Enron Case Study Essays - 1905 Words

1. Was Watkins an ethical hero in taking these steps? Watkins was definitely not an ethical hero. First, she made it clear in the first half of her memo that she was concerned about getting caught, and explicitly asked if there was any way their â€Å"accounting gurus† could wind things down and basically cover their tracks. Second, she went to no one other than Kenneth Lay, the CEO of the company; anyone, in this day and age, who believes that CEOs are deaf, dumb, and blind to whats going on under their noses is incredibly naà ¯ve – and this, Watkins was not. Third, she started having suspicions about unethical practices as early as 1996, years before she wrote anything to Lay (How Could 29); if she was truly ethical, she would have reported†¦show more content†¦3. Besides Kenneth Lay, who else might have had an interest in hearing from Watkins? Who else might have had a right to be informed? Did Watkins have a responsibility to anyone other than Lay? Watkins should have first gone to Andrew Fastow, who was the CFO of Enron and her immediate superior (Barlas, Willians, and Verschoor 21). Had she continued to achieve no results by going to him (she was reportedly afraid to do so because he wanted to fire her), then she should have continued up the chain of command all the way to the Board of Directors. Had she still gotten no results, she should have resigned and gone to the SEC. She did indeed have a responsibility to others, at least all the way through the Board of Directors in terms of her superiors at Enron, and, of course, to the thousands of shareholders who lost everything as a result of their unethical practices. 4. Other than informing Lay, what other alternatives might have been open to Watkins? Again, she could have gone to Fastow and the Board of Directors, as well as to the SEC. 5. What might the consequences of each of these alternatives had been? Clearly, Watkins faced being fired by Enron for her actions; however, that is the worst that could have happened to her. She had already cashed in her own shares as a result of having insider information (Ganske B05) (thusShow MoreRelatedENRON Case Study1572 Words   |  7 Pages1. The Enron debacle created what one public official reported was a â€Å"crisis of confidence† on the part of the public in the accounting profession. List the parties who you believe are most responsible for that crisis. Briefly justify each of your choices. Following parties are believed to be the most responsible for the crisis. With any big organization going so bad, the blame starts with the top level executives, there was no different in this case. For Enron the blame started with Enron’sRead MoreEnron Case Study2596 Words   |  11 PagesEnron a Case Study Enron, once known as the worldwide leader in energy trading, began as a natural gas pipeline company. â€Å"At its peak, Enron brokered up to 20 percent of America’s energy transactions. These included basic contracts to deliver natural gas from wells to pipelines for distribution to homes, contracts for the purchase of electrical power facility out port, and more complex financial contracts, which allowed power companies to manage price and market risk† (Ackman)Read MoreEnron Case Study4789 Words   |  20 PagesEXECUTIVE SUMMARY This report will analyse the groupthink’s concerns in the collapse of Enron. The collapse of Enron is less than three months, which Enron from a very prosperous company to a bankrupt enterprise. The collapse of Enron is one of the most grievous business failures in United States. This disastrous business failure had causes a large number of employees lost their jobs and retirement savings. Groupthink leads groups to make faulty judgments. Groupthink occurs when a group makeRead MoreEnron Case Study5921 Words   |  24 PagesEnron Case Study [pic] Part A: Problem Focused Analysis and Recommendations. 1. Brief Case Background. List key events, use timeline. Case Background At one time Enron was one of the world’s largest producers of natural gas, oil, and electricity. It also appeared to be one of the most profitable companies, taking shareholders from $19.10 in 1999 to $90.80 by the end of 2000. Enron’s top management answered to a Board of Directors whose responsibility was to question and challenge new partnershipsRead MoreEnron case study1195 Words   |  5 Pagesï » ¿Q 1: Evaluate Enron profit and cash flow performance during the period 1998 – 2000? Profitability Measures Enron’s reported net income grew from $703 million in 1998 to $979 million in 2000, totaling 35.1% profit growth for the three-year period. Enron was among the leading of â€Å"high performing† companies by sustaining a high earnings growth insight. However, as Table 1 indicates, Enron’s reported profits were microscopic relation to revenues. Net income did not grow at anything near the sameRead MoreEnron Case Study Analysis1699 Words   |  7 PagesBusiness Strategy Enron Case Study 09/08/12 Enron Case Study: From Company to Conspiracy 1. What is the History of Enron, and what current situation does it find itself in? Enron was created by a combination of companies. These companies were Houston Natural Gas and InterNorth. These companies were merged together in July 1985. CEO of Houston Natural Gas, Kenneth Lay became chairman and CEO of the combined company. This happened in February 1986. The company changed its name to Enron on April 10thRead MoreEnron Case Study Summary976 Words   |  4 PagesEnron Case Study The case of Enron is a fascinating one. United States is a country where auditing and accounting principles are so strong. How can something take place on such high level in the United States? The Enron case demonstrates the need to reform the accounting and corporate governance practices in the United States. Moreover, the Enron case made government officials to pay close attention to deregulated energy market. Some of the aspects that struck me are discussed below. One of theRead MoreEnron Case Study1472 Words   |  6 PagesQ 1: Evaluate Enron profit and cash flow performance during the period 1998 – 2000? Profitability Measures Enron’s reported net income grew from $703 million in 1998 to $979 million in 2000, totaling 35.1% profit growth for the three-year period. Enron was among the leading of â€Å"high performing† companies by sustaining a high earnings growth insight. However, as Table 1 indicates, Enron’s reported profits were microscopic relation to revenues. Net income did not grow at anything near the sameRead MoreEnron Tyco Case Studies2163 Words   |  9 PagesRunning head: CASE STUDIES: ENRON’S FALL AND TYCO INTERNATIONAL’S LEADERSHIP CRISIS Case Studies: Enron’s Fall and Tyco International’s Leadership Crisis Grand Canyon University BUS 604 November 4, 2009 Case Study: Enron’s Fall and Tyco International’s Leadership Crisis The tight Federal regulations now governing businesses and their accounting practices came about because one corporation, Enron, took risks their company could not withstand without taking some rather extreme measures inRead MoreEnron and Worldcom Case Study1225 Words   |  5 PagesEnron and WorldCom Case Study This report is based on the demise of Enron Corporation and WorldCom. Both the firms are demised due to the ethical lapses. These ethical lapses come into existence when managements of the firm, uses unethical practices to accomplish the goals of the firm. Maintaining financial and accounting standards in the business practices are necessary. The profession of accounting has become a mockery due to the accounting scandals that took place all over the world in the

Cook Chill Free Essays

1. 0 INTRODUCTION Cook-chill and cook-freeze food productions are ways of producing foods that have been employed by many different organizations determining from the types of foods and services that the particular organization offers. These types of cooking methods work hand-in-hand with the kitchen designs. We will write a custom essay sample on Cook Chill or any similar topic only for you Order Now Kitchen design refers to the layout of kitchen equipment and positions of the working sections to produce foods that meet the needs of customers and thereby reaching the goals of the establishment. 2. 0 A KITCHEN A kitchen is described as a building or a room in a building that has been specialized for cooking purposes only. Different establishments have their own types of kitchens with different designs that serve different purposes. Some kitchens are designed special for catering customers on transit such as Fast Food restaurants but some kitchens has to cater for a specific group of people using a specific type of service, thereby it has to have the right number of employees who will do the job and enough equipment to save time as well as energy. 3. 0 KITCHEN PLANS There are different types of kitchen plans that have a specific purpose of operations. If a kitchen is designed for a particular way of production, it has also specific type of equipment available in that kitchen plan. There are different types of kitchen plan some of them are discussed below. 3. 1 Corridor kitchen A corridor type of kitchen, the appliances, cabinets and counter space are arranged on two facing walls. If the room is not too long, this can be an efficient kitchen. However, if both ends of the kitchen have doors, traffic through may create confusion. 3. 2 U-shaped kitchen This type of kitchen is usually considered to be the best type of a kitchen which has the best work triangle because of its convenient arrangement and short walking space between appliances. It has a determined floor space and accommodates a determined number of workers. 3. 3 L-shaped kitchen This type of a kitchen creates an easy-to-use work triangle. If the kitchen space is large enough, an eating center can be included. This is the situation whereby customers serve themselves. 3. 4Center type of kitchen This type of kitchen is the most common type of kitchens that most establishments have employed. The working area is on the center as the name suggests but does not provide enough space. Figure 3. 4. 1 3. 5 Island type of kitchen All the necessary equipment in the kitchen is placed back to back in the middle of the working area. This type of setting requires an adequate space to allow an easy flow and enough space between the equipment for easy cleaning and to avoid creating dark areas that introduces insects. 4. 0 WORK CENTERS A work center is an area that focuses on a particular type of work activity such as preparation or cooking. Includes appliances and work space and that the necessary equipment is stored within for easy reach as depicted in figure 4. 0. Figure 4. 0. A chef preparing a meal from a working center. 4. 1 Refrigerator-freezer center * The refrigerator and the freezer have space next to them to use when loading or unloading foods. * A storage space is needed for items used to package food for refrigeration. * Storage space for items used when serving refrigerated or frozen foods. 4. 2 Range center(gas/ electric range) * Cabinet storage for foods used at this center. Storage space for pots, pans, cooking tools such as ladles, wooden spoons and pot handlers. 4. 3 Sink or cleanup center * Appliances such as dish washers and food waste disposers are found in these centers * Adequate space for stacking dishes 4. 4 Mixing center * Can be between two centers * Has several electrical outlets * Storage space for measuring, mixing and baking equipment and all the necessary ingredients 5. 0 TYPES OF KITCHEN ORGANISATIONS 5. 1 Conventional kitchen * They are suitable for small establishments They have fixed menus and banquets operating on rational basis * All departments are grouped together in blocks * Preparation and finishing are done in the same area 5. 2 Combined preparation and finishing kitchen * They are suitable for medium sized hotels or establishments * Preparation and finishing are done in the same section * In principle, preparation and finishing are totally or partially separated depending on the establishment 5. 3 Separate preparation and finishing kitchen( Satellite kitchen) * They are suitable for large establishments Preparation and finishing are done in separate sections; mis-en-place and the other one for finishing * Each section consists of one housing all the equipment for preparation of the dishes * Usually, they have no ranges, frying pans or steamed jacketed pots. Instead, they have grills, microwaves and Bain Marie. * 5. 4 Convenience food kitchen * a system o f interest to the establishment that has no preparation kitchen but purchases only convenience foods * deals with the finishing of foods only and mostly canned foods * require refrigerated and dry storage areas In selection of these types of kitchen, consideration should be given * numbers of meals to prepared at each meal period * types of services * customer prices * system for serving meals * serving times for hot and cold meals 6. 0 FACTORS THAT DETERMINE THE DESIGN OF A KITCHEN 1. Service requirement: Management should be well aware of a food service objectives before planning its kitchen, type of menu and target numbers, etc usually determine the type of equipment to be in the kitchen 2. Space availability: One that maximizes space wage or that ensures efficient usage of space. 3. Amount of capital expenditure: Have an accurate idea of spending available since finances will often determine the overall design and acceptability. 4. Type of equipment available: Space provision for ventilation and power supply of the kitchen. 5. Use of convenience foods: Design of a fast food kitchen using ready-made foods will be different from that of a kitchen serving †¦. la carte menu. 7. 0 FOOD HYGIENE A number of factors may affect the quality and wholesomeness of food. * The premises, equipment and conditions in which it is stored * The care taken by food handlers to avoid contamination from other foods. Large scale handling of food by staff not trained or conscious of hygiene requirements is a major source of infection. In such circumstances, cross-contamination can easily occur. * Allocation of the kitchen * The number of people passing by the kitchen * Contact of cooked food with raw foods or utensils and surfaces contaminated by raw foods is likely to become infected * Segmentation of cooking sections may contaminate high risk foods such as cooked poultry and meat (pies, soups, stock) milk, creams, custards, shellfish, eggs, cooked rice and dairy products. 8. COOK-CHILL FOOD PRODUCTION Cook-chill, according to John Campbell,David Fasket and Victor Ceserani (2008), is a catering system based on the normal preparation and cooking of food followed by rapid chilling storage in controlled low-temperature conditions above freezing point, 0–3? , and subsequently reheating immediately before consumption. The chilled food is regenerated in finishing kitchens, which require low capi tal investment and minimum staff. Almost any food can be cook-chilled provided that the correct methods are used during the preparation. 8. 1 THE COOK-CHILL PROCESS The food should be cooked sufficiently to ensure destruction of any pathogenic microorganisms. The process must begin as soon as possible after completion of the cooking and portioning processes, within 30 minutes of leaving the cooker. * The food should be to 3? within a period of 90 minutes. Most pathogenic organisms will not grow below 7, while a temperature below 3? is required to reduce growth of spoilageand to achieve the required storage life. However, slow growth of spoilageorganisms does take place at these temperatures and for this reason storage life cannotbe greater than five days. The food should be stored at a temperature of 0–3? and should be distributed under such controlled conditions that any rise intemperature of the food during distribution is kept to a minimum. For both safety and palatability the reheating (regeneration) of the food should followimmediately upon the removal of the food from chilled conditions and should raise thetemperature to a level of at least 70?. The food should be consumed as soon as possible and not more than two hours afterreheating. Food not intended for reheating should be consumed as soon as convenientand within two hours of removal from storage. It is essential that unconsumed reheatedfood is discarded. 9. 0 COOK-FREEZE FOOD PRODUCTION This type of food production is similar with the cook-chill system of production. The only difference is temperature conditions that the foods are placed in. 10. 0 COOK-CHILL AND COOK-FREEZE FOOD PRODUCTION RELATING TO THE KITCHEN DESIGN A type of a kitchen determines what type of food production system to be employed. 1. A conventional type of kitchen produces fast foods therefore, it can adopt the cook-chill production system. It would be easy to reheat the foods in the microwave than to start preparing; beef stew takes long to prepare and for a fast food restaurant, time matters most. 2. L-shaped kitchen creates a large working area which also creates room for the cook-chill or cook-freeze equipment since the equipment is big and requires a larger space e. g the blast chillers and deep freezers as in figure 10. 0. Figure 3. 0. A chef preparing a meal using a Blast chiller. 3. A u-shaped kitchen, though considered to be the best, would not be the best type of kitchen for a cook-freeze type of production. The equipment might need one corner of the room which cannot be possible because the corners might be occupied with other equipment. 4. A corridor kitchen might also not be suitable for cook-chill systems because the equipment is placed in the sides of the kitchen which creates much space for an easy work flow but little storage and working areas. 11. 0 Conclusion Cook-chill and cook-freeze are food production methods that are commonly used nowadays to produce food in most of the hospitality establishments worldwide. The cook-chilling and cook-freezing areas in the kitchen are compatible parts of the kitchen plan and design, therefore, for these areas to exists in a kitchen it has to be planned at first when building the kitchen. BIBLIOGRAPHY Fellows, PJ(2000). Food Processing Technology: Principles And Practice 2nd ed. Woodhead: Cambridge Food Standards Agency(2002). The Composition Of Foods,6th ed. MacCance: Cambridge Kowtaluk, H. Kopan, OA. (1990). Food For Today(4th ed). McGraw-Hill:New York How to cite Cook Chill, Papers

Understanding While the Auto Waits free essay sample

Parkenstacker, has been coming to this very park for quite some time following this same maiden. The mystery woman goes into great detail about her life, her millions†¦as if she is so discontent and drawn overly bored with the statures and stipulations of the upper class. She almost makes it seem as if she is in a class above that of which is consider â€Å"upper†, as if almost a royal figure by the mentioning of â€Å"the Drake and the Prince†. She makes mention of this figures of royalty when the young man questions if she will truly be able to fall in love with just a common man. By never offering her name to Mr. Parkenstacker she has left so much to be desired for in this short play, so much more you want to initially know about her. I start imagining if she is the heir to a textile fortune, possibly from a wealthy family with a rich history in banking on the most supreme of levels. We will write a custom essay sample on Understanding While the Auto Waits or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Early on you do not even realize that Parkenstacker is doing just the same as the young lady is. They are both putting on airs as they say, each wanting to unknowingly trade shoes for a day or for an eternity even. Mr. Parkenstacker is portraying to a commoner who has not true idea of having financial authority but claiming to consider he somewhat a connoisseur of the rich and well-to-do class. He begins by attempting to summarize up what her life is like which leads to her expounding more on her alleged lifestyle. The young lady almost seems as if she wants out of this dreaded long life of balls, dinners, plays, operas, and being around other people only drawn to her by her financial status or monetary circles. She is living in a world where your name is so powerful she feels as if she cannot dare give him that small piece of information for he will surely know just who he is talking with on this park bench. Then we have a break in the play when the waitress from the restaurant across the street enters the park, evidently looking for this young lady whom we now address as Mary-Jane Parker. Claiming that she is tired of her pulling off these shenanigans and being late for work a third time and the owner being furious. The waitress is the vital part of this play for if not for her we would have left off thinking Mr. Parkenstacker was a poor common man and the aforementioned unknown lady was of the wealthy class. As the chauffer finally approaches Mr. Parkenstacker and the end and asks him shall he cancel the dinner reservations, then and only then do we see what has transpired. Mr. Parkenstacker is actually the wealthy one and he has been attempting to ask this lady, Mary-Jane Parker out on a date for quite some time but the one time he has had the courage to approach her she has been called out in scandal. The 10-minute play â€Å"While the Auto Waits† by O. Henry sticks the guildine of such a work defined by the Kennedy Center based on the fact it uses two main characters, it exposes a plot almost immediately, and it brings a story full circle in such a short period of time without a change of scenes.

Strategic Planning Essay

Strategic Planning Essay Strategic Planning Essay This is a free sample essay on Strategic Planning: Introduction A Whole School ICT Policy is a crucial document that describes how and why a school is developing ICT. It should be seen as a dynamic document, which is reviewed regularly. The policy is intended as a statement of the beliefs, values and objectives of the school and aims to ensure that staff can work collaboratively within the context of utilising ICT as a functional tool within school. The purpose of the policy is to both review current practice and plan for the future needs of all in the school. As an essential management tool the policy should encompass aspects of why the school is heading in a particular direction, set realistic goals leading toward the ultimate intention and how milestones will be achieved. Scenario This assignment will discuss key issues in the development of a whole school ICT policy for a secondary school consisting of eleven to eighteen year old pupils. The school intake is 180 pupils per year, with an average of 50% entering the sixth form. The number of pupils enrolled is calculated as 1080 with six classes of thirty pupils in each year, from Year 7 to Year 11 and a Lower and Upper Sixth form of 90 pupils each. I have adopted the strategy that pupils in Years 7 to 9 work in Form Groups of 30, with GCSE Groups in Years 10 and 11 being split into groups of ?. Whilst seeking to improve the overall ICT facilities and curriculum within the School, it is intended to honour the commitment to cross-curricular use of ICT, a provision that has been described by the recent OFSTED inspection as patchy. In response to OFSTEDs comment, the school Senior Management Team (SMT) and the Board of Governors have agreed to provide the necessary financial support for an immediate improvement to ICT provision. Furthermore, it has been agreed that additional ICT teaching space will be made available by developing the library into a Learning Resource Centre (LRC). Strategic planning Strategic planning is â€Å"aimed at total concentration of the organisations resources on mutually predetermined measurable outcomes (Cook, W. Jr. 1988). According to this definition, an effective plan encompasses the schools entire resources and purpose. Strategic plans are typically comprehensive and hence should include everything essential to a schools Vision Statement the starting point of any strategic plan. It is crucial for strategic planning that schools periodically establish and monitor aims and objectives around which any school policy must be constructed. Strategic planning enables people to influence the future and change. The very act of planning enables schools to exert influence over their own future amidst the restraining and constraining influences of socioeconomic forces, Local Education Authorities (LEAs) and government. Wise planners pay particular attention to demographic changes, shrinking financial support, strengthening curriculum, and attracting, developing, and retaining effective teachers. They must also plan to fully utilise computers and other new instructional technologies and to prepare students for employment. Research shows that everyone concerned with education should participate in the planning process and that even the most carefully formulated policy will be irrelevant if sufficient time and money are not dedicated to meeting its objectives. Cook asserts that â€Å"the best plans are based more on the collective intuition of the planning team than on so-called hard data. He urges planners to meet regularly while Hart (1988) recommends using several small groups to begin the planning process in order to discuss, prioritise and report back to SMTs so that everyone shares a sense of cohesion, consensus and ownership. This is particularly pertinent if the plan is to evolve into a â€Å"Whole School Policy†. The role of strategic planning in relation to the whole school ICT development is extremely complex as most of the components involved are inter-linked with each other in a complex of environments, inputs and outcomes. It can be equated to a web site with multiple links and alternative pathways. Compared to other curriculum subjects ICT is not only a subject in its own right but also overarches the whole institution. Therefore, ICT demands careful planning in order to effectively control and harvest its full potential and benefit and to avoid misuse and waste of funds, facilities, time and resources which collectively result in purposeless underachievement. Strategic plans should span at least five years. They should be reviewed annually, with a particularly thorough review at the end of the first year. A strategic plan, after all, is not simply a document; it is a schools road map to the future. Evaluation of ICT An ICT strategy is required to enable an overview of school activities to fulfill school curriculum aims and ICT ambitions. Its design should enable change while determining a route for all to follow in order to achieve a shared vision of determination and commitment by all (Freedman, T., 1999 p27). The ICT policy transforms token gestures into specific aims concerning curriculum, staffing and roles, resources and expenditure. In order to facilitate these aims, certain management issues need to be addressed. Ideally, the school would have a Steering Group (SG) in place ideally composed of representatives of the SMT (School Head and Chair) the Board of Governors, the ICT Coordinator, IT teachers and Technician/s and Heads of Departments. These would formulate data protection, licensing, security, finances, ethics, ICT and the NC, monitoring and evaluation, access, timetabling and training. The SG should meet regularly to monitor, evaluate and review planning to resolve implementation of ICT policy, departmental ICT teaching and usage monitoring, responsibility for ICT schemes of work and their monitoring and review (www.becta.org.uk). OFSTED stipulate that the school SMT are responsible for the provision and implementation of a whole school ICT policy. It is common practice for the ICT Co-ordinator, in conjunction with the SG, to write and maintain the ICT policy document. However, the starting point of such a document is to ascertain the current situation by undertaking an audit (ICT activity, staff competence, resources) to frame an action plan. Individual stages of an action plan must undergo evaluation. Hargreaves et al, (1989) suggests that school development planning consists of four cyclical processes: Audit, Construction, Implementation and Evaluation. This is commensurate with Kolbs (1985) model of the Learning Cycle. It refers to the process by which individuals, teams, and organisations attend to and understand experiences, and consequently modify behaviour. The cycle is based on the idea that reflection offers opportunity to modify and refine efforts. The logic of the learning cycle is to make incremental improvements that constitute major improvement over time. The cycle also comprises of four steps: Doing; Reflection; Interpretation and Planning. Coupled with these models, any implementation schedule should be drawn up with clearly defined review dates. However, as Crawford (1997) points out, it is foolhardy to plan the development of detailed ICT resources more than one year in advance as technology and prices constantly change and therefore impact directly on school provision. Thus, the ICT policy is like a car MOT it is only a snapshot of how things stand at a particular time. Consequently, it is essential that the ICT policy is reviewed and updated annually. ______________ is a professional academic writing service which can provide high school, college and university students with 100% original custom written essays, research papers, term papers, dissertations, courseworks, book reviews, book reports, lab reports, projects, presentations and other assignments of top quality. More than 700 professional Ph.D. and Master’s academic writers. 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What is the Job Market for Web Developers

What is the Job Market for Web Developers in the last few years, there has been an explosion of companies offering to train people in web development through bootcamps, online instruction, classes, and nearly anything else to get people coding. the target audience for most of these are people who did not study coding in the past but now want to change career paths. with so much excitement around start-ups and technology, coding know-how is becoming more and more an incredibly valued skill. but what can new web developers expect as they enter the development career marketplace?when it comes to salary, there is some disagreement depending on what source you prefer. the united states department of labor suggests a range from as low as $33k to $105k. this is obviously quite a range and surely covers a wide spectrum of employment situations. other sources put the range from around $75k to $120k for web development positions.in terms of job availability, the timing really could not be better for web developers. there are a plethor a of jobs and not enough people with the right skills for hire. 61% of executives say they face recruitment challenges when it comes to highly skilled and technical positions. as the gap between qualified workers and unfilled jobs continues to grow, it is expected that the gap will grow even greater for those looking for web developers. as any business 101 class will teach you, high demand and low supply can certainly lead to price increases. in this case, price equals web developers’ salaries!so strike while the iron is hot! i have a feeling in 400 years, they will look back at this time period and see anyone who cannot code as practically illiterate. while that might sound crazy, it is basically how we look at the past with regard to reading. perhaps the best part of it all, once you have those skills, you never what brilliant idea might strike you and inspire you to create your own start-up and become your own boss!

Free Will Essay Example | Topics and Well Written Essays - 1250 words

Free Will - Essay Example This leads to the realization that in deed power inflicts corruption of the mind and absolute power corrupts the mind completely (Blaug 67). The statement that power has the ability to corrupt the mind has been vividly observed in almost every part of the world. Individuals in the opposition have proven to be some of the best leaders before assuming the throne. They articulate people’s grievances and would convince that they are the best to be mandated to lead the people, ironically, when they are eventually elected to power they change to be the known despots of the world (Curra 97). In support of these, the history of Adolf Hitler can serve as an example. Hitler was German who was incarcerated for many years allegedly for castigating the regime that was in power then, after serving his sentence, Hitler was unanimously endorsed to be the Germans king on premise that he had vehemently articulated people’s voices and out rightly was the best bet then (Lewis 56). Upon ass uming the office, Hitler turn to be driven by the ever-growing need to conquer the world by claiming every part of it to be German’s territory. ... This is a clear illustration that power can corrupt the mind to an extent that it insulates critical analysis of one’s actions and impact negatively to the society or a nation at large. With reference to power as a way of corrupting the mind Hitler is not the only culprit, there are other world’s leaders who have acquired the title ‘despots’ by the way they managed power, the long list includes people like Pol Pot (Cambodian dictator) and Slobodan Milosevic of Yugoslavia (Lewis 204). At the helm of power, all these leaders demonstrated radical change in perception thus enabling us to construe that they were corrupted by power The notion that power corrupts the mind is a blanket accusation that cannot be used to include every leader who has been at the helm of power. We have very many leaders starting from grassroots level to the national level who have served in their capacities diligently with honesty and the rule of the law negating the fact that with the onset of power what follows is the corruption of the mind (Lewis 215). Again, when enumerating leaders who have shown deviance while in power, the proportion of the leaders who perfect this is negligible compared to the entire population. It is becoming necessary that we critically understand the relation between power and individuality, power itself cannot corrupt the mind, but the mind can corrupt power (Curra 198). It should then be construed the other way round. Before we relate power to the corruption of the mind, we should first have all the fundamentals of power that directly influences leader in power to depict contrary behaviors and without these, it will be elusive to admit that power affects leaders negatively. The other

International Business To Business Marketing Essay

International Business To Business Marketing - Essay Example This may be summarised by the observation that the behaviour of a complex system cannot be understood completely by the segregated analysis of its constituent parts. However, Beverland (2002) suggested the use of this idea in regard to supply chains is neither consistent nor straightforward. New also argued that the supply chain metaphor is used in many ways, but three meanings dominate discussion: "supply chain" from the perspective of an individual firm; "supply chain" related to a particular product or item (such as the supply chain for beef, or cocaine, or oil); and "supply chain" used as a handy synonym for purchasing, distribution, and materials management (Larson, 1998). Supply chain management can mean any one of these things, but one aspect is certain: Purchasing and/or outsourcing activity is being undertaken (Barkema, 1997). Beverland (2002) suggested that supply chain management is an integrative philosophy used to manage the total flow through a distribution channel from the supplier to the ultimate user. Another definition is the management of a chain or of operations and centres through which supplies move from the source of supply to the final customer or point of use (Chng, 2000). In essence, the supply chain starts with the extraction of raw material (or origination of raw concepts for services), and each link in the chain processes the material or the concept in some way or supports this processing. The supply chain thus extends from the raw material extraction or raw concept origination through many processes to the ultimate sale of the final product, whether goods or services, to the consumer. Internet and Supply Chain Management Many organizations, often too late, are now realizing that they should have paid as much attention to their internal business processes, their orderfulfilment resources and systems, and the integration of those processes and systems with those of their suppliers of goods and order-fulfilment services, as they did to their customer-facing Web site. The need is for a seamless end-toend 'order to cash' process incorporating the Web site, the business' accounting systems and the delivery mechanism. The accounting needs should embrace, as a minimum, accounts payable, accounts receivable, inventory, purchase orders, invoicing and credit control. (Johnson, 2002) The delivery mechanisms in many organizations cannot cope, when Internet trading is added to the traditional market offering, with the requirement for a large number of small orders requiring, to all intents and purposes, instant shipping. They may have historically been shipping relatively large orders to a few intermediate supply chain points on a two to three day lead time basis. (Chopra, 2003)The