Hitler vs. Stalin Who Was Worse - Free Essay Example

Sample details Pages: 2 Words: 741 Downloads: 6 Date added: 2019/06/18 Category People Essay Level High school Tags: Adolf Hitler Essay Joseph Stalin Essay Did you like this example? Adolf Hitler and Joseph Stalin were the greatest familiar and known totalitarian leaders in Europe. Hitler is to fault for the burst out of the II World War and for the idea of an ideology which caused the holocaust and agony of many countries. Stalin was a head of the Soviet Union up until 1953. Don’t waste time! Our writers will create an original "Hitler vs. Stalin: Who Was Worse?" essay for you Create order He was the originator of the Great Purges in 1937 and the collectivization which have affected an enormous quantity of victims in his own country. They both were very harsh and dreadful leaders who were cruel massive murderers who believed themselves as military geniuses. Hitler assassinated particularly foreign nationals. Stalin his own people. Hitler was more sensitive and sometimes made unwise judgments when livid which far along cost him greatly. Stalin was calmer and made his in a more sensible fashion. After 1938, Hitler became progressively more uncontrolled. Stalin was typically careful even after the defeat in 1945. Stalin was cooperative to a negotiation at moment in time. Hitler remained not. Hitler was an extreme racially prejudiced. Stalin was not because he was a Communist, he, too, had an aversion for Jews. Stalin, as a collective, believed the class struggle was the essential to considerate the humankind. In Hitlers outlook, it was the struggle between German-and the Jews. Both supposed in the relation of reproduction policies. They controlled the fertility rates through health care strategies, and emerging good policies was a key for an improved society. Hitler trained and supported eugenics, while Stalin never formally supported it. Hitler supposed that womankind should stay at home and educate their offspring, while the fellas work. Women stood to be decent wives, and assist in making of the right sort of kids. The Nazis had termination camps focused on killing the State of asocial elements. The camps in Soviet Russia were for the most part labor camps. Both Stalin and Hitler disallowed tolerance outright. Together Stalin and Hitler believed in having a sturdy army skillful by the State leader, and owed enormous quantities of possessions and capital to the expansion of such a durable army. Hitler was National Socialist and Stalin Communist, is an extremely significant difference, since this produced their hatred against each other. Hitler massacred masses of Jews, and other non-Aryans, while Stalin triggered the death of loads of farmers, which deceased because of the reason of food shortage, so on both individually sides many of individuals pass away, since of the political thoughts of their rulers. Hitler was a fascist that hated communism. He was patriotic about Germany and fought as a German warrior in WWI. He was above emotional and occasionally made unwise choices because of them. He had a dislike for Jews, and was a life-threatening racist. Hitler, even if he wanted to, would never have killed so many associates, military officers etc. He observed himself more as a widely held leader who was only overpowering those conspirators acting against the German society. Stalin was calmer and created his in a more logical manner. Stalins road to rule looked differently, as he did not need the livelihood of common people. Stalin was very suspicious, as known for his purges in 1937. He performed numerous Trotskyites and additional individuals not of the party. Stalin was recognized as a beyond sensible and patient man, as he listened to his war advisors. Hitler did not. The ideologies in whose name they devoted their mass slaughter were radically dissimilar. Stalins was built on class. Hitlers on race. Also Stalin was extra careful. In pursuit of his successes in WW2, he did not thrust his good fortune by looking for a head on hostility with the west. Hitler was irresponsible and constantly pushing his primary winning streak until finally he collected a massively powerful alliance against his country. And that alliance was eventually far off too powerful for him to succeed. Unfortunately, for him the alliance was joint in its objective which was his destruction. Stalin was married two times and had 3 children, Hitler had none. Stalin adored great food and wine, Hitler did not drink and was vegetarian Stalin listen a lot but speaks little, Hitler loved talking, hate listening Stalin had large mustache, Hitler had petite one. Hitler and Stalin had plenty of things that are common and that are different about each other. From the family, how they think even on how they look. Both men came a long way to do what they believed in until death do them appart.

The Importance of Ethical Business Practices Walmart Law...

This issues study is aimed to explain the importance of ethical business practices which also include social responsibilities and will be compared to an example of an unethical business practice. It will explore the different unethical issues in business, the benefits of running an ethical business and this will be done with reference to a certain case study. Ethics are moral guidelines which govern good behavior. For a business to behave ethically, it must follow strict guidelines which ensure the health, safety and human rights of every employee within that business. Unfortunately, there are many cases were certain companies will not follow any ethical guidelines and may often lead to sickness and or/death of some or all employees.†¦show more content†¦Aside from sexual discrimination, there are many other unethical issues that can occur within businesses. These can include unfair wages, employing children under the legal working age and unsafe and unsanitary work practices. Having an unethical business may have its advantages, but they come with disadvantages and consequences as well. The main benefit from running an ethical business is that owners can avoid legal problems. This includes the penalties that may arise if a company gets caught after being unethical and legal fees and fines. This can cause long term damage if the public finds out by negative publicity. These things can lead to loss of loyal customers. Having loyal customers is a big part of the long range business success. It obviously plays a major part in funding for the company as they use the profit they make off the customers. By keeping a business running ethically, owners can ensure they are retaining good employees. Companies who are honest to their employees and treat them fairly and ethically have a better chance of keeping loyal employees, employees who are unhappy will not dedicate themselves to the company like a happy employee would and this leads to a negative work environment. Within a negative work environment, employees may begin to arrive late to work, start to do the wrong things and the worst cases can include theft. An example of an unethical business is Wal-Mart. There have been numerousShow MoreRelatedTarget Strategic Audit Essay15491 Words   |  62 PagesTarget needs to perform a detailed research on its e/m-commerce platforms and those of the competition. Since Target is the follower, without spending too much in RD it can take advantage of what Amazon has proven to be working and internalize those practices that increase number of visitors and transactions. 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Second Language Education

Question: Select a specific area within second language studies and identify three or four recent research-based articles which have made a significant contribution to the development of this area. Critically evaluate aspects of the articles, such as the research approach, quality and ethics. Suggest how these studies could be adapted for researching your own teaching and learning context which you are familiar with. Answer: Research Methods for Second Language Education Second Language is a language, which is not ones mother tongue. In this connection, the research on second language learning motivation is increasing day by day. Motivation, the term indicates ones motive force to learn the other language. Motivation is the most important factor, which affects the success of a language learner. Motivation plays a considerable role to develop the learning of a student to learn new languages. A student can be motivated to learn another language for emotion, desire, need to learn and for any other good reason. However, learners in the countries where English is not the mother tongue, lacks the appropriate level of motivation to learn English for various reasons. These reasons include teaching practices, English is not related to the real life conditions, lack of interest in English values and culture, etc. A less able student can achieve greater success if he is highly motivated. It can be assumed that one can be successful in any task because of his/he r motivation, so as of language learning, with motivation a learner can be successful. Sometimes, paucity of motivation of the learner is the reason for which the students performance, attendance and participation became low. Both teachers and researchers accepted that one of the factors, which influence the success of learning the foreign or second language, is motivation (Mao, 2011). Nowadays, the pressure is on the educational institutes to teach language classes more than earlier despite the students dislike it. The family also plays an important role to pressurise the student to learn English as to progress in academic and social life. In Taiwan, English taught from school to university. In addition, Taiwan has educational institutes outside the formal system of schooling where the medium of learning is English. Despite the English teaching, Taiwan is not very proficient in the language. It is because the students in Taiwan are not motivated and psychologically declined to learn English, which affects their English proficiency. Kinds of Motivation We found four kinds of motivation. First is integrative motivation. Person possessing integrative motivation learns a language other than that of his or her in order to integrate with the speakers of the native place. Secondly, the instrumental motivation means the language uses as a tool or instrument that allows one to achieve a goal for some reason. Thirdly, the intrinsic motivation, which means the learning motivation, comes from within. The last is the extrinsic motivation. For this, one is motivated to learn any other language as someone else can penalise or reward for it. Intrinsic motivation is the reason for long-term success, extrinsic motivation related to short-term gain (Salazar-Campillo, 2015). Motivation is the composite form of three elements of desire, effort and affect. Desire illustrates how much a learner wanted to be proficient in the language. Effort indicates to time that spent by the learner to study. And affects refers to the emotional reactions of the learner regarding the study of the language (Hinkel, 2011). The eminent researcher in the field of motivation is Robert Gardner, who has been working on the topic since 1970s. Gardner developed his socio-educational model from time to time and examined motivation from the integrative and instrumental perspective. Integrative motivation includes the desire to integrate one person into the target culture by adapting the parts of it into ones identity. Its example is that students of Taiwan use their English name wherever they can. Instrumental motivation described as desiring rewards by which action can be taken, for example, increasing rate in job opportunities and meeting requirements to the graduates. (Gardner, 2005) Mao implemented the research on motivation of second language and its application in reading class of the high school senior division to understand consequence of motivation on studying. He has collected data and concluded that the integrative and instrumental motivation together can influence on the improvement of the reading class. English teachers can take initiative to awaken students motivation by effective application in the reading class, and can assist the students to develop their integrative motivation in approaching the English learning. (Mao, 2011) There are many theories regarding the motivation. One of them is Self-Determination Theory (SDT) proposed by Deci and Ryan. This theory based on the intrinsic and extrinsic motivation. Tasks considered as fun, interesting or enjoyable are intrinsic motivation. The tasks done for useful purposes, even if are not interesting, considered as extrinsic motivation. This theory later modified by Ryan and Deci (Csizr, et al. 2015). The second motivational theory proposed by Eccles and Wigfield is Expectancy-Value theory. They suggested that the four components of motivation are the attainment value, the intrinsic value, the extrinsic utility value and the cost. The attainment value described as perception of individual about the importance of the task. The intrinsic value means happiness, what one enjoys at the time of completing the task. The extrinsic value is anticipated usefulness of a completed task relating to goals of future of the individual. Cost described as recognised negative consequences of completing a task, including financial, emotional and physical cost (Jafari, 2013). The Self-Determination Theory and the Expectancy-Value Theory examined within a general environment of education. The socio-educational model always examined within a second language acquisition environment. English still is not considered as the second language in Taiwan, but a foreign language. The development of socio-educational model specifically based on the context of acquisition of second/foreign language and not in a general setting as adopted for the development of the two theories. Though English is not the second language of Taiwan, still the students of Taiwan have the opportunity to interact with English culture and language. Motivation is the socio-educational model and a complex phenomenon that offers a holistic approach. Thirdly, the AMTB used in some studies around the world that is found to be reliable, useful and relevant to identifying the components of learner motivation as well as the impact of motivation on learning outcomes (Gardner, 2001). The basic fundamental of putting English as a main language is to give a broader view of the people a global aspect. The skeleton structure of this was made keeping in mind the attitudes of the puipil towards learning English as the second language in comparison to the other languages provided in the syllabus. By keeping the feedbacks of the students learning the language by calculating the motivation given to them. Adding up to it is the maiontaining the value of customs and beliefs and then learning the subject and the importanvce of it in their eyes along with the consent of their parents. The perception or concept of the the guardians of the students, teachers and their fellow classmates on this particular sector. As per the assessment of the students and their verdict over the foreign language which was taught to them. The students were to give feedback on the scale of 5 and most of them were said that they did not like the language. On the scale of ranging from stringly disagree to strongly agree the first two sections did not like the subject. The five-point response scale concerning how many students liked the subject, resulting in a 16.1% of the puipils like the English subject as per the report given, 37% of the puipil liked English as a subject a little 33.3% of the puipil neither disliked nor did they like the subject, 9% of the puipil disliked it a little and 3.8% of the puipil completely disliked English as a language. The report thus drawn from the feedbacks of the students was slightly satisfying than it was expected. Foreign Language Learning Strategies Learning strategies are exclusive behaviours or thoughts by which individuals help them to learn, retain or comprehend new information (O'Malley and Chamot, 1990), and the procedures, which facilitate the learning at the novice stage (Chamot, 2005). Learners are assisted by the learning strategies to achieve their goals by taking the conscious actions, such as the students of Taiwan use to memorise what exactly their teachers teach them. Language learning strategies must be problem-oriented, should encourage the learners to become self-directed, and involve the learner more than his/her cognition. In addition, it must help learner to integrate and organise the new knowledge. The learning strategies may have an effect on the motivational state of the student. Taiwanese students became accustomed with the authoritarian teaching modes, so the strategies seem to be strange for them (Plonsky, 2011). An instrument, that measures the use of the learning strategies is Oxfords (1990) Strategy Inventory for Language Learning (SILL). SILL consists of six types of strategies, these are cognitive, mnemonics, mega-cognitive, affective, compensation and social. Cognitive strategies include the interactions of the learner and how he processes the new information, for example, repeating new words, searching for patterns and practicing. By mnemonics strategies, one concern adopting the different path to remember like using semantic maps and pictures. Meta-cognitive strategies engage the plan to practice and improve target language, for example, seek the native speakers and engage them in language exchange. Affective strategies involve management of ones own emotions, for example, positive self-talk and relaxing. By compensation strategies, one deploy different modes to communicate when one found unknown gaps in target language. Social strategies involve interaction with others, for example, asking the questions and practicing with other students. Proposed Research Method There is studies to examine the relationships between three selected factors, i.e. foreign language motivation, foreign language learning strategies and foreign language anxiety. To research the educational phenomena, various methods may be used. Ary, Jacobs, Razavieh, and Sorensen (2010) explain the qualitative research methods as examining the setting in connection with context not attempting to predict the future by producing a rich account of the events. Quantitative research methods, attempting to predict the future by determining dependant factors associated with the phenomenon under examination by testing the relationships. After analysis, the conclusion would be formed by the deductive reasoning and would be dictated by statistical analysis of the results (Ary, et al. 2010). This study also examines the relationships between various factors as foreign language motivation, foreign language learning strategies and foreign language anxiety learning the second language. These factors try to predict the factor which collectively or individually influenced the achievements to learn the foreign language. The three basic instruments that have been used in the present study is extensively tested, developed and implemented in various situations of language learning program. These instruments are found to be highly reliable and fit for the purpose. So, quantitative research methodology deploying established the survey instruments used for this study appropriately. Descriptive Statistics In order to analyse the data adequately, various procedures will be implemented to set up the reliability and validity. The second set of data analysis procedures which will run, will be the descriptive analysis that shows the profile of the sample used. The information which is shown will be the medium, frequency distribution and standard deviation of the gender, age, study major and the number of years of English learning of the participant. Also the demographics descriptive analysis, the procedures will be run only to show the median level of anxiety of the participants, use of strategies of language learning, motivation by which one can learn a second or foreign language and the achievement of the foreign language at a particular point of time when the data collection will be taken. The independent factors have their own sub-scales and they will also include in descriptive analysis (Chang and Liu, 2013). The sub-scales of independent factors will be compared with the other independent factors for any statistically significant relationship. For example, the FLCAS has three sub-scales namely communication apprehension, test anxiety and fear of negative evaluation. There are four sub-scales of the AMTB, i.e. attitudes toward the learning situation, integrativeness, instrumental orientation and motivation. The six sub-scales of the SILL are mnemonics, cognitive, compensation, metacognitive, affective and social. These all sub-scales will be completed against each other. Each of the sub-scales of individual factors and achievement of foreign language will be compared with the final Pearsons correlation coefficient (Wigfield and Eccles, 2002). By inferential statistical procedures, they will test the impact and predictive nature of independent variables on the dependant, that being the foreign language achievement. The set of inferential statistical procedures to be run are multiple regression analysis. There are two parts which have to be completed. The first type multiple regression analysis uses the enter method with the collinearity diagnostics included. Factor that shows any value of more than 10 in the variance inflation factor (VIF) that will be removed. This will show the impact that each of the independent variables will have on the dependent variable. The impact of anxiety in foreign language, and/or foreign language learning strategies, and/or motivation to learn a foreign language will have on the foreign language achievement. The second multiple regression analysis to be run will be using the the stepwise method (Lepp-Kaethler and Drnyei, 2013). Why this study is important English is taught as the second or foreign language throughout the Taiwanese education system, yet Taiwan has slipped its position in the world rankings. The gestures of teaching English in the classroom are the combination of many factors. Previously, the researches focus on specialised areas which helped gaining an insight into a part of the psychology of the language learners. The areas discussed above are the motivation learning a second or foreign language, anxiety in the foreign language classroom and language learning strategies. Individually, the researchers were guided by these factors over the years. But these instruments and factors have been proven measures. It is time to combine these factors together and seek to reveal more of the holistic picture of foreign language acquisition (Mitchell, et al. 2013). Conclusion The acquisition of foreign or second language is a complex process involving a lot of factors. These include some personality factors specially non-intelligence factors, like the motivation, character, attitude, etc. The most significant factor among all the factors is motivation, which is the solution of learning (Dahmardeh and Hunt, 2012). When we examine the success of the learning of the second language, we found that motivation plays a vital variable (Mao, 2011). The best step to facilitate learning of a second language is to inform the learners about the requirements of motivation in the learning. Motivation for every student is different, as students with different characteristics should have different kinds of motivation to motivate themselves. With classroom motivation trainings, students will become more motivated. Both the teachers and students knew that more emphasis should be placed on other skills incorporating interesting life relating materials of their university cou rses, writing and their later professions. The teachers may help to motivate the students by involving them in choosing material for the class. Teachers also have the responsibility not to focus on the accuracy in language, but to see whether the students are sharing their ideas with each other. Teachers may engage students to set their own goals for learning the language as well as providing the activities, which allow to use the language for practical and academic purposes in and outside the class. Motivating the students to learn the second language must be the priority as it is to make them understand that by learning, they will be successful in academic and professional lives. Besides the factors which influence the motivation of the students, teachers must consider some other factors as per the classroom environment, aptitude of student, course goals, and so on. References: Ary, D., Jacobs, L.C., Razavieh, A. and Chris Sorensen, C., 2010. Introduction to research in education: Cengage Learning. Bean, J.C., 2011.Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley and Sons. Chang, C.H. and Liu, H.J., 2013. Language learning strategy use and language learning motivation of Taiwanese EFL University students.Electronic Journal of Foreign Language Teaching,10(2), pp.196-209. Chang, M.M., 2005. Applying self-regulated learning strategies in a web-based instructionan investigation of motivation perception.Computer Assisted Language Learning,18(3), pp.217-230. Cohen, A.D., 2014.Strategies in learning and using a second language. Routledge. Csizr, K., Piniel, K. and Kontra, E.H., 2015. The Role of Individual Difference Variables in Shaping Deaf and Hard-of-hearing Language Learners Motivated Learning Behavior.UZRT 2014: Empirical Studies in Applied Linguistics, p.31. Dahmardeh, M. and Hunt, M., 2012. Motivation and English Language Teaching in Iran.Studies in Literature and Language,5(2), pp.36-43. Ellis, R. (2009).Implicit and explicit knowledge in second language learning, testing and teaching. Bristol, UK: Multilingual Matters. EnglishFirst. (2012). EF English Proficiency Index. Retrieved from https://www.efaustralia.com.au/__/~/media/efcom/epi/2012/full_reports/EF%20EPI%202012 %20Report_MASTER_LR.pdf Gardner, R.C., 2001. Language Learning Motivation: The Student, the Teacher, and the Researcher.Texas Papers in Foreign Language Education,6(1), pp.1-18. Gardner, R.C., 2005. Motivation and attitudes in second language learning. Hinkel, E. ed., 2011.Handbook of research in second language teaching and learning(Vol. 2). Routledge. Horwitz, E. K., Horwitz, M. B., and Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132. doi: 10.1111/j.1540- 4781.1986.tb05256.x Jafari, S.S., 2013. Motivated learners and their success in learning a second language.Theory and Practice in Language Studies,3(10), pp.1913-1918. Jamil, A., and Atta, M. (2012). Effects of Motivation and Parental Influence on the Educational Attainments of Students at Secondary level. Academic Research International Lepp-Kaethler, E. and Drnyei, Z., 2013. The role of sacred texts in enhancing motivation and living the vision in second language acquisition.Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT, pp.171-188. MacIntyre, P.D. and Gardner, R.C., 1989. Anxiety and second language learning: Toward a theoretical clarification.Language learning,39(2), pp.251-275. Mao, Z., 2011. A Study on L2 Motivation and Applications in Reading Class in Senior High School.Theory and Practice in Language Studies,1(12), pp.1731-1739. Mitchell, R., Myles, F. and Marsden, E., 2013.Second language learning theories. Routledge. Nicholas, H., Lightbown, P.M. and Spada, N., 2001. Recasts as feedback to language learners.Language learning,51(4), pp.719-758. O'Malley, J. M., and Chamot, A. U. (1990). Learning strategies in second language acquisition / J. Michael O'Malley, Anna Uhl Chamot: Cambridge [England] ; New York : Cambridge University Press, 1990 Oxford, R. L., and Burry-Stock, J. A. (1995). Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL Version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23 Plonsky, L., 2011. The Effectiveness of Second Language Strategy Instruction: A Metaà ¢Ã¢â€š ¬Ã‚ analysis.Language learning,61(4), pp.993-1038. Rubin, J., 2014. Teaching Languageà ¢Ã¢â€š ¬Ã‚ Learning Strategies.The encyclopedia of applied linguistics. Salazar-Campillo, P. (2015). Book review: Carmen Munoz (ed.) Intensive exposure experiences in second language learning.Language Teaching Research, 19(5), pp.634-635. Swain, M., Kinnear, P. and Steinman, L., 2011.Sociocultural theory in second language education: An introduction through narratives(Vol. 7). Multilingual matters. Ushioda, E., 2011. Language learning motivation, self and identity: Current theoretical perspectives.Computer Assisted Language Learning,24(3), pp.199-210. Van Dijk, T.A. ed., 2011.Discourse studies: A multidisciplinary introduction. Sage. Wigfield, A. and Eccles, J. (2002).Development of achievement motivation. San Diego: Academic Press. Zhang, L.J. and Zhang, D., 2013. Thinking Metacognitively about Metacognition in Second and Foreign Language Learning, Teaching, and Research: Toward a Dynamic Metacognitive Systems Perspective.Contemporary Foreign Languages Studies,12, p.010.

Paul Wolfowitz - Remarks at the 38th Verkunde Conference on Security Policy free essay sample

Rise and Fall of Enron Essays

Rise and Fall of Enron Essays Rise and Fall of Enron Paper Rise and Fall of Enron Paper The rise and fall of Enron is a company that was lead to its own demise by it’s own leadership and ill business decisions. The motivational theories explained from the readings of Organization Behavior can correlate with the failure of Enron’s internal organization. Even though a company may appear to display successful business practices, the influence of leadership through management can ultimately lead the company to fail. Enron’s code of ethics prided itself on four key values; respect, integrity, communication, and excellence. Codes of ethics should be a reflection of what the owners, investors, and employees work towards as an organization. Executives overlooked those values as they deliberately corrupted Enron by engaging in money laundering, accounting fraud, falsifying income, and other conspiracies. Employees continued to work their scheduled routine hours and showed loyalty by working through lunches and doing overtime, unaware that their invincible company would soon go under leaving them scrambling for answers. As the company struggled and faced financial ruin, executives betrayed their dedicated employees by informing them that Enron’s foundation was solid and continue to be profitable and had not allowed them to sell their stock in the company. At the same time, executives sold their share of the company and received millions of dollars before filing for bankruptcy and being investigated by the United States Justice Department. The unfortunate employees believed that they helped Enron develop into a successful company that it was and saw everyone as family. A combination of motivation and influential theories can explain Enron’s ultimate failure. Enron’s failure as an organization can be described in the theories of motivation. Employees need somewhat of an inspiration to lead their efforts to attaining a solid goal. Edwin Locke’s goal-setting theory and self-concordance can both be brought to explain Enron’s failure. Edwin Locke’s goal-setting theory links motivation to meeting specific and challenging goals to contribute to higher and better task performance and receiving positive feedback would be a reward of pride and triumph. Motivational goals may come from promotions, raises, long term careers, or working for a great company. Self-concordance reflects in the way people reason in practicing goals that are in line with their interests and values. Enron offered those goals to their employees and in returned hired the most qualified, experienced, and self driven people to attain those goals. Working for a very prominent and successful company gave employees the sense of comfort and dependability that breathed prosperity. However, it was those goals that had false hopes. Enron had high aspirations that joint ventures in trading energy with investors in the new virtual market place would be successful but failed and lost millions of dollars. Enron continued to press forward and kept all employees on track but if they were not able to obtain their goals, for the sake of keeping the company above water, they were let go. Once employees dedicate and committed themselves to a strictly structured organized culture, they have a tendency of enduring ethical judgement that is later rationalized in one form or another. Strong leadership, management and organizational structure is what every business should be governed around. The neglect and abuse of that leadership, management, and organizational structure was the ultimate contribution to the failure of Enron. The executives displayed leadership in shaping and exhibiting Enron as a prominent and innovative company that discovered new ways of doing business. Under the leadership of Jeffrey Skilling, he exercised a highly strict culture that included the recruitment of top intelligent and assertive candidates from prestigious universities who were trained to produce deals rapidly. Management encouraged and required a high level of performance by each employee to any means necessary, which lead to breaking ethical business practices. As those ventures failed, executives continued unethical behavior which led to accounting fraud, falsifying income, and a number of other malpractices and abuses of power. Enron maintained to administer a series of appropriate management control which included a performance review system, risk assessment and control group, followed by a code of ethics. These groups worked on behalf of Skilling’s organizational structure and assured the employees protection. The levels of communication between management were evidently clear of doubt in regards to any questionable actions dealing with projects. Enron’s organizational structure proved to ruin the integrity of the company with corruption, influence, and manipulation. Influential leadership can carry power to others in ethical or unethical ways to serve a single purpose. Enron used those powers to create a culture that demanded excellence. Skilling’s leadership role at Enron influenced unethical behavior and directed the organizational culture to discredit the morals and values of the company. While motivation of rank, greed, and power provided management to successfully control the process in which loyal employees worked until the end. References Robbins, S. P. , Judge, T. A. (2011). Organizational behavior (14th ed. ). Upper Saddle River, NJ: Pearson Education. The Organization | July / August 2007 by Clinton Free, Mitchell Stein, and Norman Macintosh MANAGEMENT CONTROLS: THE ORGANIZATIONAL FRAUD TRIANGLE OF LEADERSHIP, CULTURE AND CONTROL IN ENRON iveybusinessjournal. com/topics/the-organization/management-controls-the-organizational-fraud-triangle-of-leadership-culture-and-control-in-enron

County analysis Essay Example | Topics and Well Written Essays - 2750 words

County analysis - Essay Example In carrying out business with parties from elevated power distance countries, the managers used or should have title at least on the same level as those they are negotiating with. On the other hand, cultures that have low power distance should have the inequalities reduced. Japan is ranked at 54 while the United States of America is ranked at 45. According to Hofstede, countries with low uncertainty avoidance index score have innovative approaches and risk investment tendencies. This are attributes found in entrepreneurs. Uncertainty avoidance is the reality that vagueness about the prospects of the future is a basic fact of human life with which we try to cope through the domain of technology, law and religion. Uncertainty avoidance is also the extent to which individuals feel endangered by situations. This leads to people creating institutions that deal with these. Hofstede used stress, employment stability and rule orientation to identify. Countries are then ranked as low or high concerning uncertainty avoidance. Squat uncertainty avoidance means that, there is a strong willingness to take a risk. On the other hand, high uncertainty implies a lower willingness to take risk. Hofstedes notes that, in societies where there is high uncertain avoidance, there tends to be a generational gap amid the old and the young. High unce rtain avoidance cultures are concerned with rituals and traditions and often follow exceedingly complex rules and regulations. Individualism refers to preference of closed surrounding environment, in which it is understood that, one must mind for themselves and their close relations as opposed to the entire cluster in which one is an associate. Individualism can be referred to as an appraisal of the emotional dependence and autonomy of a person. The culture of a country is scored high in this sense if there are favourable responses to items such as , having a satisfying job which leaves you with enough time for yourself and the family. In

Does it seem as though parenting values have changed Essay

Does it seem as though parenting values have changed - Essay Example With the modern technology, many books on parenting, an individual may expect parenting now to be much better and easier compared to fifty years ago. The kind of society where confusion and all manner of immorality exist among parents and children, leave people wondering whether the parenting values have also positively changed with the changing world. In order to instill values in a child, the parents have to be the example to their children but what is happening in the society currently proves the opposite. This trend emerged greatly after the Second World War. With modernity and economical strains, most parents work day and night to provide for their children material needs and forgetting the most important aspect of parenting which involves instilling values. Absentee parents can have negative impacts on their children (Raiford, web). An ever-absent parent cannot instill discipline or values such as respect for others in a child. Most research show that parent’s absenteeis m can even lead to psychological trauma in children, which may extend to adulthood. Any child or person with psychological problems may develop some behaviors that are not admirable in any society set up such as a careless attitude towards life (Raiford, web). According to statistics, there have been an increasing number of divorce cases across the nation. Divorce cases where children are involved rather expose the kind of irresponsibility and lack of parental values among parents in the society. Divorcing especially when the children are still young will always have a negative impact on the children’s well being. Research show that children raised by single parents suffer emotionally and may develop certain habits to adulthood. It is quite evident that most parents no longer know what they want for their children in future and fail to consider the welfare of their children before divorcing. Being together as a family is important in the development of children and building s trong personality in these children (Chambers, 55). It is upon parents to know the values they want their children to acquire and it is upon them to instill these values (Reasoner and Marilyn, 4). Parents who consider divorce without concrete reasons seem to have lost or changed the meaning of parental values. The increased immorality among our teenagers raises alarms and leaves people wondering if by any chance parental values still exist in the modern world. Teenage alcoholism and smoking are common phenomenon among American children even though it may have serious health repercussions. Researchers have blamed the problem on parents. It is upon the parents to guide their children towards making the right choices in life. Making the right choices is a value that a parent can only instill in a child if they were the example. For instance, with alcoholic parents, there are high chances of a child picking the habit from the parents since children are greatly influenced by nature of th e family set up. According to Jacob, adolescent children and adults tend to have similar drinking patterns with their parents (205). It is a fact that children with alcoholic or smoking parents do pick the habits at a tender age. In the early days, high school and birthday parties were occasions where age mate met to discuss and share their experiences but today it is the exact opposite. Children become adults in such parties drinking and smoking themselves even to a point of death. It is with no doubt