Alternatives to Live-Action Fictional Films :: Film, Documentary

Is there an alternative to live action fictional films? And if there is an alternative is there a chance it could be entertaining? Who doesn’t enjoy a good fiction film? In Film: An Introduction by William H. Phillips, we learn that the alternative to such films can be both enlightening and entertaining (299). What type of film could be both enlightening and entertaining? Documentaries are. There is potential in a documentary film, also referred to as non-fictional films, which fictional films cannot grasp. According to Jack C. Ellis, a known documentary film critic, documentaries â€Å"(1) communicate insights, achieve beauty, and offer understanding.† They also â€Å"(2) improve social, political, or economic conditions† (qtd. in Phillips 299). In ways documentary films are similar to fictional films. Both types of films have infinite possibilities of topic choices to choose from and have a crew to influence and manipulate the film so that it can be accepted the way they want it represented. However, documentary films are created to be works of informative and factual art. Fictional films, although they may stem from the ground of truth, they branch into the realm of unrealistic entertainment (316). But why is there a big market for documentaries? The answer is simple. Each person alive; whether they are young, old, intelligent, undereducated, black, white, Baptist, atheist, everyone has an interest in something and documentaries can inform an audience about that particular interest (316). There are two types of documentaries, the narrative and the non-narrative. The majority of documentary films are made up of non-narrative films, meaning that there isn’t an actual story being portrayed in the film rather just a list of information that make an argument (301). Narrative documentaries create and develop a story, normally following a person and their ambitions. This type of documentary is more comparable to fictional films versus non-narrative films because the information presented does not have to be sequential as long as it is factual (302,303). Both types of documentaries use artifacts, such as photographs, that pertain to the subject in their film and are spliced from one frame to another in the editing process, to force the point of view that the director wishes to portray onto the viewer (301 & 306). This is the reason that Phillips refers to documentaries as ‘Mediated Reality’. A documentary film is biased and cannot be objective. It may be perceived as truth by viewers, but there is a difference between the genuine footage that was recorded and the censored scenes that were developed in editing.

Essay --

In Geoffrey Chaucer’s Canterbury Tales, the Wife of Bath’s Tale holds the unique position of being the only tale told by a lay female in the group. The Wife of Bath is a complex character in this, she isn't what she seems to be, and maybe not even what she herself thinks she is. One may at first believe that she represents a feminist character in this, defending the rights and power of women over men in both her prologue and tale. Though The Wife of Bath seems to see herself as a feminist (more or less as a strong independent female of her time), defending the rights and power of women over men in both her prologue the tales actual perspective is formed from the point of view of a man of the time in this, her entire image seems to shift. Notably, it is valid to state that it is highly unlikely that any man of the time period saw her in this same light; rather she seems to illustrate all of the wrongs that men found in women. Alongside this, it is important to emphasiz e that this tale (The Wife of Bath) begins the "Marriage Group" as G.L. Kittredge called it (even though other marriages appear in the Canterbury Tales fragments), involving the Clerk, the Merchant, the Franklin. In this, her spoken goals expressed in her Prologue, express a certain sort of unspoken implication that exerts that Alisoun intends to take the place of the traditionally held authorities on marriage. The Wife attacks medieval dogma and uses aggression as her defense. The primacy of authority over experience is turned upside-down. This in turn produces a cycle of, experience that yields tolerance, allows exceptions, and sees other views. She exemplifies what a perfect example of a "failed feminist," a weak parody of what men see feminists as. In Chaucer’s... ... when analyzing, explaining, and understanding The Canterbury Tales, especially â€Å"The Wife of Bath’s Tale.† It is important to have an even balance between the feminist critics who view Chaucer as feminist, and the feminist critics who view him as antifeminist when trying to unravel this character as a progressive creation. While it can be argued that the Wife of Bath could be an early feminist character, there are too many aspects to her that indicate how she is working within the system rather than outside of it. Alisoun is not a character who sprung fully formed from her creator’s genius. Instead, Alisoun learns how to use what Chaucer initially gives her until she is able to develop her own story, identity, tale, and conclusion. She will forever be a small piece of Geoffrey Chaucer, but she is eternally her own voice that cries out, â€Å"I am Alisoun. I am the Wife.†

It’s All About the Law †English Language Learners Essay

Are English language learners a new population? Researchers would like us to believe so but the reality is that they are actually a complex group of students, full of diversity in their educational needs, backgrounds, languages, and goals, who have been coming to the United States for years. An English language learner is a person that is from another culture that has come to the United States to live, learn, become educated and find a career. The United States is known as the melting pot of the world and we will continue to have people of other cultures coming to our country. Most of these immigrants speak different languages. You can walk down the street of most U. S cities and hear Chinese, French, German, Japanese, Spanish and other languages. Laws today provide all students in the United States equal access to a quality education no matter what their culture or background may be. Voter driven initiatives and laws have brought about many changes in education in our schools today in regards to our English language learners and how they are taught and expected to learn. Over the last 40 years we have seen legislative decisions that have shaped education in the United States. In just the last 15 years the states of Arizona, California, Colorado, Massachusetts and Oregon have debated and asked their voters to make decisions regarding the education of ELLs (Mora, 2009). The states of California (1998), Arizona (2000) and Massachusetts (2002) have actually passed laws for English language learners to be put in programs called Structured English Immersion (SEI). Colorado (2002) and Oregon (2008) rejected initiatives on their ballots. (Mora, 2009). The voters in these states were against the dismissal of bilingual education. So what did these three states do for their ELLs? California was the leader of the pack. Their initiative, led by English for the Children, advocated that English learners be taught only in English. Their opposition argued that bilingual children could not learn English as well as other subjects such as Science, Math and Social Studies without the use of bilingual education. The voters of California decided that the English for the Children group was correct in saying that students would learn best by being immersed in English Instruction (GCU, n. ) and so SEI (Structured English Immersion) was born. Arizona was next to follow in the path of California but with their initiatives allowed for even less opportunity for bilingual programs. Arizona’s English-only initiative, Proposition 203 (2000), arrived in the midst of a lawsuit in Nogales, AZ. The Flores family was suing the state of Arizona for not providing adequate learning opportunities for their children (Flores v. Arizona , 2000). (GCU, n. d). The passing of Proposition 203 and the eventual decision to the Flores v. Arizona case led to Arizona requiring that all current certified personnel had to acquire an SEI endorsement by August 2009 in order to keep their certification. Arizona Proposition 203 along with California Proposition 227 restricted the access of bilingual education to language-minority students (Mora, 2002). When Massachusetts followed in 2002, Structured English Immersion was alive and well across the country in California and Arizona. The English for Children group had no trouble convincing the voters of Massachusetts to pass their own SEI initiative. GCU, n. d. ) What all of these initiatives and laws did was require schools to teach their ELL students only in English by following a SEI plan. When the No Child Left Behind (NCLB) Act came about in 2001 they too looked at ELL students and chose to remove the word bilingual from their policies and make schools accountable for showing adequate progress from all of their students in the English language. Have we solved the issues of students from other cultures who are learning English? Have we made teaching ELLs easier for our schools and teachers? These are questions I feel we will be asking for years to come. As people continue to migrate into our country we will focus on educating their children so they can be successful in the United States. As educators we will use all the resources we have to help and guide them in learning the English language. We will strive for them to be successful as dictated by the policies of NCLB. Will we, as educators, be successful? With some students we will, and with others we will not. But this would be the case with any student no matter their culture or background. History shows that we will even have American children who will not be successful no matter what we do and others that will rise to the top to be great leaders. Initiatives and laws don’t make better teachers, they don’t make better students, they don’t make better schools but they do establish guidelines so that each child is receiving an equal opportunity. In the United States we will continue to provide all of our students an equal education.

A Choice We Make through a Decision of Our Will

We cannot let the world's wounds destroy our spirits. We cannot let our hurts and betrayals destroy our capacity for growth and caring. That there will be Judgment and, perhaps, Justice, is necessary. That the violence be confronted and, if possible, contained is essential. But, most important is our capacity to nurture a loving heart, to affirm and not to curse, to forgive even when we cannot completely forget. † – Glenn H. Turner Some Questions to ask: How do you respond when you are wounded? How do you feel toward the person who has hurt you?How long do you carry your anger and how does that re-sentment (feeling it again and again) continue to hurt you? Can you forgive and break the cycle? Can you understand the other? What does forgiveness mean to you? It is not uncommon for Christians to have questions about forgiveness. Forgiveness does not come easy for most of us. Our natural instinct is to recoil in self-protection when we've been injured. We don't naturally ove rflow with mercy, grace and forgiveness when we've been wronged Is forgiveness a conscious choice, a physical ct involving the will, or is it a feeling, an emotional state of being?The Bible offers insight and answers to these and many more questions about forgiveness. We'll take a look at the most frequently asked questions and find out what the Bible says about forgiveness. Is forgiveness a conscious choice, or an emotional state? I believe forgiveness is a choice we make through a decision of our will, motivated by obedience to God and his command to forgive. The Bible instructs us to forgive as the Lord forgave us: Colossians 3:13 Bear with each other and forgive whatever grievances you may have against one nother.Forgive as the Lord forgave you. (NIV) How do we forgive when we don't feel like it? How do we translate the decision to forgive into a change of heart? We forgive by faith, out of obedience. Since forgiveness goes against our nature, we must forgive by faith, whether we feel like it or not. We must trust God to do the work in us that needs to be done so that the forgiveness will be complete. I believe God honors our commitment to obey Him and our desire to please him when we choose to forgive. He completes the work in his time.We must continue to forgive (our Job), by faith, until the work of forgiveness (the Lord's Job), is done in our hearts. Philippians 1:6 And I am certain that God, who began the good work within you, will continue his work until it is finally finished on the day when Christ Jesus returns. (NLT) How will we know if we have truly forgiven? Lewis B. Smedes wrote in his book, Forgive and Forget, â€Å"When you release the wrongdoer from the wrong, you cut a malignant tumor out of your inner life. You set a prisoner free, but you discover that the real prisoner was yourself. ? More Forgiveness Quotes that comes as a result. We are the ones who suffer most when we choose not to forgive. When we do forgive, the Lord sets our hear ts free from the anger, bitterness, resentment and hurt that previously imprisoned us. Most times, however, forgiveness is a slow process. Matthew 18:21-22 Then Peter came to Jesus and asked, â€Å"Lord, how many times shall I forgive my brother when he sins against me? Up to seven times? † Jesus answered, â€Å"l tell you, not seven times, but seventy-seven times. (NIV) This answer by Jesus makes it clear that orgiveness is not easy for us.It's not a one-time choice and then we automatically live in a state of forgiveness. Forgiveness may require a lifetime of forgiving, but it is important to the Lord. We must continue forgiving until the matter is settled in our heart. Is it okay to feel anger and want Justice for the person we need to forgive? This question presents another reason to pray for the person we need to forgive. We can pray for God to deal with the injustices, for God to Judge the person's life, and then we can leave that prayer at the altar. We no longer have to carry the anger.Although it is normal for us to feel anger toward sin and injustice, it is not our Job to judge the other person in their sin. Luke 6:37 Do not Judge, and you will not be Judged. Do not condemn, and you will not be condemned. Forgive, and you will be forgiven. (NIV) Why must we forgive? The best reason to forgive is because Jesus commanded us to forgive. We learn from Scripture, if we don't forgive, neither will we be forgiven: Matthew 6:14-16 For if you forgive men when they sin against you, your heavenly Father will also orgive you.But if you do not forgive men their sins, your Father will not forgive your sins. (NIV) We also forgive so that our prayers will not be hindered: Mark 11:25 And when you stand praying, if you hold anything against anyone, forgive him, so that your Father in heaven may forgive you your sins. (NIV) In summary and in closing, we forgive out of obedience to the Lord. It is a choice, a decision we make. However, as we do this â€Å"forgi ving,† we discover the command is in place for our own good, and we receive the reward of our forgiveness†freedom.

Relationship between SAT Scores and Family Income Essay

What is the Relationship between SAT Scores and Family Income of the Test Takers around the World? Introduction The SAT examination is mostly in today’s world of academics, a requirement of getting accepted into collage. Not only is it enough to take the examination but the student has to pass with an average score or above to even have his/her application be considered. Many students around the world recognize this and therefore apply to prep schools for the SAT or their parents send them to a higher educational institution for that purpose. The prep schools such as Princeton are not cheap however as it helps give advice on how to best tackle the SAT examination, neither are higher educational institutions. Also it can be considered a luxury service by some middle class and low class societies in the world to be able to attend either one. This being said, the SAT prep course and higher educational institutions are, as a result, aimed at the high class societies in the world or those who can afford it. If this is true, it would put families with a higher income at an advantage for their children to get accepted into collage compared to families who cannot afford for their children to take the course or school fee and learn the advice of how to pass the SAT examination with a high score. Are the collages which students aim to be accepted into for a better education really based on which families can afford for their children to take the SAT prep course or learn at a higher educational institution? The data collected from Collage Board in year 2007 was analyzed to determine whether there is a relationship between SAT scores and family income of the test takers around the world (Rampell). Statement of Task The main purpose of this investigation is to determine whether there is a relationship between SAT scores and family income of the test takers around the world. The type of data that will be collected is the SAT scores and family income of the two-thirds of test takers who voluntarily reported it to collage board when signing up for the SAT examination worldwide. The SAT scores are used to determine how high of a score the test taker got and family income to determine the possibility to send their children to SAT prep schools or better educational institutions. The data used to generate the data breaks down the average score for ten different income groups of $20,000 range. Plan of investigation I am investigating the relationship of SAT scores and family income of the test takers around the world. I have collected data on SAT scores and family income of the test takers around the world. With the collection of data that I have acquired, a number of mathematical processes were used to analyze the data: a scatter plot of the data, calculation of the least squares regression line and correlation coefficient. I am going to do a χ2 test on the data to show the dependence of SAT scores and family income of the test takers around the world. Mathematical Investigation Collected Data Family income of test takers| Percentage of test takers within each family income group| Critical reading| Math| Writing| ∑| Less than $10,000| 4%| 427| 451| 423| 1301| $10,000–$20,000| 8%| 453| 472| 446| 1371| $20,000–$30,000| 6%| 454| 465| 444| 1363| $30,000–$40,000| 9%| 476| 485| 466| 1427| $40,000–$50,000| 8%| 489| 496| 477| 1462| $50,000–$60,000| 8%| 497| 504| 486| 1487| $60,000–$70,000| 8%| 504| 511| 493| 1508| $70,000–$80,000| 9%| 508| 516| 498| 1522| $80,000–$100,000| 14%| 520| 529| 510| 1559| Table 1: Mean SAT scores per section categorized in family income of test taker in 2007 More than $100,000| 26%| 544| 556| 537| 1637| This bottom row, the â€Å"More than $100,000† I am going to consider as an outlier therefore excluded in all calculations as it goes from $100,000 up to the millions of dollar of income which is too wide of a range to include into the calculations of this assessment. Graph 1 shows the average SAT score Vs. family income of test taker. As of now, there seems to be very strong positive correlation. It does appear that the SAT scores improve as the family income increases. (Graph was generated through Microsoft Excel) Calculation of the Least Squares Regression The Least Square regression identifies the relationship between the independent variable, x, and the dependent variable, y. It is given by the following formula: y-y= SxySx2 (x-x) where Sxy= xyn- xy and Sx2=x2n-x2 Table 2: Values of Least Squares Regression x| y| xy| x2| 15000| 1301| 19515000| 225000000| 25000| 1371| 34275000| 625000000| 35000| 1363| 47705000| 1225000000| 45000| 1427| 64215000| 2025000000| 55000| 1462| 80410000| 3025000000| 65000| 1487| 96655000| 4225000000| 75000| 1508| 113100000| 5625000000| 85000| 1522| 129370000| 7225000000| 95000| 1559| 148105000| 9025000000| ∑ = 495000| ∑ = 13000| ∑ = 733350000| ∑ = 33225000000| x = 55000| y = 1444.44| xy = 79444444.44| x2 = 3691666667| These are the calculated values used in finding the Least Squares Regression Sxy= xyn- xy Sxy= 7333500009- 79444444.44 Sxy= 2038888.893 Sx=x2n-x2 Sx=332250000009-3025000000 Sx=25819.88897 y-y= SxySx2 (x-x) y-1444.44444= 2038888.893(25819.88897)2 (x-55000) y= 0.0030583333x+1276.231666 Calculation of Pearson’s Correlation Coefficient Pearson’s Correlation Coefficient indicates the strength of the relationship between the two variables (SAT scores and family income of test taker). It is given by the following formula: r= SxySxSy where Sx= x-x2n, Sy = y-y2n and Sxy is the covariance xyn- xy. Table 3: Values of Pearson’s Correlation Coefficient x| y| x-x2| y-y2| 15000| 1301| 1600000000| 20576.30864| 25000| 1371| 900000000| 5394.08642| 35000| 1363| 400000000| 6633.197531| 45000| 1427| 100000000| 304.308642| 55000| 1462| 0| 308.1975309| 65000| 1487| 100000000| 1810.975309| 75000| 1508| 400000000| 4039.308642| 85000| 1522| 900000000| 6014.864198| 95000| 1559| 1600000000| 13122.97531| ∑ = 495000| ∑ = 13000| ∑ = 6000000000| ∑ = 58204.22222| x = 55000| y = 1444.44| | | These are the calculated values used in finding the Correlation Coefficient. Sx= 25819.88897 Sy = 58204.222229 Sy = 80.4185041 r= 2038888.893(25819.88897)(80.4185041) r=0.9819360378 r2=0.9642983824 The calculation r2=0.9642983824 suggests that the strength of the association of the data is very strong since 0.90 < r2 < 1. I compared this value of r2 with the standard table of coefficient of determinations which places it in the â€Å"very strong† category (Whiffen). r2=0.9642983824 y= 0.0030583333x+1276.231666 Graph 2 indicates that there is a strong positive linear correlation. This is also indicated through the value of correlation coefficient, 0.96.(the graph was generated through Microsoft Excel ) Calculation of a χ2 test The χ2 test is used to measure whether two classifications or factors from the same sample are independent of each other – if the occurrence of one of them does not affect the occurrence of the other. χ2= fo-fe2fe Observed Values: | B1| B2| Total| A1| A| B| A+B| A2| C| D| C+D| Total| A+C| B+D| N| Calculations of Expected Values: | B1| B2| Total| A1| A+B(A+C)N| A+B(B+D)N| A+B| A2| A+C(C+D)N| B+D(C+D)N| C+D| Total| A+C| B+D| N| Degrees of freedom measure the number of values in the final calculation that are free to vary: Df=rows-1(columns-1) Null (H0) Hypothesis: SAT scores and family income are independent from each other. Alternative (H1) Hypothesis: SAT scores and family income are dependent from each other. Table 4: Observation Values Score| Income($)| 1300-1430| 1431-1561| Total| 15000 – 55000| 4| 1| 5| 56000 – 96000| -| 4| 4| Total| 4| 5| 9| Table 2 shows the observed values for SAT score Vs. family income. The data pieces have been put into ranges that represent the income of the families of the test takers. Table 5: Calculations for the Expected Values Score| Income($)| 1300-1430| 1300-1430| Total| 15000 – 55000| 4+1(4+0)9| 4+1(1+4)9| 4+1| 56000 – 96000| 4+0(0+4)9| 1+4(0+4)9| 0+4| Total| 4+0| 1+4| 9| Table 3 shows the individual calculations for each of the expected values. Table 6: Expected Values Score| Income($)| 1300-1430| 1300-1430| Total| 15000 – 55000| 2.22222| 2.77777| 5| 56000 – 96000| 1.77777| 2.22222| 4| Total| 4| 5| 9| Table 6 shows the expected values retrieved by the calculations in table 4 χ2= fo-fe2fe χ2= 4-2.2222222.22222+1-2.7777722.77777+0-1.7777721.77777+4-2.2222222.22222 χ2=5.759995408 Df=rows-1(columns-1) Df=2-1(2-1) Df=1 The χ2 critical value at 5% significance with 1 degree of freedom is 3.841. As the χ2 value is greater than the critical value, 5.760>3.841, the null hypothesis is rejected and SAT score is assumed dependent from family income. Discussion/Validity Limitations Throughout the investigation between the correlation of SAT scores and family income, various limitations may have affected the outcome of the results. One limitation of the data collected could be that it only reflects on the people who filled in the family income section before signing up for the SAT. There is no evidence that the data reflects everyone who has taken the SAT score as there may be people who did not fill that section. Another limitation could be that not everyone in the world decide to take the SAT, people who cannot afford it or take alternative tests are being neglected. Also the data does not confirm of how many SAT takers are being considered. The data can be proved insufficient and inaccurate for those reasons. There is also a limitation in the data as it states income of â€Å"$100,000 and above†. That could mean that the data goes on unto family incomes of millions which is not proportionate to the other ranges of family income given. Due to this however, that piece of data was left out in the calculations. Continuing, there might be a limitation to the recording of the data itself as SAT takers are to take a survey where they mention family income when signing up for SAT. This might cause a problem as many SAT takers, mostly in ages 15-17, do not know the actual income of their family therefore wrong data may be entered. Then there could be a limitation to the data due to culture and race. The data does not mention culture and race which might affect the data as there might have been more American surveys who mentioned family income compared to Asian who answered the survey. Another limitation is that the table of expected values in the χ2 test has all values less than 5 which reduces its validity.   Adding on to that, there might be a limitation to the amount of data that was collected as 9 pieces of data may not prove to be sufficient enough to reflect the correlation between SAT scores and family income in a world perspective. Lastly, there may be many other factors taking place when considering the correlation between SAT scores and family income such as reasons for having a high family income and IQ of SAT test takers. Conclusion Despite of the previously mentioned limitations, the found χ2 value, 5.760, rejects the null hypothesis that SAT scores are independent from family income and accepts the alternative hypothesis that SAT scores are dependent from family income. Furthermore, the investigation clearly shows that there is a strong and positive correlation between SAT score and family income as it can be an assumed dependence from each other. Work Cited Rampell, Catherine. â€Å"SAT Scores and Family Income – NYTimes.com.† The Economy and the Economics of Everyday Life – Economix Blog – NYTimes.com. 28 Aug. 2009. Web. 01 Nov. 2010.. Downey, Joel. â€Å"SAT Scores Rise with Family Income.† Cleveland OH Local News, Breaking News, Sports & Weather – Cleveland.com. 10 Apr. 2008. Web. 01 Nov. 2010.. Whiffen, Glen, John Owen, Robert Haese, Sandra Haese, and Mark Bruce. â€Å"Two Variable Statistics.† Mathematics for the International Student: Mathematical Studies SL. By Mal Coad. [S.l.]: Haese And Harris Pub, 2010. 581-82. Print.

Delegation & Empowerment Annotated Bibliography

Delegation & Empowerment - Annotated Bibliography Example Curtis, E., & Nicoll, H. (2004). Delegation: A Key Function of Nursing. Nursing Management, 11(4), pp. 26-31. Curtis and Nicoll have managed to discuss delegation and employee empowerment as a key attribute of effective leadership. They have discussed various theories of effective leadership and have used works of other scholars to emphasize on the importance of delegation in an environment where team works is an essential element. Following the outcomes of these theories, they have presented an easy step-by-step guide of effective delegation, whilst discussing benefits of delegation and empowerment for delegators and delegtees. They have also mentioned the factors that can hinder the effectiveness of delegation process and the importance of delegation in organizational settings. Curtis and Nicoll are both highly learned and well-educated lecturers at the school of nursing and midwifery studies, Trinity College, University of Dublin. The work that they have presented mainly address registered nurses and importance of delegation for nurses however that discussion is only limited to the introduction part and rest of it is rather generalized, which can interest any regular reader. This peer-reviewed article will help in understanding the fundamental concepts of delegation and the factors affecting the personnel involved along with the process of delegation, itself. The article further outlines the basic concepts and general layout of the delegation process which will help in understanding the dynamics of this phenomenon.... The article itself sheds light on the importance of delegation and empowerment in today’s organizations. The article asserts that given today’s delayered organizational structure, managers are required to ensure that employees are provided with necessary knowledge and authority to perform the tasks assigned with them effectively. Swarnalatha and Prasanna have discussed the approaches to empowerment of employees along with conditions necessary for empowerment. One positive attribute of this article is discussion regarding the role of organizational structure and policies in employees’ empowerment in the process of delegation. The research has thus moved its focus from personnel to organization which makes it address the holistic dimensions of this process. At the end, the article discussed process and advantages of empowerment at length. Hoch, J., White, K., Starkey, C., & Krause, B.A. (2009). Delegation and Empowerment in CAATE Accredited Athletic Training Educat ion Programs. Athletic Training Education Journal, 4, pp. 139-43. The research contains a quantitative analysis along with theoretical discussion regarding delegation and empowerment of department heads, in this case, program directors. The research helps in identifying the possible reasons behind managers choosing to delegate or not delegate some of their tasks to their juniors. Except Hoch, all the other researchers are PhDs and have authored other articles on the similar subjects. Where other articles were helpful in having literary information about established theories, this research helps in understanding practical implications of these theories. The research has two dimensions. At one end, it sheds light on the program directors/ managers perspective and also identifies

LEAN MANAGEMENT FEASIBILITY FOR PUBLIC ORGANIZATIONS Assignment

LEAN MANAGEMENT FEASIBILITY FOR PUBLIC ORGANIZATIONS - Assignment Example Such factors as lack of profit motivation, political issues in the hierarchy, scepticism and doubts about willingness to support lean management by the leaders, and even legal impediments can cause failures in the implementation of lean management as it is often understood to mean reduction in personnel and jobs. Assuming there is no law preventing lay-offs for public sector workers, the leadership may consider the strategy. Another assumption would be the fact that a Collective Bargaining Agreement with a labor union can permit lay-offs. In situations wherein lean management is possible, careful study of the implications of that strategy would have to be done. Research findings have identified dangerous negative results like lower quality of public services and loss of capability to be more competitive given a change in requirements for more competitive services, and the long term problems for public workers who will be obliged to shoulder additional tasks due to manpower reductions . Lean management can work if there are no legal impediments and if the available workforce will have the skills and capabilities to takeover some jobs not frequently required. Thus, careful preparations, training, and knowledge dissemination to tap all other alternative means to improve performance in order to reduce cost and expenses thereby reducing budget requirement before resorting to job cuts – all these should be done. Cooperation of leaders and followers will be needed for the successful implementation of lean management strategy. The organization’s culture will have to be ready for changes. Table of Contents Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 1. Scenario Description 2. Lean Management Defined 3. Objectives of the Business Research & Report Methods†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Results†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 1. Limitations of Lean Management 1.1 Adequate Manpower Capacity to Perform with Good Performance 1.2 Must Consider Short Run & Long Run Impact 1.3 Manpower Knowledge & Awareness of Urgency for Change 2. Implementation Challenges in Public Organizations: Nine (9) Factors 3. Why Projects in Public Sectors Failed 4. Warnings Against Unprepared Implementations of Lean Management 5. Pre-requisites for Successful I mplementation 5.1 Adequate Knowledge for Proper Implementation 5.2 Adequate Capacity for Good Performance 5.3 Leadership Participation & Workforce Cooperation 5.4 Short-to-Long Term Consequences Foreseen to be Good Conclusions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..15 Introduction The CEO has requested for a careful study of the Lean Management process for a public organization in order to evaluate the impact and feasibility of implementing it as a way of initiating improvements to arrive at cost reduction while having better work performance. Lean Management is a comprehensive system of getting things done by learning from past experiences, eliminating unnecessary activities, costs, and expenses, and then continuously improving processes in order to do more with less