cost and a decreased level of quality. The movement to for-profit universities as a result of lack of access is not unique to California or the United States. Douglass (2010c) describes this phenomenon as the â€Å"Brazilian Effect. † The Brazilian 20 Effect is â€Å"when public education cannot keep pace with the growing public demand for access and programs. For-profits rush to fill that gap, and become a much larger provider† (Douglass, 2010c, p. 5). The Brazilian Effect is usually more prevalent in developing nations—nations that consist of large areas of high poverty rates, low high school graduation rates, and limited access to higher education. The research indicates this is more prevalent in countries such as Brazil, Korea, and Poland. California presently is experiencing these same qualities seen in developing nations. Douglass (2010c) argues the Brazilian Effect is presently being seen in California. In a response to California’s near collapse, Douglass (2010b) argues for a smart growth plan. This smart growth plan â€Å"seek[s] clear goals such as degree attainment rates, with an appropriate restructuring of higher education, containment of costs for taxpayers and students, and a seriously revised funding model† (Douglass, 2010b, p. 18). Of concern for California’s three-tiered system is its lack of management, vision, and planning for the future. It is this lack of a strategic plan that Douglass referred to that opens the door for extensive criticism surrounding the management of higher education organizations. The Western Association of Schools and Colleges (WASC) serves as the accreditation body for higher education organizations in the state of California and other western states and territories. The chief goals of the senior commission of WASC, which serves as the accrediting body for 161 institutions in California, Hawaii, and the Pacific Basin, are the promotion of institutional engagement in issues of educational effectiveness and student learning, the development of a culture of evidence that informs decision making, and the fostering of an active interchange among public and independent institutions (WASC, n. d. a). Under these goals, WASC can support higher 21 education organizations in their development of â€Å"smart growth plans† if they choose such a plan during the assessment of the organization. The WASC describes their purpose as assessing academic quality, educational effectiveness and institutional structures, processes, and resources (WASC, n. d. b). However, it does not appear this has translated to successful management and leadership in higher education organizations in California. Reengineering Education As a result of the new expectations for higher education organizations, attempts have begun to occur to reengineer higher education organizations to achieve closer alignment with market principles and management strategies, which have proven successful in the private sector. Green (2003) suggested that supporters of this â€Å"reengineering† movement include leaders from educational administration, state governments, and the business world. He argued that â€Å"traditional approaches to higher education organizations and management are increasingly out of step with demographic trends, technological innovations, and the accelerating pace of change found in other sectors of society† (p. 196). Green labeled most higher education organizations as â€Å"bureaucratic† based on their organizational structure of being rigid, hierarchal, and inflexible. Kotler and Murphy (1981), who wrote on the topic 30 years ago, also depicted higher education organizations in a similar fashion. They described higher education organizations as being â€Å"characterized by a high concentration of professionals and usually a significant amount of organizational inflexibility† (p. 472). Kotler and Murphy also acknowledged that management strategies in higher education organizations do not parallel the processes in a business setting. Keeling, Underhile, and Wall (2007) discussed the silo nature of higher education organizations. They suggested the silos are 22 due to a primarily vertical organizational structure, where members of the organization are often competing amongst themselves for scarce resources. Green (2003) provided an alternate option to a â€Å"bureaucracy,† that being â€Å"adhocracy. † An â€Å"adhocracy,† a term popularized by Alvin Toffler in 1970 (as cited in Travica, 1999), is a flexible organization, which operates collaboratively with cross-functional teams and matrix management. An adhocracy represents an organizational structure of the future; not many examples of true adhocracies exist. Performance Funding Another option being explored by some is the concept of performance funding. Performance funding is the mechanism of being paid based on the higher education organization’s accomplishments. Alexander (2000) explained that â€Å"this transformation has resulted from the realization that to strengthen their competitive positioning, states and nations must increase their involvement in the development of human capital and research through higher education† (p. 412). Consistent with the increased expectations of higher education organizations, there has also been a change in the interaction between higher education organizations and the government. Governments are seeking a greater level of production from higher education organizations, as well as an increased level of accountability and efficiency in the organization’s use of public funds. Similar to societal expectations, the government’s expectation of higher education organizations has increased in terms of the organization’s return on its investment. The government expects expanded access and enrollment growth and is continuing to seek out new ways to measure productivity and efficiency in higher education organizations. Performance based funding has seen its largest increase in the last decade. In 2000, three-quarters of 23 the states linked a portion of the state funding for higher education to performance measures. Higher education organizations continue to find themselves responsible to new state-mandated measures which require tracking and reporting of those measures (Petrides, McClelland, Nodine, 2004). Liefner (2003) wrote about performance funding. He suggested that performance funding should be defined at the organization level. Governments should allow higher education organizations the ability to manage their organization on an individual basis and define goals based on the historical and culturally accepted framework of the organization versus being forced by an external body. Petrides and colleagues (2004) concurred with Liefner. Their research suggested responses to external mandates are not necessarily drivers of performance. External mandates are becoming more and more prominent in higher education funding provided by the federal government. Field (2010) explained, in an article in The Chronicle of Higher Education, that President Obama, more than his predecessors, is demanding results in exchange for funding. She explains that some administrators have seen this as meddling in their academic affairs. She states, â€Å"Not surprisingly, the plans met with skepticism from colleges. Some community-college leaders worried that benchmarking could shift the balance of power from state and local governing boards to Washington, setting the stage for federal meddling in curricula† (para. 18). Advocates, however, are praising him for increased accountability and assessment. The article concludes by explaining that higher education organizations will need to make the case for the funding they receive. This could be viewed as another form of performance funding; but regardless how you label it, this requires higher education organizations to have an infrastructure that supports data gathering and metrics in order to be able to respond to the 24 requirements from the federal government to obtain funding that is required to run their organization. Accreditation A historically accepted manner to evaluate the quality of higher education organizations is accreditation. Accreditation is defined by the federal government as: Recognition that an institution maintains standards requisite for its graduates to gain admission to other reputable institutions of higher learning or to achieve credentials for professional practice. The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality. (U. S. Department of Education, Office of Postsecondary Education, n. d. , para. 1) The Council for Higher Education Accreditation (CHEA, 2003) described accreditation as â€Å"a process of external quality review used by higher education to scrutinize colleges, universities and educational programs for quality assurance and quality improvement† (p. 4). In the United States, there are multiple bodies of accreditation for higher education organizations. Accreditation is regional, national, and specialized to individual disciplines. The definitions provided by the federal government and the CHEA speak specifically of quality. Quality within higher education organizations, however, has as many definitions as the number of people you ask. From the accreditator’s perspective, quality focuses more on the educational product delivered to the student rather than providing a direct linkage to the new expectations higher education organizations are facing. Specifically, the WASC, Senior Commission identifies four standards for accreditation. These are Standard I: Defining Institutional Purposes and Ensuring 25 Educational Objectives; Standard II: Achieving Educational Objectives Through Core Functions; Standard III: Developing and Applying Resources and Organizational Structures to Ensure Sustainability; and Standard IV: Creating an Organization Committed to Learning and Improvement (WASC, n. d. c). Within each standard, there are references to leadership, vision, and strategic planning. However, none of the standards clearly articulates these new expectations, let alone the evaluation requirements to determine whether or not higher education organizations are meeting these expectations. The lack of focus provided by accreditation bodies on these new expectations, higher education organizations’ role in contributing to the nation’s economic state perpetuates the systematic issues higher education organizations face with little accountability, inefficient practices, and insufficient leadership. Higher education organizations, in order to maintain appropriate accreditation, are required to meet the WASC defined standards. If accountability, efficiency, and strategic leadership was clearly defined and articulated in terms of the new expectations of higher education organizations by WASC, then we would see an increased number of higher education organizations with these strengths. As indicated by the literature, the current state of higher education in America, as we looked specifically at California, is volatile. The current budget state, the societal expectations, the lack of resources and bureaucratic organizational structures show higher education to be at a state of necessary change. Higher education organizations continue to cling to organizational systems and structure that have served them in the past, but these systems and structures are unstable and lack the forward-thinking, strategic 26 leadership that is necessary for higher education organizations to survive, let alone thrive and evolve into organizations that can be successful today and into the future. Organizational Structure and Management Tools Despite the trend for accreditation to focus on program outcomes, quality is not explored in terms of higher education’s role in the nation’s economic state either via the student’s productivity in the workforce or via academic research. Given this notion that accreditation is not providing higher education organizations with a checklist for evaluation, organizations are forced to find ways to manage this internally. In order to meet the new expectations, higher education organizations must examine their organizational structure and management strategies to restructure, change, and implement management tools that will allow them to evaluate how well they are responding to the new expectations. Keeling and colleagues (2007) discuss higher education organizations in the following manner: The organization of institutions of higher education has been seen as operating with ambiguous purposes in vertically oriented structures that are only loosely connected. The rationale for this ambiguity is twofold: (1) to allow for creative thinking, and (2) to respect and even encourage the autonomy of different disciplines. But ambiguity of purpose and vertical organization are at odds with thinking and expectations in an era of accountability and assessment, in which cross-institutional, or horizontal, reporting and measurement of institutional performance are highly regarded and increasingly demanded. (p. 22) 27 Keeling and colleagues’ argument was consistent with the new expectations of higher education organizations. The current structure of higher education organizations no longer fit in this era of accountability, efficiency, and productivity. Serrano-Valarde (2010) provided a similar argument, when she discussed the role of management consultants in higher education organizations. She described the new expectation of higher education as a shift that occurred in the mid-1990s. The shift, she explained, was a â€Å"shift in the perception of responsibility to society . . . to [provide] a locus for individual development, transmission of civic values and basic research . . . to became directly accountable for the nation’s economic well-being† (p. 126). Serrano-Valarde discussed the role of management consultants in the academic culture within higher education organizations. Prior to the shift of perception that Serrano-Valarde wrote of in 2010, Kotler and Murphy (1981) discussed the need for higher education leaders who had the strategic vision to serve as change agents. More than 30 years prior to Serrano-Valarde describing the need for management consultants, Kotler and Murphy argued â€Å"few leaders are able and willing to focus systematically on change; they are largely taken up in today’s operations and results† (pp. 470-471). This inability to lead change in higher education organizations still exists 30 years later, and Serrano-Valarde explained that this has created a need for management consultants who, once inserted in the organization, can serve as the change agents that most higher education organizations are lacking. Management consultants, regardless of the cause or their presence, open the door for higher education organizations to explore and implement strategies similar to business. The exploration of these strategies is necessary as a response to the new expectations of higher education organizations: the need for greater accountability, 28 efficiency, and productivity. Gumport and Sporn (1999) described opportunities within higher education organizations, which allow for the injection of management strategies, the opportunities for â€Å"quality expectations [which] focus on public accountability, student learning, faculty productivity and performance, program effectiveness, and institutional evaluation† (p. 11). They acknowledged, however, that management strategies primarily benefit the administrative structures and processes within higher education organizations. They argued that over time the strategies may reach and therefore benefit the academic side of the organization, as well. Common management strategies explored in higher education organizations include Total Quality Management (TQM), the Baldrige Program Award, and the Balanced Scorecard. Total Quality Management Total Quality Management provides higher education organizations an opportunity to improve quality, increase performance, and decrease cost by utilizing the mechanisms of continuous improvement and cultural change throughout the organization (Chaffee Sherr, 1992). According to Lozier and Teeter (1996), the early adopters of TQM, in the mid 1980s, were largely community and technical colleges; the training component of their missions fit nicely with the principles of TQM. Lozier and Teeter explain, in order for higher education organizations to appropriately implement TQM, they need to first define quality as it relates to their organization. Secondly, the need to define their mission and vision and lastly implement processes which allow for continuous improvement. Total Quality Management relies on a total transformation of the organization, which is often difficult for higher education organizations which do not 9 operate in the pure top-down model like much of the corporate world where TQM has shown to be most successful. The Malcolm Baldrige Award Framework The award, which is a government program initially developed for industry, was converted into an award for education organizations in 1999. The Malcolm Baldrige Award evaluates organizat ions on seven categories including Leadership, Strategic Planning, Customer Focus, Measurement, Analysis and Knowledge Management, Workforce Focus, Operations Focus and Results (Karathanos Karathanos, 2005). Since 2001, the recipients of the Baldrige award have been mixed between K-12 schools and higher education organizations. The award recipients have been recognized for their improvement of academi How to cite Application of Balanced Scorecard, Papers

Thursday, December 5, 2019

Anorexia Essay Example For Students

Anorexia Essay Vanessa PereiraEnglish 2Mrs. Skacel24 March 1998Thesis Statement: Anorexia Nervosa effects a person both physically and mentally. Anorexia is one percent of most prevalent eating disorder disease. The word anorexia itself means, lack of appetite. Anorexia is an all-encompassing pursuit of thinness occurring. The person effected by Anorexia has an absolutely fear of becoming obese (Matthew 4). Approximately one percent of adolescent girls develops Anorexia Nervosa, a dangerous condition in which they can literally starve themselves to death. People who starve intentionally starve themselves suffer from an eating disorder. The disorder, which usually begins in the young people around the time of puberty, involves extreme weight loss. At least fifteen percent below the individuals normal body weight. Many people with the disorder look emaciated, but are convinced they are over weight (Matthew 5). Anorexia Nervosa has three Diagnostic Criteria. One is refusal to maintain body weight at or above normal. The other is, intense fear of becoming fat, even though under average weight. The last one is, Disturbance in the way in which ones body weight or shape is experienced, undue influence of body weight or shape on self- evaluation, or denial of the seriousness of low body weight (Long 15). Anorexia Nervosa has two specific types, one is Restricting type and the other is Binge-Eating/Purging type. Restricting type during the current episode of Anorexia Nervosa, the person has not regularly engaged in binge- eating or purging behavior. In Binge- Eating /Purging type, during the current episode of Anorexia Nervosa, the person has regularly engaged in binge-eating/purging behavior (Rockwell 10). Anorexia may not be noticed in early stages. The Anorexic usually chooses to wear layered and baggy clothes to hide the ugly fat body .An Anorexic may have ritualistic eating patterns such as cutting food into little tiny pieces and weighing themselves. These can be found in people who are on a healthy diet, but in Anorexics these behaviors are extremely exaggerated. Other warnings are deliberate self-starvation with weight loss, fear of gaining weight, refusal to eat, denial of hunger, constant exercising, sensitivity to cold, absent or irregular periods, loss of scalp perception of being fat when the person is really to this. Some other associated features are depressed mood, somatic sexual dysfunction, and guilt obsession, anxious fearful dependent personality (ODwyer 15). Anorexia causes many problems to the Anorexic. Girls stop having menstrual periods, dry skin and thinning hair on the head, grow fine hair all over body, they may get sick often, Hypothermia, often in a bad mood, they have a hard time concentrating and are always thinking about food. It is not true that they never feel hungry. Actually they are always hungry. Feeling hunger gives them a feeling of control over their lives and their bodies. It makes them feel like they are good at something they are good at losing weight. Some of other major problems are superior mesenteric artery syndrome, major depressive schizophrenia, social phobia, compulsive disorder, body dysmorphic disorder, Bulimia Nervosa could occur. People with severe Anorexia Nervosa may be at risk of death from starvation. Of seven million women aged 15 to 35 who have an eating disorder, will die from complications of Anorexia. Most famous case was Karen Carpente, pop singer who died from heart failure resulting from An orexia. (Long 15). Family and friends have to love the anorexic. People with Anorexia feel safe, secure and comfortable with their illness. Their biggest fear is gaining weight; it is seen as losing control to them. They will beg and lie to avoid eating or gaining weight, which is like giving up to the illness (Matthew 20). Hospitalization is one very important step in trying to overcome Anorexia Nervosa. The patient will resist hospitalization and will plead to be discharged. Patients family should fully support the decision to hospitalize the patient. In hospitalization the patient will be weighed daily after urination. The following are other procedure in hospitalization: daily fluid intake and urine out put, if vomiting Serum Electrolytes must be regularly tested, bathroom should be inaccessible for two hours after meals, follow a diet of 1,500 to 2,000 calories a day, and six equal feedings through out the day (Long 19). .uff3ecf578f49bbec9c731cee6f5268aa , .uff3ecf578f49bbec9c731cee6f5268aa .postImageUrl , .uff3ecf578f49bbec9c731cee6f5268aa .centered-text-area { min-height: 80px; position: relative; } .uff3ecf578f49bbec9c731cee6f5268aa , .uff3ecf578f49bbec9c731cee6f5268aa:hover , .uff3ecf578f49bbec9c731cee6f5268aa:visited , .uff3ecf578f49bbec9c731cee6f5268aa:active { border:0!important; } .uff3ecf578f49bbec9c731cee6f5268aa .clearfix:after { content: ""; display: table; clear: both; } .uff3ecf578f49bbec9c731cee6f5268aa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uff3ecf578f49bbec9c731cee6f5268aa:active , .uff3ecf578f49bbec9c731cee6f5268aa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uff3ecf578f49bbec9c731cee6f5268aa .centered-text-area { width: 100%; position: relative ; } .uff3ecf578f49bbec9c731cee6f5268aa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uff3ecf578f49bbec9c731cee6f5268aa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uff3ecf578f49bbec9c731cee6f5268aa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uff3ecf578f49bbec9c731cee6f5268aa:hover .ctaButton { background-color: #34495E!important; } .uff3ecf578f49bbec9c731cee6f5268aa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uff3ecf578f49bbec9c731cee6f5268aa .uff3ecf578f49bbec9c731cee6f5268aa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uff3ecf578f49bbec9c731cee6f5268aa:after { content: ""; display: block; clear: both; } READ: Aztecs EssayDrugs also play an important role in the treatment of

Thursday, November 28, 2019

Jaelen Venable Essays (735 words) - Sports, American Football

Jaelen Venable March 7, 2017 English 111 College Football Coach vs. University President If the average American had to choose between being the head football coach of a major FBS (Football Bowl Subdivision) football program like Alabama or Ohio State or be the school's chancellor/president its safe to say the majority would choose to be a college football coach. After all Americans love their college football. Nowadays collegiate coaches make millions every year to coach football. Valerie Strauss of the Washington Post says "University presidents average a total salary of about $400,000 a year" (Washington Post). Alabama's Nick Saban makes seven million a year, so one can put that into comparison. Is this fair? I think it is because college coaches generate a great amount of money for the school, and have successful football programs, and have endorsements that help the university. College football coaches help generate a great amount of money for a university whether it be through television revenue or sports apparel. Television revenue is the biggest money producer for college coaches. When games are played on TV the university is allowed to advertise themselves to attract people to attend. There is also competition between networks and whichever creates the most revenue is what will be aired. College coaches are like a brand for the university they represent. The major programs that have successful athletic programs provide coaches with most of the money because if a coach is winning a school will pay top dollar to keep him there. A general rule of thumb a most universities is that a school cannot pay an employee is more than the president so this is why college coaches receive their money from other places and not the university. The president does not generate any money for the school, they simply oversee everything and make regulations. University of Alab ama president Judy Bonner said in a statement that Saban's salary "Is paid completely out of the athletic department's budget, which is self-supporting. The athletics department provides $5 million annually to help support faculty programs and academic scholarships" (News Today). Whenever a teenager is deciding what college they want to attend the football program will play a part in that decision. Students want to be apart of the football atmosphere and participate in games. A successful football program can create that atmosphere. A coach's success on the field adds to their pay. Consistently winning gets a coach extra incentives. Jim Baumbach's research states that "The incentive for winning the Southeastern Conference is $125,000 and $50,000 for being coach of the year" (News Today). Doing those two things alone is a little under half the salary of a university president. The athletic department sets goals for coaches like getting a certain number of wins, winning the conference, etc. There are also off the field goals for coaches as well, so they want to succeed in that also. For instance, if a coach's team averages a certain grade point average he can receive incentives for that, as well as how many players that graduate while he is head coach. Incentiv es can also be earned for things like sellout crowds. Endorsements play a big part in a college coach's salary. Alabama's Nick Saban has endorsements from Ford and Coca Cola. Those two companies alone can support him for the rest of his life because of how productive they are. Endorsements also promote the university. If someone see's Nick Saban drinking Coke or in a Coke commercial they will feel the need to research the University of Alabama. Fans will also drink Coke over a competitor like Pepsi just because Nick Saban is endorsed by Coke. Saban's corporation, Sideline Inc., "receives income related to fees, royalty payments, advance payments or similar compensation" (New York Times). Also players do not get paid and cannot receive benefits, so these companies and brands reach out to coaches instead. School presidents are not endorsed by anyone; their salary comes strictly from the university. College coaches being paid more than school president may not seem right, but its fair considering all the money generated by the athletic department of major football programs. Essentially the coach is earning every penny that is spent on him. College football is a multi

Monday, November 25, 2019

Mozart Essays - Mozart Family, Wolfgang Amadeus Mozart, Free Essays

Mozart Essays - Mozart Family, Wolfgang Amadeus Mozart, Free Essays Mozart Yekaterina Todika Wolfgang Amadeus Mozart Wolfgang Amadeus Mozart was baptized in Salzburg Cathedral on the day after his birth as Joannes Chrysostomus Wolfgangus Theophilus. The first and last given names come from his godfather Joannes Theophilus Pergmayr, although Mozart preferred the Latin form of this last name, Amadeus, more often Amade, or the Italiano Amadeo. Whatever the case may be, he rarely-if ever-used Theophilus in his signature. The name Chrysostomus originates from St. John Chrysostom, whose feast falls on the 27th of January. The name Wolfgang was given to him in honor of his maternal grandfather, Wolfgang Nikolaus Pertl. He was the seventh and last child born to musical author, composer and violinist, Leopold Mozart and his wife Anna Maria Pertl. Only Wolfgang and Maria Anna (whose nickname was Nannerl) survived infancy. He was born in a house in the Hagenauersches Haus in Salzburg, Austria, on the 27th of January, 1756. The paternal ancestry of the family has been traced back with some degree of certainty to Fndris Motzhart, who lived in the Augsburg area in 1486; the name is first recorded, for a Heinrich Motxhart in Fischach, in 1331, and appears in other villages south-west of Augsburg, notably Heimberg, from 14th century. The surname was spelled in variety of forms, including Moxarth, Mozhrd and Mozer. His mothers family came mainly from the Salzburg region, but one branch may be traced to Krems-Stein and Wien. They mostly followed lower middle-class occupations; some were gardeners. 2 Though Mozart did not walk until he was three years old, he displayed musical gifts at extremely early age. At the age of four, he could reproduce on the piano a melody played to him; at five, he could play violin with perfect intonation. According to Norbert Elias, it took all of thirty minutes for Mozart to master his first musical composition. The work , a scherzo by Georg Christoph Wagenseiil, had been copied by his father into Nannerls notebook. Below it Leopold jotted: This piece was learned by Walfgangerl on 24 January 1791, 3 days before his 5th birthday, between 9 and 9:30 in the evening. (68) Mozart and his sister never attended school because their father dedicatedly and instructed them at home. Besides music, he taught them German, Italian, Latin, history science, mathematics and law. According to Ruth Halliwell, recognizing his childrens special abilities, Leopold began to devote extra effort to their education-with an emphasis on musical instruction. He became a loving, but exacting, taskmaster. Some time later, he would somewhat ruefully describe to correspondent how from a very early age Nannerl and Wolfgang had learned to wear the iron shirt of discipline. The children themselves probably never relaxed that life could be any different. Wolfgang, no doubt, enjoyed the extra attention and found great pleasure in learning-and in pleasing his father. It was the start of relationship that he would never quite break free of, and the beginning of a career that would consume him altogether.(38} When the six-year-old Wolfgang had provided his extraordinary talents at the keyboard, Leopold was keen to exhibit those talents along with those of his gifted pianists daughter, Nannerl. Thus Leopold undertook a four month tour to Vienna and the 3 surrounding area, visiting every noble house and palace he could find, taking the entire family with him. Mozarts first know public appearance was at Salzburg University in September of 1761, when he took part in theatrical performance with music by Eberlin. Like other parents of this time, Leopold Mozart saw nothing wrong in exhibiting, or in exploiting, his sons God-given genius for music. He took Walfgang and Nannerl to Munchen, for about three weeks from January 12th, 1762, where they played the harpsichord before the Elector of Bavaria. No documentation survived for that journey. Later ones are better served-Leopold was a prolific correspondent and also kept travel diaries. The next started on September 18th, 1762, when the entire family set off for Wein; they paused at Passau and Linz where the young Wolfgang gave his firs public recital at The Trinity Inn, Linz, on October 1st, 1762. Soon afterwards, he amazed the Empress at Schonbrunn Castel and all her royal guests with fasc inating keyboard tricks; playing with the keys covered with a cloth, with his

Thursday, November 21, 2019

Legal Perspectives of International Football Essay

Legal Perspectives of International Football - Essay Example The first role as can be deduced from the above definition is the fact that the player's agent is charged with the responsibility of introducing a player with a club so as to negotiate an employment contract of the player with the club(of course at a fee). He is often paid by the club for bringing the player to accept a contract with the club. This is the only channel of payment recommended meaning that the agent is working for the club to sign up competent players with the club. However, at the same time, the player's agent is also working for the player negotiating for his terms and conditions for the contract with the club in which case the player can also pay the agent. These double payments are common but they have happened as shall be seen from the example to be illustrated in a little while. FIFA forbids player's agents from working for two parties when negotiating a transfer or an initial sign up of a player but the FIFA laws are not very clear hence reason why we have witnes sed some double payments especially in Wayne Rooney's transfer in 2004. It can be recalled that Wayn... Paul Stretford was paid by Manchester united football club for delivering the 18 year old able striker from Everton to the Club (Manchester United) and the amount was promised to hit 1.5 million if Rooney stayed at the United's Old Trafford for 5 years. Rooney on his part also paid Paul Stretford, his agent, for his role of negotiating his contract terms of 50,000/week (Conn, 2004). In defence of Rooney's act of receiving payments from both parties in a single transfer the, Andrin Cooper, the FA spokesperson, said that he did not consider the act a breech to the FIFA regulations because the regulations did not in any way outlaw payments made by both the club and the player. This therefore represents and at the same time amplifies the fact that the law form FIFA about agents may seem to be clear but it is not clear at all. FIFA regards the role of the player's agent to be mainly that of persuading his player to join a club, the work for which he gets paid by the club. It should me noted that the federation, FIFA, therefore in this accord regards the above role as very much separate from negotiating the players terms with the club in the same transfer. The two roles, though separated by FIFA, are inseparable because they are dependent in that the player will not accept to join a club (for the agent to be paid the player must accept to join the club) if his persona l conditions are not taken care by the club in the contract, an issue that the player's agent ensures through an active and engaging negotiation with the club owners. Therefore, at all times, the player's agents have been carrying out the role of getting the player to sign up for a given club but this role depends on another implied role of getting the club to accept to the terms of the player

Wednesday, November 20, 2019

I will attach the Topic and instruction Essay Example | Topics and Well Written Essays - 500 words

I will attach the Topic and instruction - Essay Example 013).On the other hand the Democrats considered it as â€Å"nonsense† (Austin, 2013).They accused the Republicans of exploiting the voter-ID law to create hurdles for the poor citizens of Texas and the minorities. The Law involved the active participation of the Texas Legislature, Senate and House, Gov. Rick Perry, federal government and the U.S. Department of Justice. The Law was passed accordingly under the supervision of the Legislature of Texas after three legislative rounds and six years. The House approved its version in March, 101- 48. After contrasts between the Senate and House versions were resolved, both chambers approved the final version, in May, SB 14 and forwarded it to Gov. Rick Perry, who had announced the issue a crisis item at an earlier period in the session. Notwithstanding, more than a year and a full election cycle after its entry, the law is still not in effect, its incorporation first held up by the U.S. Division of Justice, then denied by a federal circuit court. Its extreme destiny was chosen by the U.S. Supreme Court. During the time of July 2011, Texas formally asked the Justice Department to "preclear" the law and permit it to become effective from Jan. 1, 2012. The federal government had 60 days to go for one out of the three alternatives: support the solicitation, deny it or request more data (The Texas Tribune, n.d .). The issue affected the women of Texas to a large extent since after marriage their surnames often get changed. While a few Americans headed to twitter to express their backing for the new voting regulations, others utilized the medium to whine about not having their vote numbered or being compelled to go through excessive complications, for instance putting signature on a sworn affidavit. Furthermore to underscore the perplexity that these laws have fashioned the nation over, a few voters didnt realize what sort of recognizable proof, if any, they required to produce. There are also accounts of poll workers asked to