Aviation Industry Essays -- Informative, Aviation

General Aviation Brief History: The common flight world comprises of two classifications as indicated by the Federal Aviation Administration (FAA): booked aircraft administration and general avionics (FAA, n.d.). The Aviation business as we probably am aware it today was conceived from General Aviation (GA), and both their accounts are inseparably connected. People’s desire to fly stretches back to antiquated occasions, of stories and legends went down from Greek developments, and an enthusiastic drive to ace the sky. It is in this equivalent soul that GA as of now dwells. The eagerness individuals have for avionics is ostensibly, unmatched. There’s a solid feeling of brotherhood inside the GA business, a feeling of boasting that fits any such outrageous occupation. The present GA industry is involved two sections: Private administrators, depicted as the individuals who fly without remuneration and Charter administrators, portrays as the individuals who administrator for pay (FAA, n.d.). Starting toda y, general flying makes up more than 1 percent of the U.S. GDP and supports practically 1.3 million high-talented employments in proficient administrations and fabricating and consequently is a significant part of the avionics business and the economy in general (AOPA, n.d.). The previously mentioned divisions of GA can be additionally characterized, per the FAA’s Federal Aviation Regulation (FAR), as Part 91 and Part 135 administrators: ïÆ'â€" Part 91: These guidelines are set up for airplane proprietors that work for non-business purposes. These are ordinarily private individual or enterprises that fly without remuneration. ïÆ'â€" Part 135: These comprise of airplane that fly for business, ‘for-hire’ purposes. These are regularly ‘charter’ flights which are redressed. Practically identical to Part 121(Commercial Airlines... ... a ‘grass-roots’ approach by which every individual is given a bit of the duty regarding security. This strategy generally rehearsed in air terminals, where normal concerned residents report dubious movement and things to security work force. This strategy has demonstrated effective in the acknowledgment of brought down mishap rates in the GA people group as expressed by Associate Administrator for Aviation Safety Nicolas Sabatini This record is because of a devoted duty to security by everybody all in all flight. (Sweet 2006) It is essential to keep a prudent viewpoint when managing issues of security, particularly in the aeronautics field. Now and again, the automatic traditionalist standards forced by the TSA may, great, guarantee the security of the issue, yet a cautious equalization must be struck between this hounded requirement for security and fundamental open door for supported development.

Comparing different philosophical theory Research Paper

Contrasting diverse philosophical hypothesis - Research Paper Example The principle shortcoming of the thought is that it might legitimize an activity that is done under through and through freedom and individual choice. Roberts brings up that the thought disposes of the utilization of through and through freedom as a causing element of a movement (35). Compatibilism then again gives that the contention introduced by determinism and choice are practical (Bobzien 28). The thought is of the suspicion that an individual may remove part in an action from through and through freedom. Thus, the individual may participate in a movement an impact by another occasion. The idea varies from determinism in that it grasps through and through freedom. The idea might be utilized viably in a legal dispute where the activities of an individual ought to be resolved either as an activity from through and through freedom or affected by another movement. This makes the quality of the idea and makes it solid when understanding human conduct. Be that as it may, the idea doesn't legitimize the impact of nature on human conduct. Bobzien is of the presumption that nature is inescapable therefore it makes it a prerequisite to alter and hold onto unrestrained choice as a wellspring of purpose (33). Libertarianism is an idea that will in general grasp the contention that through and through freedom commands the general public (Ronald 17). What's more, the idea advances the control of through and through freedom. The idea is made from the contention on freedom. Freedom alludes to the capacity of an individual to settle on autonomous choice and all establishment the general public regards the choice. In addition, the idea will in general affirm the individual responsibility for assets without the obstruction of the state. One significant shortcoming of the idea is that it wipes out the job of social foundations in the general public. It sees as unrestrained choice as the most noteworthy factor in the general public. Notwithstanding, it makes a favorable position that gives capacity to the individuals (Ronald 23). The three ideas have significant contrasts. The distinctions are made in their capacity to

Getting From Champaign-Urbana to Home, Wherever Home May Be

Getting From Champaign-Urbana to Home, Wherever Home May Be When moving from your hometown to a new place, it is important to know you can get home if need be. The University of Illinois has many ways to get from home to school or school to home, no matter where your hometown is! Peoria Charter Bus The Peoria Charter is a bus service that goes from the Champaign-Urbana area to many different locations, including the OHare Airport and Chicago suburbs. As the name says, Peoria Charter goes to other campuses, as well, such as Illinois State. At around $35 for one way, Peoria Charter tends to run faster and get to destinations quicker than other services. Amtrak Train The Amtrak is often cheaper than taking the bus and offers a faster trip. Amtrak has a station in downtown Champaign and goes to popular large cities, such as Rockford or Chicago. While I have never personally taken the Amtrak, I have heard the train cars are spacious and have very nice restrooms. Catch a Ride Last but certainly not least, catching a ride with someone who lives near your hometown is always a great option. Catching a ride is quick and inexpensive, just be sure to offer to pitch in for gas! Rachel Class of 2020 I am studying Middle Grades Education with concentrations in Social Sciences and Literacy in the College of Education. Although I now reside in Champaign, I am originally from Vernon Hills, a Northwest suburb of Chicago.

Gender Identity and Sexual Orientation Essay example

In today’s day in age, different sexualities and gender identities are quickly becoming more accepted in mainstream society. Despite this change, there are many people who believe that having a different sexual orientation or gender identity is a choice that is frowned upon. In order to refute this belief, research and biology of the brain is necessary. Researching the brain on the basis of sexuality is a fairly new topic of discussion because it is somewhat difficult and confusing. This paper will explore the different identities of gender, sex and sexual orientation and the main biological reasons behind these. There is also some validity of different sexual orientations and identities through the evidence of sexual disorders like†¦show more content†¦Gender is not based on physical attributes. Sex is the word that should be used when speaking about biological characteristics. So, based on the definition of gender by LeVay, gender identity is one’s per sonal attitude towards being more male or female. It is normally thought that gender is something that is developed at birth and is something that is set in stone. More recently in time, people have started to express that they feel that their gender identity is different and separate from their sex at birth. Egan and Perry are considered very important researchers in the field of gender identity and psychology. The two proposed that gender identity is multi-faceted and is made up of five different components that are generally independent of one another. The categories are as follows: knowing one belongs to one gender or another, how much they feel they belong to the category, how happy they are with that gender, how much pressure they feel to conform to gender stereotypes and how much they feel their sex is superior to the opposite (Carver, Yunger Perry, 2003, p. 95). All of these relate to adjustment in different senses. Egan and Perry found that by middle childhood, most have a fairly stable idea of their standing on all of these categories. Their perception thrives most when they are confident in themselves and when they feel that they are not constricted in their freedom to explore otherShow MoreRelatedSexual Orientation And Gender Identity863 Words   |  4 PagesRecent studies estimate that between one and nine million children in the United States have at least one parent who is either lesbian, gay, or transgender. However, many people feel uncomfortable about being open due to their sexual orientation and gender identity due to fears of discrimination; such fears include, but are not limited to, loss of employment, loss of child custody, anti-gay violence and hate crimes. Although many people may have distinctive opinions on certain outcomes or effectsRead MoreSexual Orientation And Gender Identity2164 Words   |  9 Pages As mainstream media is now embracing the once taboo topics of sexual orientation and gender identity as popular culture utilities, psychologists and medical professionals are still researching the biological, psychological, and social differences between the two. Since the phenomena of  ¨coming out, or openly identifying as a sexual orientation or gender identity besides heterosexual or cisgender respectively, is a relatively recent anomaly, there is limited but contemporary research. The analysesRead MoreGender Identity And Sexual Orientation3311 Words   |  14 Pagessexualities and gender identities are quickly becoming more accepted in mainstream society. Despite this change, there are many people who believe that having a different sexual orientation or gender identity is a choice that is frowned upon. In order to refute this belief, research and biology of the brain is necessary. Researching the brain on the basis of sexuality is a fairly new topic of discussion because it is somewhat difficult and confusing. This paper will explore the different identities of genderRead MoreSexual Orientation And Gender Identity1496 Words   |  6 Pagesheteronormativity everywhere they turn. It is true that civil rights for LGBT people have progressed enormously. As of January 2, 2015, 35 states have legalized same-sex marriage, 18 states have workplace discrimination laws that cover both sexual orientation and gender identity, and the majority of public schools must have bullying policies that protect LGBT students. Despite how far we have come, there is still a lot of work to do in the area of acceptance. The only way homophobia will be diminished on aRead MoreSexual Orientation And Gender Identity Essay1878 Words   |  8 Pagesthey have become more open about their community and have gained rights that they should have always had. Even though the community has made progress they still have a long way way to go especially within the workplace. The topic of sexual orientation and gender identity discrimination in the workplace is something I am very passionate about. When I was nine years old my father came out to me and every sense then gay rights has been something I am extremely passionate about. My father has worked forRead More Sexual Orientation, Gender Identity and The Social Pressures of Adolescents1983 Words   |  8 PagesAlthough we live in modern times, stigmas regarding gender identity cease to exist. These biases are prevalent within various cultures. Male and female adolescents are stifled from expressing themselves based on how they personally relate to their own femininity or masculinity and sex roles. The cause of this constriction of emotions is due in large part to these young people being coerced into obeying the rules of society. In addition, societal constructions seem to totally disregard theRead MoreThe Prevention Of Violence And Discrimination Based On Sexual Orientation And Gender Identity1713 Words   |  7 Pagesviolence and discrimination based on sexual orientation and gender identity Student Officer: Sarah Lim Position: Chair of the Social, Humanitarian and Cultural Committee ________________________________________ Introduction: Gender identity and sexual orientation is one of the more stigmatized and marginalized aspects of self-expression for any human in our society today. A state or country with a more liberal take on the expression of gender identity and sexual orientation tends to be more prosperous, inRead MoreGay Marriage And Its Slow Progression Of Acceptance1441 Words   |  6 Pagesprominent theme in society as more time passes. According to the American Psychological Association, sexual orientation refers to the sex or sexual interest to whom one is sexually and romantically attracted to. Heterosexuality, homosexuality and bisexuality are the three mostly familiar categories of sexual orientation for a typical person, and these sexualities make up for 98.9% of the sexual orientation among American adults (Ward 1, et al). But what about the other 1.1% of sexualities? While theseRead MoreThe Importance Of Human Sexuality In The United States876 Words   |  4 Pagesthe first 10 articles on the pa ge and found that the seventh result was what I was looking for. I chose this particular article because it was a 10-yearlong study dedicated to sexual identity in the United States. This is a national longitudinal study examining the stability and change of sexual orientation identity over time data was drawn from the National Survey of Midlife Development in the United States through a survey. The survey was conducted twice either by mail or phone what theyRead MoreGay, Straight, And The Reason About Sexual Orientation1236 Words   |  5 Pageshuman sexual orientation. More same-sex couples have fostered children than ever before in our nation s history. Institutions such as military and professional sports have (slowly but surely) began to accept openly gay members. Most importantly, a recent amendment to the Marriage Act of 1961 now defines marriage as a union of two people; an amendment which removed the prohibition of same-sex marriages. These landmarks in the progression of social awareness surrounding sexual orientation are derivative

The Reform Of Progressive Era Brought - 936 Words

Not everyone welcomed the reforms that Progressive era brought. As people who believed in Constitution of United States is the best political charter yet created by mankind, â€Å"conserve† it and handed it down to the next generation as it is the best practice to guarantee the free exercise of the inherent rights of individual through strictly limiting the power of the government, Elihu Root, William Howard Taft and Henry Cabot Lodge, Sr., leading members of the Republican Party, faced challenging time during the Progressive era. They strove to â€Å"conserve† the core principles of the American constitutionalism from reformist of Progressivism. As people trust that our (Americans) liberties can remain secure only if government is so limited that it cannot infringe upon inherent rights, they resisted the Progressive ambitions for direct, unrestrained democracy and the resulting the attacks on the courts, representative government, and the traditional limits of the pres idency. Three men, mentioned above, understood and accepted the necessity of Progressive reforms, and new Amendments, although many people saw them as a big boulder blocking their way to Progressive. In fact, they didn’t try to The Sixteenth Amendment had widespread support, and they gave it theirs in part to end the bitter disputes about tariff schedules that had long divided the Republican Party. It is also worth noting that the first income tax passed under the Sixteenth Amendment had a top rate of 7 percent andShow MoreRelatedUnit 8 DBQ904 Words   |  4 PagesCameron  Richter   Period  0   Unit  8  DBQ   Prompt:  Evaluate  the  effectiveness  of  Progressive  Era  reformers  and  the  federal  government  in   bringing  about  reform  at  the  national  level.  In  your  answer  be  sure  to  analyze  the  successes  and   limitations  of  these  efforts  in  the  period  190 ­1920.      The  Progressive  movement  was  an  effort  to  cure  American  society  of  many  of  the  ill   ideals  that  had  developed  during  the  later  parts  of  the  19th  and  the  early  20th  centuries  because   of  the  growth  of  industry.  Although  great  cities  and  businesses  developedRead MoreThe Progressive Era And The New Deal1103 Words   |  5 Pages Despite existing during two different times in the history of the United States, it can be argued that the New Deal reforms reflected the reform traditions of the Progressive Era. When examining the New Deal, Progressive influence is evident based first off of the social and political issues addressed by reforms. Second, the reforms from the two times themselves are uncannily similar, again due to the focus on the same problems existing in the United States. In addition to this, the icing on theRead MoreProgressive Era And Liberal Era1382 Words   |  6 Pages DBQ Progressive Era Essay Many citizens throughout the Progressive Era believed no changes occurred in the society because the press did not write about the changes and the Woman’s Suffrage Movement did not change either. However, changes such as the government changing, both the labor and meat inspection reforms, and trusts reforms indeed brought about change, noticeable or not. Therefore, the Progressive era brought great social, political, and economic change by bettering the overall lives ofRead MoreThe During The Progressive Era989 Words   |  4 PagesDuring the Progressive Era, various groups responded to the political, social, and economic woes that resulted from the rapid industrialization and urbanization of America during the 19th Century. The mass immigration of foreigners and the northern migration of Africa-Americans led to urban overcrowding and competition for wage-paying jobs. Electric lighting allowed factories to expand the working hours and increase the output of manufactured goo ds. There was little regulation for employee welfareRead MoreProgressive Era Essay889 Words   |  4 Pagesthe Progressive Era and the New Deal. Rapid changes after the Civil War brought on a need for economic, social and political reforms. Before the Progressive Era and the New Deal, the federal government took a very hands-off approach and had little involvement in, and little care for the welfare of the American people. With the Progressive Era and the New Deal, the federal government became more involved and responsive to the public and implemented many revisions and reforms. The Progressive Era wasRead MoreThe Progressive Era Of The Gilded Age1455 Words   |  6 PagesThroughout the progressive era there were many reform movements due to the abundance of political, social, and economical corruption in America in the gilded age as seen by political machines like William Marcy tweed and American financiers like J.P. Morgan. Some of the many issues that made themselves present i n the gilded age include the large wealth gap, child labor, women’s lack of rights, influx of immigrants, Urbanization, Indian wars, monopolists, political machines, and alcoholism. All ofRead MoreEssay on Womens Role in the Progressive Era612 Words   |  3 PagesBefore the Progressive Era women found themselves in traditional roles raising the family and keeping the families moral compass pointing in the proper manner. Many of them never considered life outside of them home, as this was how they were raised. In the advent of the beginning years of the Progressive Era with many of the largest companies controlling the largest chunks of America’s financial interests these same women were looking outside. By this I mean, the very important job they had raisingRead MoreThe Progressive Era1003 Words   |  5 PagesThe Progressive Era Progressivism in the United States took place in the period between the Spanish-American War and the entry of the United States into the great World War. It was a time for change in America in all walks of life, as well as a time for reform. It was marked by Theodore Roosevelts 7 and a half years in office, the Rough Rider put it upon himself to make the first strides towards reform. These reforms included the cracking down on illegal monopolies and so forth. During thisRead MoreThe Progressive Movement in the US Essay648 Words   |  3 PagesAbrams, he says the progressives mostly sought to introduce old moral beliefs on Americans by trying to integrate Immigrants by making them accept the ways of American life. But Abrams states those goals were ruined for important motives. One being the movement failed because of racism, which was widespread, throughout this time era. Abrams also considers the new scientific developments concerning culture and race affected the movement in a relevant manner. Conversely, progressives thought differentlyRead More The Progressive Era Essay984 Words   |  4 Pages The Progressive Era nbsp;nbsp;nbsp;nbsp;nbsp;Progressivism in the United States took place in the period between the Spanish-American War and the entry of the United States into the great World War. It was a time for change in America in all walks of life, as well as a time for reform. It was marked by Theodore Roosevelts 7 and a half years in office, the Rough Rider put it upon himself to make the first strides towards reform. These reforms included the cracking down on illegal monopolies

Running Head Airline Industry Free Essays

Globalisation of world economies is forcing countries and companies alike to improve their competitiveness in the global market. This being the case, the American airlines industry is set for a shake-up given that thee sector is heavily shielded from external competition by the American government (Marketplace, 2008). This is because the ever increasing demand for national and international travel is creating bigger markets for airlines that can efficiently meet travellers needs, something that American companies become disadvantaged. We will write a custom essay sample on Running Head: Airline Industry or any similar topic only for you Order Now In order to position themselves better in the global market, global airlines have been merging in order to take advantage of economies of scale and increase connectivity among their routes (Haran, 2008). The biggest merger so far has been between the Holland based KLM and the Paris   based Air France. With regard to American airline companies, the government has protected the industry for too long such that they are loosing out on the good fortunes that have befallen the industry. As a contribution to the debate of current trend in the Unites States’ airline industry, this paper shall concentrate on the recent merger indications between several US based airlines that were sparked by Delta and Northwest Airlines. The first section shall deal with the current situation in the industry, the second with the increasing need to open the industry to internal and global competition, and the third section, with reasons behind the current merger trend between within US Aniline companies. The sections shall be followed by a conclusion listing all the microeconomic issues discussed in the paper. Current State of the Industry The US airline industry has for long been an oligopolistic market dominated by several airlines. However, the increasing entry of budget airline in the industry has given the bigger players a run for their money, meaning that oligopolistic traits are increasingly being replaced by the competitive characteristics. The bigger and old players in the market face the headache of dealing with ageing aircraft that need constant repair (George, 2008). This means that costs of production has been increasing with rime, as the planes get older. Secondly, these big players find themselves being captive of labor unions representing employees, some of whom have operated with the airlines for decades. These kinds of increases in the cost of their operating mean that consumers of their services would pay more for travel. Contrary, budget airlines find themselves with newer aircraft that do not require constant repairs, reason being that they are relatively new in the market. In this regard, the budget airlines are able to operate at lower costs and therefore charge competitive fares for their services, much to the detriment of bigger and well established players. Budget airlines are less affected by union demands. In addition, the older airlines have for many years invested in other facilities whose maintainable increases the cost of operating their businesses, which further means that budget airlines would continue   to out-compete their well established rivals. How to cite Running Head: Airline Industry, Essays

Legalized Gambling Essays - Genovese Crime Family, Murder, Inc.

Legalized Gambling Through the years, gambling has become America's pastime. Over 60 million Americans make some sort of wager every day.1 When compared to other recreations(in billions of dollars) in 1990, gambling institutions made 2.2 more than magazine sales, 8.3 more than book sales, 20.9 more than theaters, and a whopping 21.8 more than movies.2 This number has increased to this high level because of the growth in the amount of legalized gambling establishments and the accessibility to these establishments, both of which increases the number of gamblers. The compulsive or pathological gambler affects society most. According to Stuart Winston, The compulsive gambler is the backbone of gambling. Without the compulsive gambler, there would be no Las Vegas, no Off Track Wagering. Two thirds of the race tracks in America would close. The attendance of sporting events would drop 50%, and T.V. wouldn't bother with sports beyond championship events.....The compulsive gambler bets a piece of his life everyday, and a piece of his family's. The other 45 million people who gamble are having fun.(Out of the 60 million who gamble every day)3 These gamblers often resort to crime to pay off their debts and anger. Even though legalized gambling has changed through time, and has been "accepted" in America today, it remains detrimental to society, and should not be legal anywhere. American gambling can be traced back to the early years of the nation. Different forms of gambling, such as lotteries, remained popular until 1890, when U.S. jurisdiction made lotteries and all other forms of gambling illegal by direct prohibition.4 Gambling had become more and more a "low life" thing to do. These low lifes, called "rowdies", would bet or take a bet on anything. Most tried to look different from everyone else by wearing thick imitation gold chains, a dyed black mustache, a velvet coat, and long hair. New York City alone had about 30,00 people earning a living from gambling in the 1890's. The casino's were plush and usually had a buffet with alcohol. The operation made a lot of money, most from cheating. Each casino would hire "agents" to come in and claim winning keno numbers, afterwards giving most of it back to the casino. Counterfeit money was also handed out to the few people who happened to win. Any protest from a loser and he would end up with a black eye. Oscar Handlin said, "An individual may sometimes take away substantial sums of money, but in the long run the banker must win."5 Essentially, gambling hurt society in the early years of America. For the next 25 years, gambling became unpopular again because of reports of cheating and changing American values. Anything thought of to be harmful to society became illegal. For example, alcohol became illegal by Prohibition. The reintroduction of gambling resulted in the return of corruption and fraud. By the mid 1920's, state after state abolished its anti-gambling laws. Gambling had become more and more accepted because of churches holding bingo sessions and legitimate racetracks being built. In 1931, gambling became totally legalized in Nevada to replace the money the state was getting from depleted ore rich mountains.6 Organized crime started to turn toward gambling as their main source of income after Prohibition ended in 1933. These criminals made most of their money bootlegging alcohol during Prohibition, so once alcohol prices went down, they needed another way to make a lot of money fast: gambling.7 Organized crime started getting more involved with gambling once Las Vegas started to boom. Bugsy Siegal, a half insane murderer who was sent to Nevada to enforce mob control of the race wire services, opened up the first hotel/casino in Las Vegas. His hotel, the Flamingo began a long period of gang involvement in Las Vegas. In 1947, the Desert Inn opened, run by a gang from Cleveland. A savage group of people, including the infamous Meyer Lansky and Lucky Luciano, established the Desert Inn in 1947. Lansky, the brains of this group, was a genius with numbers, while Luciano, the brute of the group, was a genius for finding Lansky. 1952 brought the opening of the Sahara by some run-out's from Oregon. The Sands, with Frank Sinatra as

Con Evaluation Instrument

Some say that there are pros and cons when it comes to the instruments used to evaluate a class room teacher. There is no perfect method used to evaluate a teacher. But the formative and summative evaluations are the best way to critique your teacher and give positive and negative feedback. I was able to obtain an observation form from my local school district. This was an example of a formative and summative evaluation. The form was broken up into four parts. They are as follows: Organizing Content Knowledge for Student learning, creating an Environment for Student Learning, Teaching for Student Learning and Teacher Professionalism. Most of these categories are very good. Only one needs some work. This evaluation form asked very good questions that can effectively evaluate a teacher. The first question was: Does the teacher articulate clear learning goals for the lesson that are appropriate for the students? This is crucial for students. Do they understand what is expected of them for that particular lesson? The goals should always be clear and concise and the teacher should be able to explain to the students what he/she expects of them. There were several other questions that were strong. Sections one, two and three all ask direct questions about the teacher and his/her jobs. These questions pin point the important things that go on in the classroom. The teachers’ actions in his/her classroom will be reflected positively and negatively within these questions. At the end of the form the teacher is allowed to comment on what he/she thinks about the evaluation. It is important to get feedback from the teacher that has been evaluated. They may provide explanations to why the behaved in such a manner when they were getting observed. Be it positive behaviors or negative behaviors. The last section of the evaluation: Teacher Professionalism needs to revise. This section contained four questions. Two questions ... Con Evaluation Instrument Free Essays on The Pro/Con Evaluation Instrument Some say that there are pros and cons when it comes to the instruments used to evaluate a class room teacher. There is no perfect method used to evaluate a teacher. But the formative and summative evaluations are the best way to critique your teacher and give positive and negative feedback. I was able to obtain an observation form from my local school district. This was an example of a formative and summative evaluation. The form was broken up into four parts. They are as follows: Organizing Content Knowledge for Student learning, creating an Environment for Student Learning, Teaching for Student Learning and Teacher Professionalism. Most of these categories are very good. Only one needs some work. This evaluation form asked very good questions that can effectively evaluate a teacher. The first question was: Does the teacher articulate clear learning goals for the lesson that are appropriate for the students? This is crucial for students. Do they understand what is expected of them for that particular lesson? The goals should always be clear and concise and the teacher should be able to explain to the students what he/she expects of them. There were several other questions that were strong. Sections one, two and three all ask direct questions about the teacher and his/her jobs. These questions pin point the important things that go on in the classroom. The teachers’ actions in his/her classroom will be reflected positively and negatively within these questions. At the end of the form the teacher is allowed to comment on what he/she thinks about the evaluation. It is important to get feedback from the teacher that has been evaluated. They may provide explanations to why the behaved in such a manner when they were getting observed. Be it positive behaviors or negative behaviors. The last section of the evaluation: Teacher Professionalism needs to revise. This section contained four questions. Two questions ...

The Charlotte Riots and the Killing of Keith Scott

The Charlotte Riots and the Killing of Keith Scott Deadly riots broke out in Charlotte, North Carolina, in September 2016. What had been peaceful protests over the police killing of an African American man named Keith Lamont Scott turned into a melee involving both demonstrators and the authorities. The spread of gunfire, vandalism, and smoke bombs during the riots led the North Carolina governor to declare a state of emergency. In the end, neither the city of Charlotte nor the people caught up in the protests were left unscathed. The 2016 Charlotte Riots The Charlotte riots took place in 2016 after a black man named Keith Lamont Scott was killed by police on Sept. 20. Officers said he had a gun, but Scott’s family denied he was armed and suggested he’d been framed. The riots ended by the morning of Sept. 23, but they had resulted in property damage, injuries, and more than a few dozen arrests. Tragically, one man, Justin Carr, died during the violence that broke out in Charlotte after Scott’s killing.The district attorney ultimately decided not to file charges against the officer who shot Scott because evidence suggested the slain man had been armed and did not follow commands. The Killing of Keith Lamont Scott The Charlotte riots took place just one day after a Charlotte-Mecklenburg police officer fatally shot married father of seven Keith Lamont Scott. The 43-year-old man had parked his car in the lot of the Village at College Downs apartment complex, where police had arrived to serve an arrest warrant to a different individual. The officers said they saw Scott with marijuana and that he’d gotten in and out of his car with a handgun. When they told him to drop his weapon, he ignored their commands, making him an â€Å"imminent threat,† according to the authorities. Charlotte-Mecklenburg police officer Brentley Vinson, who is African American, fired his weapon, wounding Scott. First aid was performed, but Scott did not survive. His wife, Rakeyia Scott, had witnessed his killing and maintained that he was holding a book in his hand, not a gun. Given the history of police shooting unarmed black men, supporters of Scott believed his wife’s account. However, the authorities attempted to verify their version of what happened by stating that they had recovered Scott’s loaded gun from the scene and that he had been wearing an ankle holster. They also said that no book was ever found. Protestors march up Trade St. September 21, 2016 in uptown Charlotte, North Carolina.   Sean Rayford / Getty Images The disparities between law enforcement’s account of events and Rakeyia Scott’s led protesters to take to the streets. The fact that his family suggested that the authorities had planted the gun at the scene only led to more skepticism about the officers involved in Scotts shooting. Several people were harmed during the demonstrations over his death. Riots Break Out in Charlotte Just hours after Scott’s killing, demonstrators poured into the streets. They held the trademark â€Å"Black Lives Matter† signs often spotted in the wake of deadly police shootings of African Americans. The grassroots Black Lives Matter (BLM) movement gained momentum after Mike Brown’s killing in Ferguson, Missouri, in 2014. The movement raises awareness about the fact that African Americans are disproportionately killed by the police. Protesters affiliated with BLM and other groups chanted â€Å"no justice, no peace!† as they marched through downtown Charlotte. Some members of the public reportedly began to pelt the police officers on the scene with water bottles and rocks. The officers responded by firing tear gas. During the unrest, police, news reporters, and civilians all sustained injuries. Arrests were made when some crowd members didn’t disperse, blocked the lanes of Interstate 85, vandalized vehicles and buildings, robbed an ATM and various shops, and set fires. A civilian named Justin Carr, 21,  lost his life in the violence, and a fellow civilian, Rayquan Borum, was arrested for shooting him and sentenced to 30 years in prison in 2019. Altogether, 44 people were arrested for various crimes in the days following the police killing of Keith Lamont Scott. Police officers face off with protesters on the I-85 (Interstate 85) during protests in the early hours of September 21, 2016 in Charlotte, North Carolina.   Sean Rayford / Getty Images When North Carolina Governor Pat McCrory declared a state of emergency in Charlotte after the first night of violence, the North Carolina National Guard and the North Carolina State Highway Patrol arrived in the city to quash the rebellion. In addition, Charlotte Mayor Jennifer Roberts instituted a curfew preventing civilians from being on the streets between the hours of midnight and 6 a.m.  With extra law enforcement patrolling the streets and a curfew, the protests had calmed down considerably on the night of September 22. The mayor extended the curfew one more night, but by September 23, Charlotte businesses were already up and running again. Reaction to the Violence The riots made international headlines and everyone from then-presidential candidate Donald Trump to black activists commented on them. â€Å"Our country looks bad to the world, especially when we are supposed to the world’s leader,† Trump said. â€Å"How can we lead when we can’t even control our own cities? We honor and recognize the right of all Americans to peacefully assemble, protest, and demonstrate, but there is no right to engage in violent disruption or to threaten the public safety and peace.† The North Carolina NAACP issued a similar message, decrying violence and calling on Scott supporters to use their First Amendment rights to call for redress of wrongs,† the group said. â€Å"We understand efforts that undermine the legitimate calls for justice with unjust, random or purposeless acts of violence.   Police stand outside of a vandalized storefront September 21, 2016 in uptown Charlotte, North Carolina.   Sean Rayford / Getty Images Nation of Islam leader B.J. Murphy had a different response to the riots. He called for an economic boycott of Charlotte, a city with a history of police shootings involving black men. In 2013, former college football player Jonathan Farrell, an African American, was fatally shot by Charlotte police after seeking help following a car crash. A jury deadlocked on whether to find the white policeman who killed Farrell guilty. Later, charges against the officer were dropped. In light of police violence against blacks, B.J. Murphy argued that black money shouldn’t matter in Charlotte if black lives don’t.   Restoring the Public’s Trust After the riots, the Charlotte-Mecklenburg Police Department attempted to rebuild the public’s trust in its officers. It produced DNA results tying Keith Lamont Scott’s prints to the gun at the scene and turned up evidence indicating that he’d purchased the weapon. The department did this, in part, to offset claims by Scott’s family that he’d been framed in death, but this evidence failed to put an end to the disputes between the family and the police department. Video of the encounter taken by police dashcams and Rakeyia Scott’s cell phone did not end the dispute either because it did not include the actual shooting. The footage also lacked a clear image of what Scott had in his hands when police fired their shots, so the debates about his conduct that fateful day continued. The authorities said he was a threat, while his widow said he walked toward police calmly with his hands at his sides. Residents gather for a vigil and march to protest the death of Keith Scott September 21, 2016 in Charlotte, North Carolina. Scott, who was black, was shot and killed at an apartment complex near UNC Charlotte by police officers, who say they warned Scott to drop a gun he was allegedly holding.   Brian Blanco / Getty Images Two months after Scott’s killing, Mecklenburg District Attorney Andrew Murray said that no charges would be filed against Brentley Vinson, the officer who fired the fatal shot. Murray reasoned that the evidence indicated that Scott had been armed at the time of his killing. His .380 semiautomatic handgun, according to police, had fallen to the ground after he was shot. The district attorney concluded that Scott didn’t aim his weapon at officers, but he didn’t obey their orders to drop it either. Scotts family expressed disappointment in the district attorney’s findings but asked the public to keep the peace. Sources Gordon, Michael. â€Å"Charlotte protests, riots are the backdrop in the murder trial of Rayquan Borum.† Charlotte Observer, 7 February 2019.Maxwell, Tanya and Melanie Eversley. â€Å"N.C. Gov. declares state of emergency following violent Charlotte protests.† USA Today, 21 September 2016.â€Å"Jury deadlocked in North Carolina officer shooting trial; mistrial declared.† CBS News, 21 August 2015.â€Å"State of emergency in Charlotte amid 2nd night of violent protests.† CBS News, 21 September 2016.

Setting Expectations and Supporting Learning Coursework

Setting Expectations and Supporting Learning - Coursework Example This paper seeks to identify the ways in which the ground rules can be established and also illustrate how such ground rules will help in underpinning appropriate behaviour and respect for others in the classroom. The paper will also include a brief explanation of the resources required in the learning environment and how the teachers can facilitate them to the students. Besides, it will also identify such qualified organizations, which can help the students to meet certain specific needs that are beyond the scope of the teachers. Establishing Ground Rules with Learners: The ground rules for students’ conduct in the learning environment can be established in two ways. The first option is for the teacher to decide and implement them. On the other hand, the teacher can involve the students in the process and encourage them to participate in deciding what rules should prevail in their learning environment. Ground rules are necessary to create a suitable learning environment where students respect one another and to make best use of the resources to attain the learning objectives. Rather than imposing the ground rules in an arbitrary manner, it will serve the purpose of establishing a congenial learning environment, if students are allowed to partake in the formation of such guidelines for the team. This is because the learning requirements and styles of the participants differ from one another. Thus, it is important that the ground rules are compatible with the temperament and learning styles of different kinds of students. I will impress upon them that the ground rules are necessary to safeguard their learning interests and to establish mutual respect and rapport among the members of the learning team so as to achieve the learning objectives. Thus, I will establish the ground rules in consultation with the students, by taking their suggestions and involving them in the process. In this manner they will be able to know the significance and relevance of each rule so formed and will respect it. Gravells (2011) also endorses that the implementation of ground rules will be more objective and yield better learning outcomes, if learners are involved in the process of framing the ground rules rather than the teacher enforcing them upon the students. Besides, it will also be a good idea to implore the students to consider their past experience in learning environments and evaluate situations where ground rules have helped them achieve their objectives. Thus, establishing the ground rules in this manner will help them not only in understanding the significance of following the ground rules in the process of attaining the learning outcomes but also will generate in them a feeling that the teacher values their opinions. However, the teachers also need to consider the fact that some learners may be in the habit of trying to impose themselves and attempt to push the teacher. For example, in matters such as smoking and following instructions during a crisis, the teacher has to impose the rule arbitrarily. On the other hand, in the case of rules relating to the use of mobile phones and dress codes, the teacher may, depending on the individual circumstances, use his or her discretion while framing the ground rules. Therefore, the process of establishing ground rules should consider providing maximum leeway to students to tap the resources available, while restricting them to

Passion of Christ Essay Example | Topics and Well Written Essays - 500 words

Passion of Christ - Essay Example Above all the human nature of the Son of God is beautifully expressed in the film through different emotional incidents. The film starts with a gloomy environment when Christ cries heavily to save him from the forthcoming danger which makes us get surprised that even Christ was so scared of death. Then his own disciple Judas betrays him and Jesus gets arrested. At this time Peter severs one of the soldier's ears showing his faithfulness to Christ but he himself later on denies Jesus three times which symbolizes our weak human nature. When he is brought before the judges he is fired with a lot of questions but Christ keeps his calm temper. The Pharisees being very determined to put Christ to death bring him to the sheriff. The sheriff hesitates to punish him since his wife had been very much disturbed in her dreams regarding Christ. But unable to withstand the pressure of the Pharisees he immerses his hands in water symbolizing that he has no role in whatever happens to Christ and leaves Christ to the Pharisees. The soldiers torture Jesus so cruelly that when he gets lashed his whole body turns red wit h wide marks and the scene is so real that it evokes tears. On his way to the mountain where he is to put on cross he remembers various incidents which instigate our emotions.

William Kentridge Artist From South Africa Film Studies Essay

William Kentridge Artist From South Africa Film Studies Essay The sixth film in serious Drawings foe Projections was the History of the Main Complaint which was made in 1996. This film was made before the True and Reconciliation Commission hearing began. The plot of History of the Main Complaint was about a businessman named Soho Eckstein who was a wealthy white man living in South Africa. He was lying on the bed surrounding with doctors to discuss with his injures at hospital because he had a car accident. He was just an empty shell without his identity. William Kentridge was sending the conflicting message of the struggles that people were facing with in South Africa in that period. It was manifest that all of the conflicts made people sufferings were taking away of their true identities. In this History of the Main Complaint film, William Kentridge drew some x-rays pictures with objects to illustrate Sohos physical injuries and emotion. The main point of these x-rays explained explicitly that Sohos body and mind are occupying with these materials. These objects include manual typewriter, adding machine, telephone, ticker- tape machine for stock market information, seal press embossing, and a cup of coffee. The x-rays are showing purposefully every object in the central of picture and it represents respectively his whole career milestone in business to be a metaphorical key history event at his country. For example, there is an old- fashion electronic volt generator which symbolizes his struggles with other politicians during apartheid- era in South Africa and a bottle of shaky ink is representing how people view governments unstable system of policies in South Africa. Both of them are in control of the apartheid regime for around forty years. The film of Felix in Exile, which was the fifth film in the serious Drawings for Projection made in 1994, was focusing on the history of South Africa. The plot of the film was about an African American woman, Nandi, who was a land surveyor. She was a representation of the homeland. A man called Felix who was living in Paris in exile. The drawings in his room were being covered by the floods which were indirectly as memories. In this movie these two characters were interacting with each other about changing the situation of South Africas society in long distance. Nandi changed Felix about the sense of self identies and through Nandis eyes show Felix was looking forward to his country and seeing a new, democratic revolution about South Africa. The film of Felix in Exile used the technique of photographing each drawing. This was a long process of re- draw the same drawing over and over again to draw, erase, smudge and redraw. The reason why he used this kind of technique was because it created sense of movements in the film just like telling a story through stop motions. It showed impressively the audience of time and change, especially about history and fading memories. History of the Main Complaint and Felix in Exile were both animated films. Animated films were made by stop motions. William Kentridge used the technique of drawing a lot of prints and made them into a film in order to tell stories without any narration or oral communication; however there were sounds and music to help the audience feel the emotion that William Kentridge was trying to express through his animated films. These two films were basically black and white stop motion drawings with some pop colors, such as red and blue. The stop motion was a very unique way to tell stories by using effectiveness of moving images. The red and blue colors used in the film had symbolic meanings, too. Blue was associated with peace, waiting, hope, and sorrowfulness. In History of the Main Complaint, a pail with blue water was placed in a corner close to Sohos bed in the hospital. Here, blue water symbolized redemption and hope. It had never been touched or removed from the room, and had waited quietly for the awakening of Soho. In Felix in Exile, red color was used extensively in Nandis depictions of landscape. The places where the corpses lay, as well as their wounds, were marked clearly in red. Red symbolizes blood, wounds, and death. For example, when Nandi was shot down on the ground, the blue water flowing down from the faucet turned red. It was a declaration of Nandis death. The dark red blood flowing out from the old wounds of the unknown corpse was a silent narrative of South Africas violent history. Analyze the ways in which Kentridges use of themes and formal techniques complement and or conflict with each other. Kentridge examines the people who live, records evidences that happened, and his personal life in Johannesburg-the city where he was born, lives and works. The animated films of Felix in Exile and History of the Main Complaint are two films about the darkness of South Africa. Through the use of visual symbols and metaphors, he intends to present complicated human situations. On the one hand, he purposely leads the viewer to analyze symbols and metaphors in his films to provoke their emotions. He used the technique of photographs taken after each erasure and redrawing process to impress viewers and truly expressed his feeling towards the country history at that time. These films are not only pieces of artwork, but also are addressing the struggles that people have experiences in South Africa.Ultimately, the reviewers have found the objective position that the Kentridge has taken and the hidden meaning in his works. His animated films are now some significant artworks that highly influ ence the modern art industry.

The two heroes of industrialization

The Two Heroes of Industrialization During the late 1800s, many people began to start their own companies. Two of the most famous entrepreneurs, Andrew Carnegie and John D. Rockefeller, were the most renown of these people. Their success is seen through all the things that are named after them – the Carnegie Library, Carnegie Hall, Carnegie Mellon University, Rockefeller Foundation, Rockefeller Center, and many more. Though they may seem very much alike, these two businessmen share differences as well.Despite the fact that Andrew Carnegie and John D. Rockefeller gained their position in two diverse ways, they both had illustrious companies with discontented workers. These industrialists certainly got to where they were in two very different ways. Carnegie is famous for going from â€Å"rags to riches. † He defines the American Dream. Starting out as an immigrant, he worked for the Pennsylvania Railroad Company. He was then promoted, and was able to buy stock. From the i nvestment money, he started his own company – Carnegie Steel Company.From there, he went on to be a ealthy entrepreneur and philanthropist. Rockefeller, on the other hand, achieved his position In a more realistic way. Together with other people, he formed illegal trusts. Luckily, it proved to be a success. His wealth came from his famous company, Standard 011 Company. After the founding of his company, he sold oil for low prices In order to drive out his competitors, then once he had a monopoly, he would raise the price again. Rockefeller proves to be model for economic success. Since these Industrialists had large companies, they needed workers to run them.Carnegie and Rockefeller did not pay them much, or else It wouldnt be profitable. The workers had six to seven day work weeks, no holidays or vacations, and had to come to work on sick days. The Injuries were common, for many of the workers were Inexperienced. The laborers at this point were unsatisfied, and had to stand up for themselves. They formed labor unions In order to fight the companies. A few people died because of the attack between the workers and companies. Carnegie and Rockefeller both went through laborers' complaints, dissatisfaction, and aggression.These two businessmen reached their economic success In unlike ways, yet both had eminent companies and displeased workers. Without their efforts, the world wouldn't be where It Is right now. Thanks to them and their contributions, many companies, colleges, and organizations have been established. Rockefeller, on the other hand, achieved his position in a more realistic way. success. His wealth came from his famous company, Standard Oil Company. After the founding of his company, he sold oil for low prices in order to drive out hisSince these industrialists had large companies, they needed workers to run them. Carnegie and Rockefeller did not pay them much, or else it wouldn't be profitable. come to work on sick days. The injuries were co mmon, for many of the workers were inexperienced. The laborers at this point were unsatisfied, and had to stand up for themselves. They formed labor unions in order to fght the companies. A few people These two businessmen reached their economic success in unlike ways, yet both wouldn't be where it is right now. Thanks to them and their contributions, many

Biography of Joseph Conrad, Author of Heart of Darkness

Joseph Conrad (born Jà ³zef Teodor Konrad Korzeniowski; December 3, 1857 - August 3, 1924) was one of the greatest English-language novelists of all time, despite the fact he was born in the Russian Empire to a Polish-speaking family. After a long career in the merchant marine, he eventually settled in England and became one of the most prominent novelists of the early 20th century, writing classics such as Heart of Darkness (1899), Lord Jim (1900), and Nostromo (1904). Fast Facts: Joseph Conrad Full Name: Jà ³zef Teodor Konrad KorzeniowskiOccupation: WriterBorn: December 3, 1857, in Berdychiv, Russian EmpireDied: August 3, 1924, in Bishopsbourne, Kent, EnglandParents: Apollo NalÄ™cz Korzeniowski and Ewa BobrowskaSpouse: Jessie GeorgeChildren: Borys and JohnSelected Works: Heart of Darkness (1899), Lord Jim (1900), Nostromo (1904)Notable Quote: The belief in a supernatural source of evil is not necessary; men alone are quite capable of every wickedness. Early Life Joseph Conrads family was of Polish descent and lived in Berdychiv, a city now part of Ukraine and then part of the Russian empire. It is located in a region that the Polish sometimes refer to as the Stolen Lands, since it was taken from the Kingdom of Poland. Conrads father, Apollo Korzeniowski, a writer and political activist, took part in the Polish resistance to Russian rule. He was imprisoned in 1861 when the future author was a young child. The family endured exile to Vologda, three hundred miles north of Moscow, in 1862, and they were later moved to Chernihiv in northeast Ukraine. As a consequence of the familys struggles, Conrads mother, Ewa, died of tuberculosis in 1865. Apollo raised his son as a single father and introduced him to the works of French novelist Victor Hugo and the plays of William Shakespeare. They moved to the Austrian-held section of Poland in 1867 and enjoyed more freedom. Suffering from tuberculosis like his wife, Apollo died in 1869 leaving his son an orphan at age eleven. Conrad moved in with his maternal uncle. He was raised to pursue a career as a sailor. At age sixteen, fluent in French, he moved to Marseilles, France, to look for a career in the merchant marine. Merchant Marine Career Conrad sailed for four years on French ships before joining the British merchant marine. He served for fifteen more years under the British flag. He eventually rose to the rank of captain. The elevation to that rank came unexpectedly. He sailed on the ship Otago out of Bangkok, Thailand, and the captain died at sea. By the time the Otago arrived at its destination in Singapore, the entire crew except Conrad and the cook were suffering from fever. Photo circa 1960: A bust of Joseph Conrad as a figurehead on the prow of The Joseph Conrad, a training ship built in Copenhagen in 1882. Three Lions / Getty Images The characters in Joseph Conrads writing are mostly drawn from his experiences at sea. Three years of association with a Belgian trading company as captain of a ship on the Congo River led directly to the novella Heart of Darkness. Conrad completed his final long-distance voyage in 1893. One of the passengers on the ship Torrens was 25-year-old future novelist John Galsworthy. He became a good friend of Conrad shortly before the latter began his writing career. Success as a Novelist Joseph Conrad was 36 when he left the merchant marine in 1894. He was ready to seek a second career as a writer. He published his first novel Almayers Folly in 1895. Conrad was concerned that his English might not be strong enough for publication, but readers soon considered his approach to the language as a non-native writer an asset. Conrad set the first novel in Borneo, and his second, An Outcast of the Islands, takes place in and around the island of Makassar. The two books helped him develop a reputation as a teller of exotic tales. That depiction of his work frustrated Conrad, who looked to be taken seriously as a top writer of English literature. Handwritten and typed letter from Joseph Conrad to Ford Madox Ford. Culture Club / Getty Images During the next fifteen years, Conrad published what most consider the finest works of his career. His novella Heart of Darkness appeared in 1899. He followed it with the novel Lord Jim in 1900 and Nostromo in 1904. Literary Celebrity In 1913, Joseph Conrad experienced a commercial breakthrough with the publication of his novel Chance. Today it is not viewed as one of his best works, but it outsold all of his previous novels and left the author with financial security for the rest of his life. It was the first of his novels to focus on a woman as a central character. Conrads next novel, Victory, released in 1915, continued his commercial success. However, critics found the style melodramatic and expressed concern that the authors artistical skills were fading. Conrad celebrated his financial success by building the house he called Oswalds in Bishopsbourne, Canterbury, England. Personal Life Joseph Conrad suffered from a range of physical maladies, most of them due to exposure during his years in the merchant marine. He battled gout and recurrent attacks of malaria. He also struggled occasionally with depression. In 1896, while in the early years of his writing career, Conrad married Jessie George, an Englishwoman. She gave birth to two sons, Borys and John. Joseph Conrad and Family. Time Life Pictures / Getty Images Conrad counted many other prominent writers as friends. Among the closest were future Nobel laureate John Galsworthy, American Henry James, Rudyard Kipling, and collaborator on two novels, Ford Madox Ford. Later Years Joseph Conrad continued to write and publish novels through his final years. Many observers considered the five years after World War I ended in 1919 the most peaceful part of the authors life. Some of Conrads contemporaries pushed for recognition with a Nobel Prize for Literature, but it was not forthcoming. In April 1924, Joseph Conrad turned down the offer of a British knighthood due to his background in Polish nobility. He also turned down offers of honorary degrees from five prestigious universities. In August 1924, Conrad died at his home of an apparent heart attack. He is buried with his wife, Jessie, in Canterbury, England. Legacy Shortly after Joseph Conrads death, many critics focused on his ability to create stories that illuminated exotic locales and to humanize sordid events. Later analysis has focused on deeper elements in his fiction. He often examines the corruption that lies just beneath the surface of otherwise admirable characters. Conrad focuses on fidelity as a crucial theme. It can save the soul and wreak terrible destruction when it is breached. Conrads powerful narrative style and the use of anti-heroes as main characters have influenced a wide range of great writers of the 20th century, from William Faulkner to George Orwell and Gabriel Garcia Marquez. He paved the way for the development of modernist fiction. Source Jasanoff, Maya. The Dawn Watch: Joseph Conrad in a Global World. Penguin Press, 2017.

Promotion of Stanfords Master Degree Program Free Essay Example, 2000 words

The campaign chosen for evaluation is a promotion of Stanford s Master Degree Program. Stanford uses various media channels to publish and promote its graduate and post-graduate programs. Nonetheless, a majority of promotions is done with the help of brochure distribution, as it is still the best method to reach millions of students across the globe. The master degree program is one of the leadership degrees provided by the international university. The master s program provides majors in subjects, such as policies, organizations and leadership studies. It is a joint MBA or MA program for management as well as arts and science students so that the program can be pursued by students from various educational backgrounds. Even though this master s program is well-known and liked by various student categories, the university still needs to revive its communications strategy and implement a more effective one for enhancing the volume of enrolments from current as well as potential studen ts. With proper research, an effective marketing campaign was launched. The dominating communication channel for this campaign is brochure as well as online media marketing. We will write a custom essay sample on Promotion of Stanfords Master Degree Program or any topic specifically for you Only $17.96 $11.86/page This means every message delivered by different communication channels will be supported by a tangible offering, thereby making it more lucrative. In order to make the campaign successful, the degree program was launched with various effective strategies.

A Detailed Explanation Of The Business Process - 974 Words

a) Provide a detailed explanation of the business process as provided by the case. Contrast the processes in place with those that should have been followed. Explain in detail any deficiencies. †¢ In this particular case, multiple business processes used by Plush Pet Daycare lead to the crime that has been committed. The three main issues with the Daycare’s business processes involved in this case include; poor supervision, issues with segregation of duties, authorization, and auditing procedures. Poor supervision over the suspect was a major issue, Danny Jones had no one directly over him that oversees his day-to-day duties, the expansion of the company could be the potential cause of this, but top management should have seen that too much access was trusted to Mr. Jones. Jones had multiple tasks given to him that should have required authorization from a superior, this includes providing all information involving new hires and current staff, and signing off on paychecks. If a few of his tasks where segregated, his opportunity would also diminish. Examples include signing off on final payroll papers, adding and deleting employees to the master file, and signin g final paychecks a distributing them. Auditing was another big issue that could have detected this crime earlier. By auditing payroll periodically multiple red flags would have presented themselves, including the numerous P.O. box addresses, and having single addresses for multiple employees. b) Develop a fraudShow MoreRelatedMy Experience At The Hospitality Industry1732 Words   |  7 Pagesbe helpful for my career in the hospitality industry. What I found exceptionally helpful in the training program were the detailed explanations of the service processes which you provided. It was very easy to understand, and I could conduct the processes which you taught to me quickly and without questions. 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New Developments in Technology Management Free Essays

The teaching of technology management has a long history in business schools. However, the nature and focus of such curricula have changed in recent years, due to several trends. The rise of a knowledge-based economy has brought greater attention to the management and commercialization of intellectual property (Markman, Siegel, Wright, 2008). We will write a custom essay sample on New Developments in Technology Management or any similar topic only for you Order Now Questions regarding the appropriate business models to foster successful commercialization have been further complicated by the rise of â€Å"open-source† innovation (e. g. , Linux, a software company that has captured substantial market share). And new institutions (e. g. , incubators and science parks; Phan, Siegel, Wright, 2005) and new organizational forms (e. g. , research joint ventures [RJVs], and technology alliances) have emerged that may also have profound effects on technology management education. Nonprofit institutions, most notably universities and federal laboratories, have become much more aggressive in protecting and exploiting their intellectual property (Siegel Wright, 2007). Such institutions, es324 Copyright of the Academy of Management, all rights reserved. Contents may not be copied, emailed, posted to a listserv, or otherwise transmitted without the copyright holder’s express written permission. Users may print, download or email articles for individual use only. pecially universities, are also working much more closely with industry and government. These trends and growing involvement of government and nongovernmental institutions in innovation and commercialization have led to growing international recognition of the narrowness of technology management education as it is practiced today. Some business and engineering schools have responded to these developments by designing new courses and curricula related to technological entrepreneurship. Some countries with centralized educational systems (e. g. , Japan, Singapore, and Ireland) are graduating â€Å"bilingual engineers† with capabilities in technology and business. Yet, this trend of marrying technology with management education is still far from being in the mainstream. Another important development in stimulating and changing the nature of the demand for technology management education is the rise of knowledge and intellectual property management as a professional field. In many countries, national governments have supported these initiatives by en- 2009 Phan, Siegel, and Wright 325 acting legislation to facilitate public–private research partnerships, technology transfer (through patenting and licensing) from universities to firms (e. g. , the Bayh–Dole Act of 1980), and collaborative research. For example, the EU, China, and Singapore have established technology-based venture funds to stimulate the development of technologybased start-up companies. In the United States, the national â€Å"public sector venture capital† for technology-based new ventures, the Small Business Innovation Research (SBIR) program and numerous state-level programs with similar goals (e. g. , Ben Franklin Technology Partners, Pennsylvania, and the Massachusetts Technology Development Corporation) have propelled technology transfer issues to the forefront of university technology management curricula. Government is also providing subsidies for research joint ventures involving universities and firms (e. g. , the Commerce Department’s Advanced Technology Program/Technology Innovation Program), shared use of expertise and laboratory facilities (e. g. , the National Science Foundation’s Engineering Research Centers and Industry– University Cooperative Research Centers), and programs to promote management and entrepreneurship education among scientists and engineers (e. g. the Science Enterprise Challenge in the U. K. ). These and other trends discussed here have led to experimentation and innovation in technology management pedagogy and content, which is the focus of this special issue. For example, it is obvious that the rise in collaborative research and commercialization has important educational implications, since it implies that team-work has become more important in science and engineering, especially when both innovation and commercialization are involved . This has resulted in the increasingly popular use of real-life team projects as the primary method of delivering discovery-based learning. Our purpose in this special issue is to assess the implications of these trends for technology management curricula in business schools. In spring 2008, we issued an open Call for Papers on the Academy of Management website, the Social Science Research Network, and other venues. We received 38 manuscripts, which were reviewed according to AMLE standards for the Research Reviews section. Papers were also solicited for the Essays, Dialogues, Interviews and Exemplary Contribution sections, which were subject to the usual peer-review process. Based on the results, we selected several manuscripts for inclusion which are summarized in Table 1. The remainder of this essay is organized as fol- lows: First, we describe recent public policy changes, which have promoted university– industry partnerships, collaborative research, and technology transfer from universities and federal labs to the private sector. Then, we discuss the educational implications of these trends, drawing on some of the lessons learned from the papers in special issue. Finally, we outline an agenda for additional research on technology management education. PUBLIC POLICY INITIATIVES INFLUENCING TECHNOLOGY MANAGEMENT In recent decades, we have witnessed rapid growth in the incidence of a variety of research partnerships and technology commercialization involving corporations, universities, nonprofit organizations, and government agencies. This growth can be attributed to three policy initiatives: †¢ Policies promoting the transfer of technology from universities and federal labs to firms †¢ A large increase in the incidence of public– private partnerships †¢ Relaxation of antitrust enforcement related to collaborative research Examples of such technology partnerships are research joint ventures, strategic alliances and networks involving high-technology organizations, industry consortia (e. g. SEMATECH), cooperative research and development agreements (CRADAs) involving federal labs and firms, engineering research centers (ERCs), and industry– university cooperative research centers (IUCRCs) sponsored by the U. S. National Science Foundation, federally funded research and development centers, science parks and high-technology incubators (many of which are located at universities), and licensing and sponsored research agreements involving universities, government laboratories, firms, and un iversity-based start-ups. Table 2 summarizes the key U. S. egislation promoting government– university–industry partnerships, collaborative research, and technology transfer/commercialization. The most important legislation in this regard is the Bayh–Dole Act of 1980, which dramatically changed the rules of the game with respect to the ownership of intellectual property rights of technologies emerging from federal research grants. Bayh–Dole conferred the right to universities to patent and claim the scientific discoveries arising from U. S. government-funded research, instituted a uniform patent policy across federal agencies, and lifted numerous restrictions on technology licensing. As a result of this legis- 326 Academy of Management Learning Education September TABLE 1 Summary of Papers Authors Barr, Baker, Markham, Kingon Key Research Question Discovering how to teach technological entrepreneurship skills that will help bridge the â€Å"valley of death† in COT between creation of technology and emergence of a commercial venture. Theory/Framework Van Burg et al. (2008) science-based design framework of five factors critical to enhance science-based start-ups; cognitive theory; theory of planned action. Data/Methods Analysis of development of a COT program for MBA, PhD, and master’s students at North Carolina State over 14year period. Findings/Conclusions Enactive mastery experiences have to be perceived as authentic and real to have desired effect; importance of loosely structured handson engagement; program needs to be real, intensive, interdisciplinary and iterative; need to create temporal checkpoints, decenter business plans, to structure large blocks of time, to emphasize and balance team diversity, generate technology flow, beware of idiosyncratic heuristics. Significant positive effects of the program on student perceptions of the multidisciplinary capabilities needed to operate in a technological business environment. Thursby, Thursby, Fuller What are the benefits and challenges of integrated approaches to graduate education in technological entrepreneurship? Theory of the Firm—Economic Approach to Evaluation. Austin, Nolan, O’Donnell How to design a student experience in technology management that addresses the learning cycle more completely, while maintaining very high levels of student engagement. Experiential learning theory. Ordered logit analysis of program assessment data including pre- and postsurveys and a control group relating to a NSF-sponsored integrated program at Georgia Tech and Emory University involving PhD, MBA, and JD students. Programs at universities in two countries, MNC executives, and open enrollment course at a business school; combination of case and traditional lecture-based approaches; narrative approach based on monomyth; student course feedback and follow-up 1 year later. Verzat, Byrne, Fayolle Boni, Weingart, Evenson What teaching methods can be used to create entrepreneurial engineers that have a keen sense of teamwork? Are games an appropriate pedagogical device to meet the specific learning needs of engineering students? Can games help engineering students learn about teamwork? How to teach skills of creating disruptive innovations and develop new business opportunities through blending entrepreneurial thought and action, design thinking, and team building. Education science and team process; Kirkpatrick’s 4level hierarchy of evaluation. Use of team games in a traditional elitist French teaching context that emphasizes individual learning; evaluation data collected from 111 groups on initial reaction to the game and interviews 3 months later. Approach works at multiple student levels with same materials but emphasis differs across groups; able to use with introductory and capstone courses; approach acts as a leveler in class as all can engage with the ‘story’; issues concerning integration of supplementary materials, lack of ‘closure’ in each class, use of fictionalized cases. Games rated a positive reaction from students despite being an informal departure from normal formal approach; real learning outcome in exposing students to importance of team working. Disruptive innovation, entrepreneurial leadership, design thinking, and team building. Capstone course for MBA Entrepreneurship in Organizations Design master’s students at Carnegie Mellon involving team teaching; Multidisciplinary teams of designers, technologists, and business student entrepreneurs. It is important to blend three perspectives for effective commercialization of innovation: (1) entrepreneurial thought and action, (2) design thinking, and (3) teambuilding. A key feature of this project-based course is the collaboration between MBA students and School of Design students, which leads to the development of new business opportunities. (table continues) 2009 Phan, Siegel, and Wright 327 TABLE 1 Continued Authors Clarysse, Mosey, Lambrecht Key Research Question What are implications for developments in technology management education of contemporary challenges such as globalization, open innovation, and the need for corporate renewal (and venturing)? Theory/Framework Technology management skills provision. Data/Methods Qualitative analysis based on interviews with 10 technology management education demand- and supply-side actors in universities, consultancies, and corporations across Europe. Findings/Conclusions Technology Management Educations is a dynamic field moving from traditional MBA focused programs towards more entrepreneurial ‘bootcamps’, from a case study oriented teaching style towards a mentoring approach and from an emphasis upon general business towards working across disciplines yet being sensitive to underlying technologies; a shift from general to specific skills; Linkages between business schools and technology chools is an important element of this change. Courses in IP management, management of industrial RD, systems architecture and engineering could only be offered by transfer to School of Engineering; traditional professional degrees can be enhanced by integrating management of technology programs into core engineering curriculum; advantages of offe ring part-time courses for those in employment. Need to find a subtle balance between traditional didactic courses, presentations of leading edge research, workshops and meetings with practitioners, field studies and involvement in real projects through internships (including outside France); need for faculty to have close links with industry both domestically and abroad; important use of concurrent teaching modes. Hang, Ang, Wong, Subramanian How can management of technology programs curricula be designed to meet the needs of a small newly developed Asian country? Action learning as a foundation for curriculum design in technology intensive technology management programs. Qualitative analysis of transfer of MSc in Management of Technology from business school to a school of engineering in Singapore Mustar How to develop a highly selective technology management course for students in a leading French engineering school, in an institutional and country environment traditionally resistant to the notion of entrepreneurship, that develops their entrepreneurial skills but which goes beyond an introductory course on how to start a business. How to combine the acquisition of knowledge and the development of skills. How to develop their entrepreneurial skills and their ability to take responsibilities. How to encourage imagination, creativity, involvement, and risk taking. Qualitative analysis of the case of innovation and entrepreneurship in Mines Paris-Tech, a leading French engineering school. lation, U. S. research universities established technology transfer offices to manage and protect their intellectual property. The Stevenson–Wydler Act, enacted in the same year as Bayh–Dole and then extended in 1986, required federal labs to adopt technology transfer as part of their mission and also authorized cooperative research and development agreements (CRADAs) between the labs and private organizations. The National Cooperative Research Act (NCRA) of 1984 and the National Cooperative Research and Production Act (NCRPA) of 1993, promoted collabo- 328 Academy of Management Learning Education September TABLE 2 Key U. S. Legislation Promoting Government–University–Federal Lab–Industry Partnerships, Collaborative Research, Technology Transfer/Commercialization Legislation Bayh–Dole Act of 1980 Key Aspects of Legislation Transferred ownership of intellectual property from federal agencies (which sponsor most basic research) to universities; Spurred the growth of university technology transfer offices, which manage university patenting and licensing. Required federal labs to adopt technology transfer as a part of their mission; Authorized cooperative research and development agreements (CRADAs) between federal labs and private organizations. Created the Small Business Innovation Research (SBIR) and the Small Business Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budget to small business research with commercial potential. NCRA and NCRPA actively encouraged the formation of research joint ventures and joint production ventures among U. S. firms. Institutions Affected by Legislation Universities; teaching hospitals; firms Stevenson–Wydler Technology Innovation Act of 1980; Federal Technology Transfer Act of 1986 Federal labs; firms Small Business Innovation Development Act of 1982 Universities; small firms; venture capital firms National Cooperative Research Act (NCRA) of 1984; National Cooperative Research and Production Act (NCRPA) of 1993 Omnibus Trade and Competitiveness Act of 1988; America COMPETES Act (2007) Firms; universities The 1988 act established the Advanced Technology Program (ATP), a public–private research program. In 2007, the America COMPETES Act created the successor to ATP, the Technology Innovation Program (TIP). Firms; universities rative research by eliminating antitrust concerns associated with joint research even when these projects involved firms in the same industry. The NCRA created a registration process, later expanded by the National Cooperative Research and Production Act (NCRPA) of 1993, under which research joint ventures (RJVs) can disclose their research intentions to the Department of Justice. The most notable research joint venture established via the NCRA registration process was SEMATECH (SEmiconductor MAnufacturing TECHnology), a not-for-profit research consortium, which provided a pilot manufacturing facility, where member companies could improve their semiconductor manufacturing process technologies. Other legislation created two key publicly funded technology programs: (1) the Small Business Innovation Research (SBIR) and the Small Business Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budgets to small businesses with commercial promise, and (2) the Advanced Technology Program (ATP), a public– private research program, which funds collaborative research on generic technologies. In 2007, the America COMPETEs Act created the successor to ATP, the Technology Innovation Program (TIP). Universities are actively involved in both programs, working closely with large firms on ATP/ TIP research projects, as well as with small companies on SBIR/STTR, sometimes founding these firms. As a result, many technology management curricula in the United States are now infused with a public policy dimension that was previously missing. Table 3 presents global evidence on key policy changes relating to the legislative and support environment for technology commercialization in five nations: France, Germany, Italy, Singapore, and the United Kingdom. For example, according to Meyer (2008), Austria, Denmark, Finland, Germany, Italy, and Japan have adopted â€Å"Bayh–Dole like† legislation, emphasizing a â€Å"patent-centered† model of university and national laboratory technology transfer. The United Kingdom and Israel have always had a system of university-owned 2009 TABLE 3 Legislative and Support Environment for Technology Commercialization in France, Germany, Italy, Singapore, and the U. K. Germany 1999 Public researchers receive the right to be the owner of their IP. This is the opposite of the Bayh–Dole Act, but oftentimes the university makes a formal contract on an individual basis to give the IP rights to the university. 2002 Employer Invention Law: Invention belongs to the employer not to the professor. 2000–2006 Restructuring of various laws to make it easier to commercialize technology from universities, get part of the royalties as an academic, take equity in start-ups, etc. Italy Singapore U. K. No formal Bayh–Dole Act. In the case of UK public research organizations the IP is owned by the institution and the royalties associated with the IP are distributed between the relevant parties. The distribution of royalties is organized on an institutional basis. Milestone France I. University Ownership of Intellectual Property Arising From Federal (National) Research Grants (e. g. , Bayh–Dole Act in U. S. ) Not relevant as all IP belongs to universities/public research institutes following the â€Å"code intellectuelle de la propriete. † II. Other Key Changes 1999 Innovation Act gives the possibility to academics who are civil servants to participate as a partner or a manager in a new company and to take equity (previously illegal for civil servants). This Act encourages the creation of new start-up firms by students. 2002 Decree that regulates and increases the personal income an academic can receive from IP (50%). Phan, Siegel, and Wright III. Financial Support 1999 11 (pre-) seed capital funds created to invest in innovative start-ups and take equity (investment in 150 spinoffs in 8 yrs). Creation of the annual National Competition for the creation of technologically innovative startups (grant from 45,000 to 450,000 Euros); 12,927 projects have been presented between 1999 and 2007: 1,879 have been funded. Creation of 29 incubators between 1999 and 2007; they hosted 1993 projects giving birth to 1,239 new firms. Between 1999 and 2007, these 3 schemes have benefited 1,760 new firms (taking into account that a company can benefit from different schemes). Around 50% are academic spin-offs. 2000 EXIST: public program that assists spin-offs through preseed capital and management support. 2002 EEF-Fund: Researchers can receive a scholarship to start a spin-off. 2002 22 TTOs established which take care of IP management. 999 National Research Commission created, which annually funds about 5-10 proposals for spin-offs, amounting to 30,000 Euro, on average. 2005 Quantica Fund. First interuniversity seed capital fund (a form of public–private partnership) is created. 2005 Italian University technology transfer offices have to join together in groups of four and bid for money (100,000 Euro/university) to sponsor their day-today operations. 1963 Forms tripartite macroeconomic structure of in dustry, labor, and government as basis for funding innovation and economic development. 001–2008 National initiative to focus on microelectronics, biotechnology, nanotechnology, materials science, healthcare and life sciences as part of national innovation initiative. The right to commercialize IP are assigned to the faculty. 2001 Economic Development Board charged with the implementation of the 5-Year Science and Technology Plan which includes initiatives to target key technology sectors, attract foreign investment and human capital, and accelerate technological entrepreneurship and technology commercialization. Agency for Science, Technology and Research or A*STAR) created to fund and create infrastructure of industry– university joint research efforts in strategic technology sectors. 2005 The government’s funding plan is to increase RD expenditure to 3% of GDP by 2010, from the 2004 RD expenditure of $2. 5 billion US (about 2. 25% of GDP). 2007 Public sector RD budgets more than doubled to $13. 55 US billion from 2005, comprised of $5 billion US for the National Research Foundation (NRF), $5. 4 billion US for the Public Research Institutes housed in the Agency for Science, Technology and Research (A*STAR). 1. 05 billion US for academic (universitybased) research. $2. 1 billion US for the Economic Development Board (EDB) to promote private sector RD. 1970 onward Various schemes to promote collaborative projects between universities and industry, including Knowledge Transfer Networks. 1998–2004 Higher education reaches out to business and the community to provide funding to establish corporate liaison offices and collaborative projects. 1998 University Challenge Funds (UCFs): Universities were granted funds to support spin-off and limited incubation support. 001 onward HEIF (Higher Education Innovation Fund) provides permanent flow of funding to support develop universities’ capacity to act as drivers of growth in the knowledge economy (various rounds up to 2008). (table continues) 329 330 TABLE 3 Continued Germany Italy Singapore UK Milestone France In 2005, six â€Å"Maisons de l’entrepreneuriat† in different universities have been created. They aim at facilitating the promotion of the entrepreneurial spirit and mind-set and â€Å"sensitization† to the new business start-up or new activities. Academy of Management Learning Education Science Enterprise Challenge funding (1991/2001), to encourage culture open to entrepreneurship required for successful knowledge transfer from science base. Teaching entrepreneurship to support the commercialization of science and technology to produce graduates and postgraduates better able to engage in enterprise. Establish a network of UK universities specializing in teaching and practice of commercialization and entrepreneurialism in science and technology. 005 Medici Fellowship Scheme, pilot providing 50 fellowships over 2 years focusing on commercialization of biomedical research; fellows required to have significant prior research; local training in host institution in finance, marketing, IP, business strategy; fellows encouraged to develop links with practitioners; postpilot further funding obtained to extend remit to include engineering researchers from 2007–2009; analogous schemes subsequently created by Research Councils a nd Regional Development Agencies and from 2007–2009 mainly focused in life sciences. Regional Development Agencies providing broad spectrum of assistance to develop more productive links between universities and industry. 2007–2011 Technology Strategy Board strategic plan envisages investing ? 1 billion of public funds plus matched funds from industry over 2008-2011, in doubling number of innovation platforms, a strategic review of Knowledge Transfer Networks, doubling number of Knowledge Transfer Partnerships, developing strategy to rapidly commercialize new and emerging technologies, piloting a new Small Business Research Initiative. September Information sources: Clarysse et al. (2007); Mustar Wright (2009); and Koh Phan (In Press). 2009 Phan, Siegel, and Wright 331 intellectual property. An increase in funding for technological entrepreneurship in many countries (see Table 3) has also stimulated greater interaction among firms, universities, and national labs, as well as the rise of intellectual property management curricula and courses at these institutions (for detailed comparison of France and the U. K. , see Mustar Wright, 2009). EDUCATIONAL IMPLICATIONS OF THESE TRENDS The end result of these global trends is an increased emphasis on collaborative research, commercialization of intellectual property, entrepreneurship, venture capital, and research centers dedicated to emerging technologies, such as Organic LEDs, nanotechnology, biotechnology, materials science, MEMS, and so on. Such trends have brought new issues and perspectives, propelling the role of education to the forefront of discourse (e. g. , the recent AMLE special issue on entrepreneurship education). Conventional technology management and management of innovation curricula have focused largely on understanding the technology and innovation strategies of multinational firms (Nambisan Willemon, 2003). There has been, until recently, less emphasis on start-up and entrepreneurial technology-based firms. The differences can be significant. For example, in the traditional curriculum, the role of teamwork, especially linking interdisciplinary teams of agents (scientists, technology managers, and entrepreneurs) and institutions (firms, universities, government agencies) have not been stressed. That is, the individual and institutional levels of analyses have been ignored, such that technology management education curricula have been confined to how organizations respond to technological challenges. The developments in technology management education considered in this special issue can be seen as a response to the challenges leveled at business schools to be relevant to the practice of management (Pfeffer Fong, 2002, 2004; Starkey, Hatchuel, Tempest, 2004). At the same time, such programs that reside in business schools, when detached from the engineering and science faculties of their universities, run the risk of treating the technology component as a special case of general management. Our review of the literature and the lessons learned from this special issue suggest that a fully matured technology management program should treat technology with a capital â€Å"T† rather than the small one it has been to date. To accomplish this design goal, business schools eed to appoint program directors with strong boundary-spanning skills that can link up with technology-based units on and off campus by colocating or partnering with such institutions. We note that the challenge of integration is not easily solved. Over the years, business schools in the United States and United Kingdom have chosen to remain independent from the rest of their universities. This was partially enabled by the largesse of endowments in the 1980s and 1990s po uring in from private foundations and industrialists seeking to establish their names in perpetuity. Clarysse, Mosey, and Lambrecht (this issue) hypothesize that this is not a wise strategy for business schools administering technology management curricula. The authors conclude that business schools should expand their educational mission to include the education of engineering and science professors and researchers, and the training of postgraduate science and engineering students, since these individuals are more likely to choose an industry or technology-specific master’s degree, instead of a traditional MBA. More generally, business schools need to have a stronger connection to schools of engineering and the sciences, and other technology-orientated organizations in the areas of medicine, public health, and pharmacy, as well as science-based business incubators and science parks. While acknowledging Clarysse et al. ’s points, we are concerned that each of these institutions has different paradigms, norms, standards, and values, as well as diverse languages and codes. Thus, it may be necessary to develop a shared syntax of boundary objects that include repositories, standardized forms, objects and models (Carlile, 2002). These communication devices enable individuals in business schools and technologybased schools to learn about their differences and dependencies, as well as jointly to evolve their knowledge bases about how things work â€Å"on the other side. † Hence, the recruitment and development of boundary spanners (such as program managers, center directors, or interdisciplinary faculty members) who can communicate across schools are important to facilitate such integration (see e. . , the Medici Scheme, Table 3). Another concern regarding the optimal design of technology management curricula arises in relation to the overall configuration of business schools. Ambos, Makela, Birkinshaw, and D’Este (2008) have argued that for universities to be effective at technology commercialization there is a need for ambidexterity in the organizational structures of these traditional research and teaching institutions. Similarly, with respect to technology 332 Academy of Management Learning Education September management education, business schools must make their organizations more porous, for example, through the hiring and promotion of faculty with science and engineering degrees. Such ambidexterity configurations will enable business schools to more tightly bind the traditional business disciplines to science and engineering disciplines. The papers in this pecial issue challenge the proposition of Suddaby and Greenwood (2001), who asserted that business schools can sustain demand for new managerial knowledge through the education and accreditation of a continuing stream of management students. While it is true that there has been substantial growth in demand for courses in entrepreneurship and innovation in MBA and undergraduate programs, the ability of business schools to deliver these programs beyond an introductory level is open to debate, especially when faculty in such schools traditional ly lack exposure to the hard sciences and technology disciplines. A third concern in the design of technology management curricula raised herein is the notion of avoiding polar extremes in content coverage, which are emphasizing theoretically rigorous, but highly abstract research or stressing practical content based on â€Å"war stories† and conventional wisdom. Placing too much emphasis on practical experience may have negative consequences since the mental models that such pedagogies create can quickly become obsolete, particularly in light of the fast evolving technologies the curricula are supposed to address (Locke Schone, 2004). In ? other words, practice-oriented technology management curricula may inspire students to become more entrepreneurially oriented, but without the concomitant development of critical thinking skills, such as the ability to assess risks and recognize the inevitable downsides of entrepreneurial activity. Technology management curricula that are light on practice, however, can produce students who may find the challenge of boundary spanning, a key skill for successful technology managers, too great to scale. Van Burg, Romme, Gilsing, and Reymenk (2008) have outlined a design science-based model for the development of academic spin-offs that is grounded in both theory and practice. As noted by Barr, Baker, Markham, and Kingon (this issue), new developments in technology management education stress the importance of active involvement (experiential learning) models that are authentic and real. Many technology management curricula mimic those of entrepreneurship, in that they include a ealthy dose of business plan writing, ostensibly as products of courses on commercialization and opportunity search. There is considerable debate over the usefulness of business plans in practice, even though venture capitalists and banks demand them. Indeed, Barr, Baker, Markham, and Kingon (this issue) challenge the effectiveness of teaching the preparation of a business plan. They suggest that it is preferable to deemphasize the writing of a plan because it tends to restrict creativity and the search for m ore appropriate solutions. Yet, as a pedagogical tool, we think that business plans, when used appropriately, can be a useful way to garner a student’s attention on a comprehensive set of issues that should be considered when commercializing an invention. A shift is taking place from traditional technology management curricula toward more entrepreneurially based courses that require interdisciplinary skills. As part of this development, there is a need for interdisciplinary team-learning activities to be a central part of curriculum development in technology management education. Team composition needs to be addressed carefully to enable participants to gain full benefits. Thursby, Thursby, and Fuller (this issue) present an interesting example of teams of law, business, science, and engineering students converging to commercialize innovations developed at Emory University and the Georgia Institute of Technology. Developments in technology management education also pose major faculty recruitment challenges. Many business school faculty members do teaching, research, and service (including consulting) that is focused on large corporations. Traditional business school academics typically lack the appropriate context-specific business creation skills that are increasingly demanded as central to technology management education (Wright, Piva, Mosey, Lockett, 2008). As noted in Barr, Baker, Markham, and Kingon (this issue), the recruitment of adjunct faculty members should be focused on those who can serve as mentors to students. There is also a need to consider recruitment and training of faculty who can act as boundary spanners. The time-consuming nature of developing interdisciplinary curricula raises a concern about possible conflicts with the promotion-and-tenure process, which also needs to be addressed in recruitment and retention. AGENDY FOR FURTHER RESEARCH ON TECHNOLOGY EDUCATION To build on the findings of this special issue, we identify a number of areas for further research. 2009 Phan, Siegel, and Wright 333 These are summarized in Table 4, where we identify a series of research questions relating to institutional issues, the interaction between education and practice, the advancement of business schools, and evaluation. Universities typically have well-established conventions and practices concerning the management of their activities. The traditional academic culture of the university (the classic â€Å"ivory tower†) embodies a system of values that opposes the commercialization of research through company creation. When university administration is decentralized, with no mechanism for integration, links between business schools and technologyoriented units of universities may be weak or in- formal. This suggests a need for the development and implementation of clear and well-defined strategies, processes, and policies regarding new venture formation and approaches to technology management education that incorporate entrepreneurial activities. Institutional frictions and their impact upon intraorganization knowledge transfer are wellknown (Szulanski, 1996). These frictions in the interactions between different elements of the university may frustrate the development of interdisciplinary technology management curricula. Transferring personnel across organizational boundaries has been identified as an important mechanism to effect knowledge transfer (Inkpen Tsang, TABLE 4 Research Agenda Institutional Issues How do incentive systems for faculty encourage the time-intensive development of effective technology management courses? What institutional challenges constrain the cross-disciplinary development of technology management education? What are resource implications for universities attempting to develop interdisciplinary technology management education? Interaction Between Education and Practice How can technology management education processes be transferred to promote the creation and development of spin-offs? How can universities develop integration processes among technology management education and technology transfer offices, incubators, and science parks? How can business schools enhance (effective) engagement with leading-edge technological entrepreneurs? Advancement of Business Schools How can the necessary specific skills now required for technology management education be developed within business schools? Do business schools have the requisite career structures for faculty involved in technology management education? (e. g. , adjunct, nontenure track faculty). What is the role of business school faculty in contributing to the development of technology management education? Evaluation Issues How effective are different developments in technology management education? Is it possible to have a valid control group in evaluation of technology management education? From a corporate perspective (since many students are sponsored by companies), how effective are technology management programs? What are the most appropriate methods for evaluating the effectiveness of technology management education? What decision making processes are most effective in promoting interdisciplinary teaching and research, and integration in technology management education (top-down vs. bottom-up)? Does development of technology management education represent a need to reevaluate the whole position of business schools within universities, or is there a need for ambidexterity? What are the roles of different competitors within the segments of the broad technology management space? What challenges arise in addressing â€Å"language barriers† between business school and technology/ engineering faculty and how can they be overcome? What is the best way to train technology managers who must engage in boundary spanning among industry, the entrepreneurial community, academia, and government? What challenges arise in integrating research with new developments in technology management education? Is it possible to build evaluation into the design of technology management education programs, so we can identify â€Å"best practices† and benchmark comparable programs? 34 Academy of Management Learning Education September 2005). Universities may need to consider the facilitation of exchanges of staff between schools or the development of faculty with boundary-spanning skills. Academics may identify more closely with their discipline than with the business school or university and may seek to marginalize â€Å"tribes† from â€Å"outside disciplinesâ⠂¬  (Becher Trowler, 2001). This concern is especially salient if the objective is to integrate research with new developments in technology management education. Differences in language and goals between business schools and science- and technology-based departments exacerbate these problems. Business schools may also lack credibility with conventional, â€Å"pure† scientists, who perceive them as professional schools with little research tradition. This may be a major issue in universities with strong science departments and weak business schools (Wright et al. , 2008). However, even this effect is likely to vary between disciplines, as some departments, for example, engineering and medicine, may be closer in the sense of being professional schools than the pure science departments. It may also be important to focus on the role of technology managers within the university. Siegel, Waldman, and Link (2003) found that the key impediment to effective university technology transfer tended to be organizational in nature. In a subsequent field study (Siegel, Waldman, Atwater, Link, 2004), the authors found there are deficiencies in the technology transfer office and other areas of the university involved in technology commercialization with respect to marketing skills and entrepreneurial experience. This finding has been confirmed with more systematic data by Markman, Phan, Balkin, and Gianodis (2004), who explained this result by reporting that universities were not actively recruiting individuals with such skills and experience. Instead, representative institutions appear to be focusing on expertise in patent law and licensing or technical expertise. To develop effective curricula, the expertise that business school faculty need to interact with science and technology departments may be discipline specific. Yet the background of business school faculty typically makes it difficult for them to convey sufficiently context-specific material for different groups of technologists. To this end, Siegel and Phan (2005) suggest the creation of formal training programs for university personnel on the issue of technology management. Thursby, Thursby, and Fuller (this issue) report that an integrated graduate program on technological entrepreneurship has a positive impact on student perceptions of the multidisciplinary capabil- ties needed to operate in a technologically oriented business environment. Taking a page from Souitaris, Zerbinati, and Al-Laham (2007), who drew on the theory of planned behavior to demonstrate that entrepreneurship programs raised risktaking attitudes and inspired entrepreneurial intention among students, we suggest that technology management curricula can similarly inspire students to think creatively about how they can convert science to commercial ventures by immersing them in the experience of technology and opportunity evaluation early on in the program. Authors of evaluation studies need to find ways of incorporating the measurement of postprogram outcomes, such as new venturing and career trajectories, through more longitudinal studies. More specifically, it would be extremely useful to build evaluation into the design of such programs, so that we can identify â€Å"best practices† and benchmark comparable programs as we do for other types of programs. A critical methodological issue in evaluation concerns whether it is possible to have a viable control group for such a study. The papers in this special issue represent a number of different institutional contexts worldwide. A final question one can ask, after reading these papers, is whether there are developments that suggest a convergence in program design towards a universal model, or are we likely to experience a wide variation due to adaptations to the local contexts? Locke and Schone (2004) highlight ? important differences in the interaction between business schools and industry in Europe compared to those in the United States. They suggest that the relations between business school faculty and other scientists have traditionally been stronger in the United States than in the United Kingdom and France. Further, subjects taught in business schools in France, the United Kingdom, and the United States tend to be close to praxis, and professors have usually had practical experience. To contrast, in Germany management education has always been strongly oriented toward science, with academics having little business experience/ contact with industry; this pattern appears to have persisted despite pressure for convergence to an Anglo-Saxon business school model (Muller-Camen Salzgeber, 2005). Mustar (this issue) and Verzat, Byrne, and Fayolle (this issue) illustrate the challenges of introducing entrepreneurial elements to the traditional approach to technology and engineering training in France. Hang, Ang, Wong, and Subramanian (this issue) argue that there was a need to design a program to meet the needs of a small newly developed Asian country. 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Phillip Phan is professor and vice dean for Faculty and Research at The Johns Hopkins University Carey Business School. Between 2000 and 2007, he was the Warren H. Bruggeman ’46 and Pauline Urban Bruggeman Distinguished Professor of Management at Rensselaer Polytechnic Institute. Phil is associate editor for the Journal of Business Venturing, the Journal of Financial Stability, and the Journal of Technology Transfer. His most recent books are Theoretical Advances in Family Enterprise Research (InfoAge Press); Entrepreneurship and Economic Development in Emerging Regions (Edward Elgar); and Taking Back the Boardroom: Thriving as a Director in the 21st Century (Imperial College Press). Donald Siegel is dean of the School of Business and professor of management at the University at Albany, SUNY. Don is editor of the Journal of Technology Transfer, associate editor of 336 Academy of Management Learning Education Journal of Business Venturing, Journal of Productivity Analysis, and Academy of Management Learning Education. His most recent books are Innovation, Entrepreneurship, and Technological Change (Oxford University Press); and the Handbook of Corporate Social Responsibility (Oxford University Press). He has received grants or fellowships from the Sloan Foundation, National Science Foundation, NBER, American Statistical Association, W. E. Upjohn Institute for Employment Research, and the U. S. Department of Labor. Professor Siegel is a member of the Advisory Committee to the Secretary of Commerce on â€Å"Measuring Innovation in the 21st Century Economy. † Mike Wright has been professor of financial studies at Nottingham University Business School since 1989 and director of the Centre for Management Buy-out Research since 1986. He has written over 25 books and more than 250 papers in academic and professional journals on management buy-outs, venture capital, habitual entrepreneurs, corporate governance, and related topics. He served two terms as an editor of Entrepreneurship Theory and Practice (1994 –1999) and is currently a consulting editor of Journal of Management Studies and an associate editor of Strategic Entrepreneurship Journal. Mike is also program chair of the Academy of Management Entrepreneurship Division. His latest books include Academic Entrepreneurship in Europe and Private Equity and Management Buyouts. September How to cite New Developments in Technology Management, Essays