Telling a Good Poem from a Bad One

Telling a Good Poem from a Bad One Telling a Good Poem from a Bad One Telling a Good Poem from a Bad One By Maeve Maddox What makes a poem good? The answer ultimately lies with the reader of the poem, but there is a certain consensus as to what makes a poem good or bad. According to the critic Coleridge, prose is words in their best order, while poetry is the best words in their best order. Poetry demands precision. The novelist can get away with less than precise expression from time to time because the story will pull the reader along. The job of the poet is to create a picture in the mind and an emotion in the heart. Every single word counts. The wrong choicea word with the wrong connotation or the wrong number of syllables or an unlovely combination of consonant soundsspoils all. The underlying thought of the poem is also important. Some poems are written to create a picture only, but the most memorable poems also convey a universal truth about the human condition. For me, a good poem leaves me with goosebumps along my arms. I think a poem is bad when it lacks a discernible point and sounds like prose. People are led to write a poem because they have been strongly moved by some event. Theyve experienced a strong emotion, received an insight, and wish to capture the experience in words. Only a few, however, succeed in turning the experience into a poem that will be meaningful to another person. On his site dedicated to examples of bad poetry, Prof. Seamus Cooney observes that most bad poetry is simply weak and ineffectual and lacking in interest. He says that memorably bad poetry is created by a poet unaware of his or her defects. He says that a really dreadful poem is the product of the right combination of lofty ambition, humorless self-confidence, and crass incompetence†¦. He collects examples of bad poems as a teaching device: For the student, having a genuine insight into the true badness of some poems is, I think, a necessary corollary of having a grasp of what makes good poems good. Heres an excerpt from one of Prof. Cooneys bad poems: Twas the year of 1869, and on the 19th of November, Which the people in Southern Germany will long remember, The great rain-storm which for twenty hours did pour down, That the rivers were overflowed and petty streams all around. from Saving a Train by William McGonagall (1825-1902) A successful poem doesnt have to rhyme or scan or have a certain pattern of lines. It does need to paint a picture with carefully chosen words. It should have a point that a reader unknown to the poet can respond to. Fortunately, poets can study a wide variety of poetrygood and badin order to learn what works and what doesnt. Some anthologies for the poet: The Oxford Book of English Verse 1250-1950 The Norton Anthology of Poetry (from Old English to Cynthia Zarin [b. 1959]) The Norton Anthology of Modern and Contemporary Poetry The Stuffed Owl: An Anthology of Bad Verse Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:100 Whimsical WordsStory Writing 10120 Tips to Improve your Writing Productivity

The Naked Truth About Gym and Gymno

The Naked Truth About Gym and Gymno The Naked Truth About â€Å"Gym† and â€Å"Gymno† The Naked Truth About â€Å"Gym† and â€Å"Gymno† By Maeve Maddox Our word gymnasium comes from a Greek noun meaning â€Å"place to be naked,† or â€Å"place to exercise.† The adjective was gymnos, â€Å"naked.† Greek athletes exercised in the nude. The Greek gymnasium was for more than just working out. It was also a place for bathing and having scholarly discussions. The founder of the â€Å"cynic† school of philosophy, Antisthenes, taught in a gymnasium in Athens. The name of his philosophical school is usually explained as a reference to the â€Å"biting† sarcasm practiced by its proponents. Cynic is from the Greek kynikos, â€Å"dog-like.† However, the name could have originated from the name of the gymnasium in which Antisthenes taught: Kynosarge, â€Å"Grey Dog.† The prefix gymno (gymn in front of vowels) is frequently encountered in the study of botany and zoology. gymnosperm: â€Å"naked seed† (evergreens like the pine, hemlock, and fir) gymnorhinal: â€Å"having naked nostrils† (some birds have feathers on their nostrils; some don’t) gymnogenous: â€Å"naked when hatched† (some birds are born with feathers; some aren’t) The ancient Greeks gave the name gymnosophist to a sect of vegetarian Hindu philosophers who wore little or no clothing. Some gymno words refer to attitudes towards nudity. gymnomania: The obsession of the â€Å"peeping Tom†; male voyeurism. 2. A compulsion to be naked. 3. An abnormal interest in nakedness. Note: A male voyeur is called a gymnogynomaniac. gymnoscopic A reference to a desire to see naked bodies. gymnoscopy: Sexual pleasure derived from viewing the nakedness of the opposite sex. gymnophily 1. Having a special fondness for being in the nude. An abnormal interest in nakedness. gymnophobia 1. A pathological fear of being naked. A morbid dread of seeing a naked person or of an uncovered part of the body. gymnophoria The sense that someone is mentally undressing you, or that a person is viewing you naked even though you are clothed. There’s are even gymno words you can use when talking about the Bible. gymnobiblism: The opinion that the bare text of the Bible, without note or comment, may be safely put before the unlearned as a sufficient guide to religious truth. gymnobiblical (adjective) pertaining to, or holding, this opinion gymnobiblist (noun), a believer in gymnobiblism. All the gymno words you could ever want to see. Fascinating article on the history of social nudity. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Wether, Weather, Whether11 Writing Exercises to Inspire You and Strengthen Your WritingPersonification vs. Anthropomorphism

Project Evaluation Report Essay Example | Topics and Well Written Essays - 3500 words

Project Evaluation Report - Essay Example The research carried out at the beginning of the project was quite useful; the development programs were just right and the methodology worked out perfectly for this project. A waterfall methodology was used in the development of the website. All the stages of the methodology proved to be very necessary for the completion of the project to be a success. The website was developed successfully and project finished at the planned time. This report will evaluate whether the development of an online football ticketing and reservation website was successful. The basic purpose of this project was to develop a website that would allow football fans to buy their tickets online as well as make reservations on the games they want to watch beforehand. The purpose was to produce a website using a combination of SQL and CSS development languages and also the use of MS Excel and MS word. Several objectives were defined at the commencement of the project. They included; conducting research to determine the technologies to use in the project as well as specifying the tasks to be carried out in the development of the online booking system and also to determine their deadlines. The basic goal of this project as to create a website where football fans will purchase their tickets as well get to learn of upcoming games whilst booking online from the comfort of their locations. The website was to be developed in such a way as to allow fans to view and log into the website even on their IPhones and other portable internet enabled gadgets. At the end of the project period, several things had to be achieved. A working online ticketing system that will have achieved the objectives and solved the problem statement was the main aim, as well as the submission of the project as a requirement for graduation. The main objectives of this project were to develop an online ticketing system that would also serve to give information to the fans on the upcoming events and also on any

What Is Management Essay Example | Topics and Well Written Essays - 1500 words

What Is Management - Essay Example As factual as it is, no organization can exist and progress without a steady stream of managers. Management ranges from small enterprises to multinational companies. Therefore, for any organization or institution to achieve its goal, hiring experienced and quality managers are a factor to consider. The Australian standard claims that management is an organizational discipline of controlling records to meet the company’s needs. Management involves regulating, directing and inspecting work in general. Management is usually the manager's job because he is the one who organizes all the activities that run in the company. The manager also controls all levels of staff in order to make sure that the right job is done at the right time. Therefore, for an organization to have an organized work force it should hire a good manager. This is very essential because, a good manager brings out good management and vice versa. Why it is hard to do management well? The style in which managers ha ndle their responsibilities and duties will influence the effort spent and the level of performance achieved by staff. The manager should have a good relationship with the staff for smooth running of an organization(Griffin & Moorehead 2012:22). By relating and interacting with the staff, the manager will understand the psychological problems of the employees, hence reducing absenteeism and lateness. Consequently, this will lead to easy management, smooth running in the organization, higher production and huge profits as the outcome. Lack of good leadership also hinders the well being of management. This is because a leader should be a reflection of positivity. He should have the ability to lead and impact the organization at the same time. Therefore, a leader should acquire a unique set of personal values and ideas. Concerning the leader’s responsibilities to the organization, an effective leader must realize that he has a responsibility of molding some employees to become t he future leaders. Good leadership must ensure continuity by up building the young and less experienced employees. More so, leaders should portray passion in what they do and seek to instill passion and enthusiasm in their staff. Motivated employees deliver the best services which lead to customer satisfaction and better sales (Griffin & Moorhead, 2012:65). Therefore, an effective manager should find out the least performing department and its staff, and outline the reason of low productivity. The manager should then strategize on the best way to motivate the staff member to improve productivity. Another way of motivating employees is by letting them give their opinions. By doing so, the manager will understand how to manage them better. There are many types of motivating staff. The first way is to allow them to present their ideas by installing a suggestion box. Another way of motivating employees is by rewarding the best performing employees (Griffin & Moorehead, 2012:159). By doi ng so, employees will feel appreciated and will work harder. In another aspect, a manager may motivate his staff by enrolling them in seminars and workshops. All these types of motivation will make the employees feel more appreciated and cared for by the organization. Therefore, the company’s management should ensure on continuous motivation targeting the overall organizational goals, and supportive approaches to the employer's needs. However, motivation of staff just like any other aspect has the other side of negativity. This negativity arises when individuals among the staff try all means to find favor in the eyes of the manager, leading to unnecessary completion and even

Assessment Of Learning Essay Example for Free

Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind. †¢55 The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING. The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information: †¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide  ) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading. 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible.  Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning  Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind  Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? to enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? Each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning. †¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

Territoriality According to Elizabeth Cashdan :: Environment Nature Essays

Territoriality According to Elizabeth Cashdan Elizabeth Cashdan addresses the question of territoriality among human forager groups, specifically comparing four Bushman groups. She argues that territoriality should occur only in places where the benefits will outweigh the costs. Introducing the scientific definition of territoriality in animals, she first claims that animals tend to be the most territorial when they have adequate food and other resources. It is when there is a severe lack of or abundance of resources that animals are not territorial. With a lack of food, territoriality tends to waste too much energy. In the case of an abundance of food, it is not worth defending that which is plentiful for animals. She points out predictability as another environmental factor: if a resource is unpredictable, then it is not economical to defend it. It is only worthwhile to defend a territory if there is high probability that the resources will still be available when they are wanted. However, the costs and benefits of being terr itorial not only depend on the environment, but also on the species and its characteristics. Humans, for instance, have a cranial capacity that far outweighs that of any other species. Our long-term memory, culture, and methods of communication must be taken into account when looking at the nature of our territoriality. Cashdan argues two main human mechanisms for controlling territory: "perimeter defense" and "reciprocal altruism" (p. 49), a way of social control. Perimeter defense consists of making simple boundaries, stating a clear break between two territories, and defending those boundaries to intruders. Some groups, such as the Vedda use this method in their relatively small territory. Any passing visitor would have to be escorted to the other side of the land and any intruders may be shot. Because of extensive human memory and information exchange, individual intruders are less likely to determine the consequences of trespassing themselves, thus the cost of defense for those defending is less. Social boundary defense is unique to the human species. Instead of physically defending the boundaries of the territory, groups will defend the boundaries of the social group. Some foraging groups will invite outsiders for greeting ceremonies to control movement between territories. The costs to such methods will include the energy put into these types of ceremonies and should not change will an increase in territory size or a decrease in resources.

Employee Retaintion

CONTENTS 1. INTRODUCTION 2. BRANDING 3. INTERNAL BRANDING 4. IMPORTANCE OF INTERNAL BRANDING 5. INTERNAL BRANDING TOOLS 6. INTERNAL BRANDING PROCESS 7. FACTOR OF SUCCESS AND FAILURE OF INTERNAL BRAND 8. ROLE OF HR IN INTERNAL BRAND 9. RESEARCH METHODOLGY 10) DATA ANALYSIS 11) FINDINGS 12) CONCLUSION 13) SUGGESTIONS 14) REFERNCES 15) QUESTIONNAIRE INTRODUCTION A company's branding strategy often has a large impact on the success or failure of a particular product.This is especially true for large, multi-national corporations because it effects how the consumer correlates a product with the manufacturer. Some large companies choose not to use the manufacturer name and/or logo on all their brands. Often, a company name is well-known within business circles but unfamiliar to the average consumer, in which case, dissonance can prevent consumers from recognizing the brand name.Other companies pick and chose which of their products will carry the corporate brand name A fundamental problem w ith regards to international branding is that firms currently do not pay enough attention to their employees' expertise regarding brand strategy . If a company is able to make a consumer look at a certain product for a fraction of a second longer than its competitors' products, the probability purchase intent increases significantly. Therefore, the way a company brands its products can have a direct link to the success of the product and the brand.This encouraging framework, however, does not mean that employee perceptions of the strategy will be positive; without which the performance of both the brand and the company will be hindered in a significant fashion. Therefore, there exists a need for research to be done regarding how employees feel about current and future brand strategies in order to maximize company potential. Due to the complexity of balancing proper brand strategies for multi-national enterprises, balancing which products should carry the manufacturer name and/or tra demark is an essential consideration.It is necessary, therefore, to look into studies to see if using a company's name on all products helped or hindered product sales. Effective utilization of international branding strategies takes into account whether stand alone brands need a corporate name to be successful, how sales will be affected by using corporate brand names, and what the benefits of adding a corporate name or logo would be compared to the potential costs.By exploring employee perceptions of these facets of international branding, we can determine if a multi-national firm's global image is a product of its employees' collective perceptions. The primary objective of this study is to examine the context of the relationship between the global image of the fast food industry and employee opinions of the firm's various branding strategies.The key independent variables are stand alone brands owned by fast food industry, effect of the company brand name on sales, benefits vs. co sts of using the company logo, and fast food industry current global image as a product of its employee's perception. BRANDING A brand is a â€Å"name, term, sign, symbol, or design, or a combination of them, intended to identify the goods and services of one seller or group of sellers and to differentiate them from those of competition† American Marketing Association definition .A strong brand has been found to be instrumental in the facilitation of numerous marketing goals including: improved brand loyalty, brand-based price premiums and higher margins, improved successful new product introductions, greater shareholder and stakeholder returns, and clear, valued and sustainable points of differentiation as well as the simplification of consumer decision making, the reduction of consumer risk, and the establishment of expectations. The role of perception in branding is therefore critical: The challenge for marketers in building a strong brand is ensuring that customers have t he ight type of experiences with products and services and their accompanying marketing programs so that the desired thoughts, feelings, images, beliefs, perceptions, opinions, and soon become linked to the brand . While branding initiatives most frequently focus on external stakeholders, internal marketing, employee branding and/or internal branding efforts establish systems/processes and consequent employee behaviors that are consistent with the external branding efforts.The terms employee branding and internal branding are essentially synonymous in the literature and internal marketing has also been used to describe these activities and programs. For the sake of parsimony, the term internal branding will be used throughout the remainder of the paper to describe these processes and outcomes. The concept of internal branding is not new to corporate America.Promoting the brand to employees, and educating them about brand values, is steadily growing in popularity among corporate gian ts such as Southwest , Standard Register, Cisco, Ernst & Young (Boone, 2000), BASF (Buss, 2002), Sears, BP, IBM, Nike and Miller Brewing (Mitchell, 2002). All are examples of firms that have realized the inherent power of an informed workforce committed to delivering the brand promise. Unfortunately, in many organizations there is a fundamental disconnect between the external and internal branding systems: Many companies do a brilliant job of advertising and marketing to customers.Then comes the hard part; delivering. While they put millions of dollars into marketing [external branding], most companies invest little to ensure that employees transform brand messages into reality in terms of the customer's experience. Its one thing to tell customers who you are and quite another to show them who you are. Employees have to be engaged to make the brand come alive. Therefore, the messages sent to employees about the brand are just as important as the ones sent to customer.Due to the subs tantial potential for synergy between internal and external branding initiatives, those in both the academic and business communities are devoting more of their time to the doctrine, all stress the importance of a coordinated internal and external branding program and the inherent benefits of marketing efforts that address not only the needs and wants of the target market, but the proper hiring, training, and motivation of those who must deliver the brand's promise. Within Hallmark, a group of internal managers is responsible for brand training and education.Hallmark has regular brand training sessions, a brand-based intranet site, internal publications, a speaker series, and even daily brand promise reminders on the start-up screens of employees' computers. Hallmark consistently focuses on conducting internal assessments of employees' perceptions of the brand with the intent of focusing on gaps between internal perceptions and marketplace perceptions. The value of a well-coordinate d program aimed at educating and training employees on the brand message and how to incorporate it in their work appears to be growing significantly.But the importance and specific role of the HR management department remains somewhat cloudy. Through a wide variety of HR plans, processes and actions, it is possible to make a tremendous impact on the branding success of an organization. While none of this constitutes a revelation – the role of HR in influencing branding (both externally and internally) has been recognized in isolated ways, ways that are certainly intuitive – the need for HR to be more comprehensive in its role to support branding efforts has not been recognized a great deal in the literature, nor has it been revealed in the actions of most HR professionals.The work of Gotsi and Wilson (2001) identifies what is necessary to close the gap between what an organization is saying to its external constituents and what is believed and practiced by internal con stituents. The respondents suggested that HR management practices such as recruitment policies, performance appraisal, and training need to be aligned with brand values to avoid sending conflicting messages.This study looks at the relationship between specific HR internal branding activities, the incorporation of the brand message into work activities and employee personal attitude toward the brand to determine the degree to which cross-functional synergy between internal and external branding initiatives is being realized in the business community. INTERNAL BRANDINGInternal branding is considered as a means to create powerful corporate brands. It assists the organization in aligning its internal process and corporate culture with those of the brand.Management and brand consultants have been key figures in providing valuable insights to the concept of internal branding. Little research has, however, been devoted to exploring the perceptions of the employees. As the concept underline s the role of services employees, their views may be important if management is to implement the most appropriate internal branding programmes. The objective of internal branding is to ensure that employees transform espoused brand messages into brand reality for customers and other stakeholders.A number of publications have identified that successful internal branding engenders employees' commitment to, identification with and loyalty to the brand. When employees internalize the brand values, they will consistently deliver on the brand promise across all contact points between the company and its stakeholders. To implement successful internal brand building, IM has been suggested as a key instrument. Although IM is regarded as an appropriate approach for communicating the brand internally, communication is not the sole method to ensure the success of the internal branding campaign.Machtiger remarked that one of the six pitfalls in internal branding is to rely largely on internal co mmunications (ICs). In fact, internal branding requires a broader integrative framework across corporate marketing, corporate management and corporate human resource management. Marketing functions as a link between communication, service and quality. Both service and quality could in part be enhanced by understanding techniques used by the HR function, as it is involved in developing the human asset to enhance the organization’s economic performance and its brand's success.If management can understand and orchestrate marketing and HR theories, it is argued that employees will better accept and internalize the brand values and align their attitudes and behavior, accordingly. This will result in the brand promise being delivered to the organization’s clients, providing it with customer satisfaction, customer preference and loyalty. ICs aim to influence employees' brand knowledge, attitudes and behaviors. The outcomes of ICs include employee commitment, shared vision, a service-minded approach, loyalty and satisfaction.While ICs operate with the current members inside the organization, the role of the HR department begins with selecting and recruiting the right prospects. With the rise of the concept of ‘person-organization fit', de Chernatony underlines the value congruence between the candidates, the organizations and the brand. As values are hard to change, staff recruitment based on the level of value congruence is sometimes more viable than emphasizing merely on their technical/operational skills. Then, training and development programmes are essential to enhance employee performance and to bring consistency to the xternal brand experience. Therefore, HR should be led by marketing and incorporate the brand concept into all employee development programmes. To maintain brand standards, an organization should reward employees accordingly. Effective reward and recognition schemes can enhance employee motivation and commitment. When the right employees are kept satisfied, the organization tends to retain the best people facilitating superior performance. Therefore, incorporating the wisdom from HR practitioners, ICs move beyond merely distributing brand information through media towards creating shared brand understanding.Although a number of publications have addressed how to implement a successful internal branding process, most of these insights have been acquired from a management's and brand consultant's perspective. Few studies have been done to unearth the perceptions of employees who are considered as the ‘internal customers. IMPORTANCE OF INTERNAL BRANDINGMany companies do a brilliant job of advertising and marketing to customers. Then comes the hard part: delivering. While they put millions of dollars into marketing, most companies invest little to ensure that employees transform brand messages into reality in terms of the customer's experience.Its one thing to tell customers who you are and quite anothe r to show them who you are. Employees have to be engaged to make the brand come alive. Therefore, the messages sent to employees about the brand are just as important as the ones sent to customers. EX- David Reyes-Guerra, associate director of brand management at Ernst ; Young, says internal branding plays a vital role in powerfully and accurately conveying the Ernst ; Young brand around the world. Reyes-Guerra's goal is to create 75,000 â€Å"brand ambassadors† who present a consistent, clear, professional image of a global firm.To that end, his department has set up The Branding Zone on the corporate intranet. â€Å"We felt that the intranet would be our best tool for establishing a global focus on branding,† The Branding Zone, launched in January of this year, is a central source for branding, marketing, and advertising information at Ernst & Young. It contains a threaded discussion area where people throughout the firm can access a topic and then pose a question to the global branding and marketing community. There is also an extranet for the company's outside agencies.The information on this extranet includes standards, fonts and logos, and material from advertising campaigns. By providing this information, the internal branding group insures that all marketing collateral-whether produced in house or by an agency-is consistent with the brand message. The Branding Zone has generated a significant level of interest inside the firm. In the first 90 days after it was launched, one presentation template was downloaded 9,000 times. A graphics standards manual on the site was downloaded 10,000 times. An image library garnered another 10,000 downloads of photography and advertising icons.Even though it's in its early stages, Reyes-Guerra anticipates that the site will have significant impact, including streamlining the entire design process by eliminating the need for extensive custom design of collateral materials. â€Å"A focus on internal brandi ng and the successful practice of digital brand management via Web site tools inspires collaboration and breeds integration,† Reyes-Guerra says. â€Å"It's very effective in breaking down barriers, creating synergies, and opening lines of communication-all of which are critical to success in today's business environment. INTERNAL BRANDING TOOLS| | | INTERNAL BRANDING PROCESS Employee branding is a process by which employees internalize the desired brand image and are motivated to project the image to customers and other organizational constituents. The messages employees take in and process influence * the extent to which they perceive their psychological contracts with the organization to be fulfilled * the degree to which they understand and are motivated to deliver the desired level of customer service In so doing, they drive the formation of the employee brand.The messages employees receive must be aligned with the employees ‘organizational experiences if the psycho logical contract is to be upheld. Therefore, the conscious development of organizational messages is the fundamental building block in this process. The messages must then be delivered through appropriate message sources. The following guidelines provide a starting point in this process: * Organizational messages should be carefully thought out and planned in much the same way mission and vision statements are thought out and planned. The organizational messages should reflect the organization’s mission and values. * Messages directed toward external constituencies must be in line with the messages sent to employees. * Messages directed toward external constituencies should be sent internally as well. * The design of recruitment and selection systems should incorporate messages that consistently and frequently reflect the brand and organizational image. * The compensation system should incorporate messages that consistently and frequently reflect the brand and organizational image.For instance, managers in organizations that value training must be held accountable when they fail to train and develop their employees. * Training and development systems should help managers and employees internalize their organization’s mission and values and help them understand how the mission and values pertain to their roles in their organization. This should enable them to more effectively articulate messages that consistently and frequently reflect the brand and organizational image. * Advertising and public relations systems should communicate messages that consistently and frequently reflect the brand and organizational image. Managers should be taught the importance of communicating messages that are consistent with their organization’s mission, vision, policies, and practices. * Performance management systems should address inconsistencies between practices and policies to minimize violations of employees’ psychological contracts. * Accurate and specific job previews should be given to new employees so that realistic expectations are incorporated into their psychological contracts. * Corporate culture (artifacts, patterns of behavior, management norms, values and beliefs, and assumptions) should reinforce the messages employees receive. Individual output should be measured and analyzed to determine if there are message-related problems at the departmental, divisional, or organizational levels. * Individual messages should be continually examined for consistency with other messages. * Message channels should be examined to ensure consistency of message delivery. * In the event that messages need to be changed or psychological contracts altered, organizations must take careful steps in rewriting the messages. * Measures should be used to assess outcomes such as customer retention, service quality, turnover, and employee satisfaction and performanceFACTORS OF FAILURE AND SUCCESS IN INTERNAL BRANDING Organization Factors in the organizational dimension are difficult to change or indeed influence at all, given the scope and intangibility of many of these factors. Thus, while culture has a large impact on internal branding programmes, awareness, rather than change of this culture, may be appropriate. However, cultural change may be necessary where there exists no fit between the prevailing culture and the objectives of the internal branding programme. Cross-functional coordination and cooperation have been suggested to reduce internal competition and departmentalized thinking.Information The effectiveness and overall success of internal branding programmes is dependent on an in-depth knowledge and understanding of the internal as well as the external environment of the organization. While market research provides such information , the measurement of target performances and collection of feedback from all organizational levels as well as from outside the organization enables management to assess the sui tability of the current programme to the and highlights any necessary changes to be made .Management This dimension is concerned with the degree and nature of visible support given by management to the internal branding programme. In order to be regarded as legitimate by the target audience, management has to lend its support to the programme, as well as visibly adhere to it. In fact, as internal branding is concerned with the corporate brand, responsibility for the internal branding effort should lie with the CEO of an organization, given that role's intensive association with the organization’s strategy and brand.It has been suggested in the literature that a multi-departmental approach may be most appropriate for internal branding, particularly with a view to the importance of the HR function. Also, the composition and management of brand teams has been mentioned as having an impact on internal branding programmes. Communication Information needs to be made available to ev eryone in the organization without exposing individuals to too much detail in order to avoid information overload. Likewise, messages should be internally and externally aligned to avoid confusion.Only where the objectives of the internal branding programme are in line with the overall business objectives and properly translated to the target audience is a programme capable of achieving its intended outcome. The effectiveness of communication depends on constant reinforcement on one hand, and adaptation to internal and external changes on the other. Strategy Alignment should exist between all strategies and programmes employed by an organization, including the fit between the internal (or external) brand and the objectives of the business.Conflict between these will reduce the appeal and believability of the brand and greatly reduce a program me’s effectiveness. Further aspects under this dimension include scheduling the most suitable timing and budget the programme. Staff Re cruiting, motivating and rewarding staff are all aspects that can influence the readiness among employees to adopt a new or altered strategic direction with respect to the internal brand. Consequently, like the organizational dimension, the staff dimension addresses the most favorable preconditions for internal branding as well as techniques capable of further enhancing the effectiveness of the programme.Likewise, this dimension highlights the importance of gaining not only leadership support, but also the support of employees at all levels, since they constitute the largest audience for the internal branding programme. Internal branding is deemed most effective where the programme has been designed in participation with employees. Education Out of the previous six dimensions arises the need for a seventh concerned with the education of staff and management to prevent some of the failures that may occur during internal branding programmes as a result of ignorance and flawed preconce ptions.Thus, this dimension calls for the identification of such beliefs, attitudes, and mental models through market research and constituency assessments and their alignment with organizational objectives and policies through education. ROLE OF HR IN INTERNAL BRANDING The degree of HR involvement in internal branding was evaluated using the mean of the five-item measure presented in diagram The measure's mean of 3. 31 on a six-point scale (1 – strongly agree; 6 – strongly disagree) does not indicate a strong degree of HR involvement in internal branding activities.In fact, fully one-fifth of the respondents generally or strongly disagreed that brand value training is provide or that the knowledge is used in staffing decisions. More than 30 percent generally or strongly disagreed that annual performance reviews or departmental plans consider the brand values. It is apparent that HR is not heavily involved in the internal branding process, and/or that internal branding is not considered a high priority function at most American firms.When asked who within the company delivers the brand message, more than two-thirds (68 percent) of respondents indicated it was top management, followed by marketing personnel (35 percent), the immediate supervisor (27 percent), and human resources (16 percent). Since respondents were able to check more than one response, it is apparent that in many cases more than one individual in the company delivers the brand message, and the involvement of HR could be stronger. Incorporation of the brand message into work activities The incorporation of the brand message into work activities is not particularly strong.With an overall mean of 2. 68 on a six point scale (1 – strongly agree; 6 – strongly disagree), it appears that American professionals do not emphasize the integration their firm's brand message into their general work activities, at least at the level one might expect given recent accounts in business and academic literature. Personal involvement in the brand Respondents' attitude toward the company brand was stronger than may have been suspected by the human resource involvement and the incorporation of the brand message into work activities. The measure's mean of 2. 4 on a six-point scale illustrates a relatively strong respondent attitude toward their respective brands, and possible opportunity for furthering the development of incorporation the brand in work activities. Relationship between HR involvement in internal branding and the incorporation of the brand message into work activities and personal involvement in the brand While perceived HR involvement in internal brandingand the incorporation of the brand message into work activities appears moderate at best within US businesses, there is a relatively strong relationship between the means of the two variables.As the findings in Table IV indicate, the relationship between mean HR involvements in internal branding and mea n incorporation of the brand message as well as the relationship between mean HR involvements in internal branding and mean personal attitude toward the brand are significantly correlated. In other words, respondents who perceived a stronger involvement of the HR function in internal branding were more likely to incorporate the brand message in work activities and/or had a more positive personal attitude toward the brand.HR involvement in internal branding and the incorporation of the brand message into specific work activities Not only does a strong relationship exist between mean HR involvements in internal branding and mean incorporation of the brand message, but a relatively strong relationship also exists between mean HR involvement and each of the specific work activities tested. In each case a significant, positive relationship can be found, as well as possible opportunity for enhance brand integration among American professionals.RESEARCH METHODOLGY Data Collection:- There a re two main sources for collecting data. These are: 1. Primary Data 2. Secondary Data 1. Primary Data: The primary data was collected in the form of questionnaire from employees of various industries like IT industry, Hotel industry etc. 2. Secondary Data: The secondary data was to be collected from reference books, journals, magazines, and newspapers and through internet. The research instrument was Questionnaire.SAMPLE SIZE: The sample size for the questionnaire was 50 employees. SAMPLE METHOD: Simple random method of sampling. The limitation of the study was:- * The area covered was only pune city. * There was the lack of diversification within each sample, and the relatively low total sample size employed. * The respondents may be biased or influenced by some other factors. DATA ANALYSIS 1) Did your organization carry out induction program? YES| NO| 80%| 20%|Through this graph we have tried to show that 80% of the organizations carry out the induction program whereas 20% of the organizations do not carry out the induction program. 2) Did in induction program you cover Employee branding? YES| NO| 80%| 20%| In the second graph we have tried to figure out how many organization in induction program cover the employee branding technique and the result was that 80% of the organization mainly It industry do cover the employee branding technique whereas 20%of the industry do not cover it. ) Which technique do you use for employee branding? Mentoring| Presentation| Apprenticeship| Other| 30%| 20%| 30%| 20%| In these graph we have tried to find out which method do they use to tell them about their brands they use various method like mentoring where only 30% of them use it then other is mentoring where only 20% only use it other apprenticeship where only 30% use it and there are other method which only 20% of the organization use it. ) Do you have any other employee branding program for existing employee? YES| NO| 10%| 90%| Through this graph we have tried to figure out how many organization uses any other employee branding program for their existing employee the result was that 10% says they do have where they send their employee for training for some limited amount of time to brush up their knowledge and 90% says they do not have. 5) What is the best way to approach employee branding? EMPLYOEE | CUSTOMER| 50%| 50%|In this we try to find out who is the best way to approach Employee branding and we come to know that marketers should look at employees as an internal market, where the objective is to make them feel valued and give them a sense of belonging because this is a basic human need. But equally staff should be viewed as another vehicle to communicate and manifest the brand. 6) Who should take charge of employee branding? TOP LEVEL| HR DEPARTMENT| MARKETING DEPARTMENT| OTHER| 40%| 40%| 10%| 10% |In this we try to find out who has the main responsibility of conveying the employee branding and the result was it is not whole-sole responsibil ity of one department it is the responsibility of all the department. 7) How do you communicate internal branding? MEETINGS| SPONSORING | NARRATING STORY| OTHERS| 20%| 40%| 10%| 30%| Through we try to find out what is the best way to communicate your brand to people because brand is at the centre of the organization that why organization uses meetings, narrating events to tell them about their brands. ) What are the ways you use to make them interested in the brands? TV-ADS| SPONSORING| INTERNET| OTHERS| 40%| 30%| 20%| 10%| In this we have shown which are the best medium to communicate about our brand we have seen TV-ads , internet ,organizing events were the best way to communicate about it because it attract lot of attention of the customers. 9) How do you monitor the success of your internal brand? SETTING TARGET| CLIENT ASSESSMENT| OTHERS| 40%| 40%| 20%|In this we have tried to figure out that how they monitor the success of their brand because sometime it become benchmarking ex ercise to try to see if anything is becoming problematic so they set target and sometime they do client assessment test where they interviewed 50 people from client organization. 10) To what extent do employees understand what their organization brand represents? At 20%| At 50%| At 70%| 70% or above| 10%| 40%| 30%| 20%| In this we have tried to find out how much employees of an organization understand their brand so we have try to present in the form of numeric form FINDINGSIn general, the majority of participants were able to articulate (in varying degrees) what their organization’s brand represents In relation to the way in which employees acquire organizational knowledge for the purpose of carrying out their roles and responsibilities, the results revealed three strong themes, that is, training, customer/market information and work environment (co-workers). The employees devoid of brand knowledge are unable to transform the brand vision into the brand reality evidence pres ented here suggests that there is still an inconsistent practitioner approach to the provision of employee-relevant brand information.This is somewhat surprising, given that it is apparent from the comments provided by the participants who lacked customer or market information that employee satisfaction and their ability to successfully carry out their roles and responsibilities is adversely impacted. Despite the speed with which business decisions need to be made today in order to remain competitive, individuals within organizations are still not being given the support and skills they feel are necessary for them to respond effectively to the business challenges of today. CONCLUSIONIt could be concluded that employee branding is becoming the concept or mantra of today's business world. Employee branding helps the companies to have better perspective of their consumers and motivate the employees as well. The brand interpretation in the mind of customer is very important. At the end of the day, how the brand is positioned in the minds of the consumers is heavily dependent on company's employees. Investment in an organization’s human capital is a precursor for subsequent organizational success, especially in such a competitive global market.While conceptually this appears to be a reasonable assumption, the empirical evidence is limited to the validation of the link between employee satisfaction and customer loyalty. In particular, internal brand management has been identified as a means to engender such outcomes (eg organizational success and employee satisfaction) and yet there appears to be limited understanding as to the impact of such efforts from an employee perspective. Without such insight, attainment of a desired level of employee satisfaction could be considered synonymous to ‘flying blind'.Furthermore, it becomes increasingly challenging to justify such an internal investment without evidence of the impact such an investment has on the org anization as manifested in employee attitude and behavior. SUGGESTIONS * Cultivate a culture that reinforces your Brand Contract and encourage employees to â€Å"live the brand† * Measure the effectiveness of your internal branding strategy to maximize the ROI on your internal branding initiatives * Insist that senior management models brand-focused behavior and cultural values. * Set communication alignment goals (are you even measuring the effectiveness of your internal communication. Make positive examples of employee behavior that represents your values, mission, brand and business strategy. * Reward employees for demonstrating their commitment to your brand contract and values. * Show daily how commitment to mission and values is the touchstone that drives your decisions. * Harness the entire creativity of every employee in bringing the brand to life. * Involve all departments in branding, not just marketing – HR, operations, customer support, development, finance , and more. REFERENCES BOOKS AND JOURNALS * Aurand, T. W. , L. Gorchels and T. R.Bishop (2005), ‘Human resource management's role in internal btanding: an opportunity for cross-functional brand message synergy', Journal of Product and Brand Management, vol. 14, no. 3, pp. 163-9. * Bak, C. A. , L. H. Vogt, W. R. George and I. R. Greentree (1994), ‘Management by team: an innovative tool for running a service organization through internal marketing', Journal of Services Marketing, vol. 8, no. 1, pp. 37-47. * Ballantyne, D. (1997), ‘Internal networks for internal marketing', Journal of Marketing Management, vol. 13, no. 5, July, pp. 343-66. * Barnes, B. R. , M. T. Fox and D.S. Morris (2004), ‘Exploring the linkage between internal marketing, relationship marketing and service quality: a case study of a consulting organization', Total Quality Management, vol. 15, nos. 5/6, pp. 593-601. * Beagrie, S. (2003), ‘How to †¦ influence employee behavior through internal marketing', Personnel Today, August, p. 35- * Bergstrom, A. , D. Blumenthal and S. Crothers (2002), ‘Why internal branding matters: the case of Saab', Corporate Reputation Review, vol. 5, nos. 2/3, Fall, pp. 133-42. * Berry, L. L. (1981), ‘The employee as customer', Journal of Retail Banking, vol. , pp. 25-8. * Berry, L. L. , M. C. Burke and J. S. Hensel (1976), ‘Improving retailer capability for effective consumerism response', Journal of Retailing, vol. 52, no. 3, Fall, pp. 3-15. * Berry, L. L. and A. Parasuraman (1992), ‘Services marketing starts from within', Marketing Management, vol. 1, no. 1, pp. 24-34. * Bowen, D. E. and E. E. Lawler III (1992), ‘the empowerment of service workers: what, why, how, and when', Sloan Management Review, vol. 33, no. 3, spring, pp. 31-9. INTERNET SITES www. google. com www. philipkotler. com www. Shrm. org www. wikipedia. com QUESTIONNAIRE ) Did your organization carry out induction program? Yes No 2) Did i n induction program you cover employee branding techniques? Yes No 3) Which techniques do you use for employee branding? Mentoring Presentation Apprenticeship Other 4) Do you have any other employee branding program for existing employee? Yes No 5) What is the best way to approach employee branding? Employees Customer 6) Who should take charge of employee branding?Top level Hr department Marketing department other 7) How do you communicate internal brands to people? Meetings nsor sponsoring narrating story Other 8) What are the ways you use to make them interested in the brand? TV-ads Sponsoring Internet Other 9) How do you monitor the success of your internal brand? Setting targets client Assessment Other 10) To what extent do employees understand their organization brand represent? At 20% At 50% A At 70% 70% or above

Food Waste Reduction in the Factory

3. 0Food Waste Reduction in the Factory It is obvious that dealing with food waste reduction in factory is simply just reducing the creation of food production in factory. Of course, this is some kind of irrelevant ways to prevent the production of food waste in industry without using any of an smart engineering method to actually reduce it without reducing the creation of food production in factory. At the same time, the profits that the factory made would not have occurs any reduction if an applicable food waste reduction techniques is applied.Thus, sources and products can be saved from waste which concurrently will also save from the consumption of time, money and workload in the factory (Creedon, 2010). Therefore, a necessary food technology engineering method should be applied to the reduction of food waste in factory. First of all, before the factory actually thinking of reduces the food waste of the food created in the factory, they should first know and to determine the char acteristics of every particular biscuits produced in Khong Guan.After the characteristics of every particular biscuits has been determined, then they need to monitored either hand-operated or non-hand-operated machine to detect the most acceptable range for the characteristic of every type of biscuits. The most vital characteristic of the biscuit that they should have been concerned on is the moisture content. The moisture content plays an important roles since its ensures that biscuits are generally free from microbiological spoilage and have a long shelf life if they are protected from absorbing moisture from damp surroundings or atmosphere.Biscuits have relatively high energy density compared with other baked goods. The biscuit produced in Khong Guan has a moisture content of about 1 to 5%, if it exceeded than that, it can be considered spoiled and be thrown away as food waste (Baked info). Technically, we cannot produce a good and perfect quality of the biscuit constantly in a d ay without have any unwanted or abnormal biscuit produced throughout the process. An abnormal biscuit is biscuit that is produced from the factory that did not meet the ranges and requirements of the quality or characteristic of the biscuit production.Hence, it is also called as unwanted since they do not want to have any irregular features of the biscuit production for the community. In this case, they use the most common engineering way of reducing the food waste by opt to recycle in order to save food waste, money and time in the factory. Another technique they use to recycle the food waste is by using the excess/extra dough after the molding has press on the dough sheet to make the rectangle shape of the biscuit and the extra one they recycled back to mix it with the fresh dough again.This procedures repeat itself on every dough has made after the molding process in order to get the used flour and reuse it for the fresh one. This way is not only save the food waste created from the process, but also save more cost on buying more flour for the fresh dough production (Answer TM, 2009). The other common cases happened such as, the over flour created, abnormal shape of the biscuit, extra moisture content of the biscuit or the cream as we have mentioned before at above, and etc.All of these matters they have put in more awareness so that the biscuit production produce more constantly good products by using recycling method. Since recycling is apparently the easiest way to reduce the food waste produced in factory (Brokerage, 2012). Thus an engineering thought has been made that, since they cannot produce a 100% good quality of biscuit constantly throughout the biscuit process production, but they are able to actually reduce the food waste creation by opt to recycle the unwanted or abnormal biscuit to repeat the same process to obtain a better quality of the biscuit products.There are other methods they use to reduce the food waste in factory which they use the cold chain and packaging method where they store the food into the so called refrigerator to ensure the characteristic of biscuit requirements are maintained in ranges. The transportation of temperature sensitive biscuits sometimes requires an in-depth knowledge of the cold chain: a poorly controlled step can result in the loss of a biscuit or a biscuit that becomes toxic.Moreover, lack of knowledge about the cold chain or about the rules applicable to the use of packaging can result in lost biscuits. Thus, this method is able to cut food waste and create good security of the biscuit. Other than that, the methods of reducing the food waste of biscuit in factory also affected by the workers themselves in the factory. Of course, people nowadays in a modern era started using more advanced technologies to produce products in any factory. Otherness in Khong Guan, most of the process was operated by human’s hand to produce some particular types of biscuits.Hence, this is an importa nt procedure that needs to be operated thoroughly in order to avoid human’s error. Otherwise, the characteristic of the biscuit produced does not meet its requirement and this will cause a major destruction of the biscuit products that will eventually lead to food waste. The other method such as improving a quality control and process monitoring rigorously of the biscuit also can be made in Khong Guan factory. Steps can be taken to ensure that the number of reject batches is kept to a minimum.This is achieved by increasing the frequency of inspection and the number of points of inspection. For example, install particular automated continuous monitoring equipment can help to identify production problems at an early stage. This step can reduce the product waste at early stage and avoids any complication before the process moves to the mid-stage of process. Another common methods can be used in any food processing factory is to obtain a good designs of a silo as the raw material storage. Why this is important?Well, as we already covered an essential part of particle technology that so much related to the food technology, we need to find what is the best condition to design a silo that used to store raw material before it proceeds to the processing part. Otherwise, like I said, the design of the silo is not at the specific range in terms of angle of repose or the sizes, it will create an arc shape which blocked the material to flow through. Eventually, the hopper storage will get clogged and lead to food or material waste.Hence a better design of the silo/hopper for any particular raw material needs to be aware as well. References â€Å"Waste minimisation. † Wikipedia: The Free Encyclopedia. Wikimedia Foundation. Web. 13 April. 2013. â€Å"Angle of repose. † Wikipedia: The Free Encyclopedia. Wikimedia Foundation. Web. 13 April. 2013. Answer TM. (2009). Retrieved April 12, 2013, from What is the moisture content of biscuits? : http://wiki. an swers. om/Q/What_is_the_moisture_content_of_biscuits Biscuits. (n. d. ). Retrieved April 13, 2013, from Bake Info: http://www. bakeinfo. co. nz/Facts/Biscuit-making Brokerage. (2012). Why Recycle Food Waste? Retrieved from ECO Food REcycling LTD: http://www. ecofoodrecycling. co. uk/services-products/why-recycle-food-waste/ Creedon, M. (2010, July 15). Less Food Waste More Profit. Retrieved April 13, 2013, from http://www. carlow. ie/SiteCollectionDocuments/All%20Services/Environment/Business%20Waste/less-food-waste-and-more-profit. pdf

Comparison of Two Articles How the Earth Was Created

Comparison of Two Articles How the Earth Was Created It is always interesting and educative to read what different people think about the ways of how the world has been created. There are so many suggestions and powerful ideas that it is hard to believe that some of them are false, this is why it is better to compare them, define strong and weak sides, and take the best aspects into consideration.Advertising We will write a custom essay sample on Comparison of Two Articles: How the Earth Was Created specifically for you for only $16.05 $11/page Learn More In this paper, two passages taken from the field of anthropology will be evaluated and compared. The first passage is An Aranda Creation Story that comes from the Australian tribes and defines the creator as â€Å"a living creature, covered with a smooth skin like the skin of a man† (â€Å"An Aranda Creation Story† 451). The second article is devoted to â€Å"The Big Bang Theory† that is properly discussed in one of the astronomy textbook s. Its author admits that in the beginning, it was â€Å"a great primeval fireball of matter and radiation† (Abell 451) the image of which is hard to imagine even nowadays. The main idea of this essay is to evaluate the authors’ attempts to contribute the world of anthropology; in the both articles, it is admitted that the earth has its beginning, but the reasons of why the earth appeared are hard to understand; however, the main difference of both passages is the way of how the earth was developed: the first work introduces the idea of the god’s interference, and the second work discusses the natural development of the earth due to the explosion. Anthropology is the science the main purpose of which is to disclose the peculiarities of humanity and the ways of how the world was developed. The works under consideration may become a significant contribution for this field, and their authors admit that the earth has its own history, and people had nothing in common with it. Each passage is a unique understanding of earth’s birth. The style of writing chosen by the authors as well as language is simple enough so that the both articles are clear to any reader. Another significant aspect of the works is the identification of the fact that the earth has its own beginning, and this beginning had nothing in common with Christian beliefs or the dinosaurs, the role of which remains to be important nowadays, or the apes, behaviour of which is usually compared to humans.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More It does not matter what kind of earth’s beginning is taken into consideration, the peculiar feature of the both passages is the idea to contradict the approaches, which are highly appreciated in the modern world. This is why it is possible to believe that the thing that unites both works under analysis is the necessity t o create the approaches of world’s development, which are appropriate for different cultures and characterized by specific attitude. Finally, the main difference of the works is the idea of how the earth was created. In the first passage, the author admits that there was a god, Karora, who â€Å"was thinking, and wishes and desires flashed through his mind†¦ sprang into life† (â€Å"An Aranda Creation Story† 451). In comparison to this point, the second work is based on the idea that is free from human or even gods’ interruption. The author makes an attempt to describe the development of the earth as the development of a huge fireball, those main components, hydrogen and helium, were composed and caused the explosion (Abell 451). In addition, the second work shows that the development of the earth was a long-lasting process, and the time was calculated not in minutes or days but in million years. Still, in spite of numerous captivating ideas and even ts, the both passages seem to be weak, and the authors fail to give clear and definite facts to protect their positions. Lack of evidence is probably the main disadvantage of the works under consideration, and this is why it is so hard to believe in the power of the propositions offered. In general, the works under consideration may play an important role in the history in case their authors make use of more concrete facts and evidence to convince the reader. It is not enough to introduce the idea and describe it from a pure personal point of view.Advertising We will write a custom essay sample on Comparison of Two Articles: How the Earth Was Created specifically for you for only $16.05 $11/page Learn More To make it working, it is necessary to think logically and try to predict what the reader wants to know from the offered source. This is why it is possible to admit that the both articles are interesting indeed and make the reader to believe that world ha s the long history. The development of the earth is the question that bothers many people, this is why the ideas that the earth was in the form of a fireball or that the god created the world wishing something may be introduced, still, not many scientists and researchers would be eager to use them with such little evidence. Still, the worth of the articles analyzed is that people from different cultures could certainly find something interesting for them to talk about. Abell, George, O. â€Å"The Big Bang Theory.† In Critical Strategies for Academic Thinking and Writing by Mike Rose and Kiniry Malcolm. St. Martin’s, 1998, p. 451-452. â€Å"Aranda Creation Story.† In Critical Strategies for Academic Thinking and Writing by Mike Rose and Kiniry Malcolm. St. Martin’s, 1998, p. 450-451.

Definition and Examples of Vogue Words

Definition and Examples of Vogue Words A vogue word is a fashionable word or phrase that tends to lose its effectiveness through overuse. Also called a  voguism. Vogue words, says Kenneth G. Wilson, are perfectly good Standard English words that suddenly become modish, so that for a time we hear them being used everywhere, by everyone, until we are utterly sick of them (The Columbia Guide to Standard American English, 1993). Examples and Observations [Some] vogue words are technical words clumsily applied to other fields. These include parameter, bottom line, interface, mode, and space; phrases like immediate feedback and close the loop; and, in a sense, ballpark figure, and touch base with you.(Matt Young, The Technical Writers Handbook: Writing With Style and Clarity. University Science Books, 2002)IconicMr. Leopold is not turning 95 years old, but his iconic ice cream business is. . . .Now owned by Peters youngest son, Stratton, and his wife Mary, the iconic sweets shop on Broughton Street still serves its premium recipes in a fun, retro-style soda shop. . . .She says they plan to offer plenty of room for guests to find a seat while hot dogs will be for sale and the iconic Leopolds portable carts will be on hand outside the store.(BDay Bash: Leopolds Celebrates 95 Years. Savannah Morning News, August 14, 2014)ArtisanThere are, I think, two ways one could read the fact that McDonalds is using the word  artisan  to market it s chicken. On the one hand, it could be a self-aware joke meant to finally deal a death blow to one of the most grating words in the pop lexicon. The king of mass-produced fast food has officially appropriated a phrase that once denoted something expensive and handmade, thus rendering it fully devoid of meaning. In which case: McDonalds 1, upper-middle-class foodies 0.The other possibility: The chain is struggling to  reverse its sales woes, and bewildered by the brave new world ushered in by Shake Shack and Chipotle, it has latched on to artisan as an inadvertently desperate-sounding synonym for less industrial.†(Jordan Weissmann, McDonald’s, Bewildered by Modernity, Is Now Selling an Artisan Chicken Sandwich. Slate, April 27, 2015) Favorite and Least Favorite Words: Awe and Awesome!- Awe, a word we are about to lose, that has been robbed of its meaning by the unfortunate adjective awesome. Awe meaning ecstatic, reverential feeling before Beauty, before the Magnificent. Awesome, a tiresome word, flung indiscriminately in all directions, on all occasions until it has become so trivial, it is valueless.Awe, to be used on rare occasions before the marvelous, the extraordinary. It conveys wonder and amazement. Even the sound conveys a feeling. Saying the word, the mouth opens in speechless delight before that which is greater than the self.(Elizabeth Strong-Cuevas, quoted by Lewis Burke Frumkes in Favorite Words of Famous People. Marion Street Press, 2011)- In a world of sensory overload, most terms of acclaim are exaggerations. A pile of french fries hardly makes us tremble in awe, yet we call it awesome, exaggerating for the sake of persuasion. But because awesome is so worn out, the exaggeration doesnt register; it needs an element of novelty to help it to do so. Novelty gets attention. The fries were industrial-strength awesome. The ride was shiver-me-timbers awesome.(Arthur Plotnik, Better Than Great: A Plenitudinous Compendium of Wallopingly Fresh Superlatives. Cleis Press, 2011)- Im just amazed that hundreds of people can gobble up this malarkey and repeat it, with straight faces. Im equally amazed by the high regard in which HubSpot people hold themselves. They use the word awesome incessantly, usually to describe themselves or each other. Thats awesome! Youre awesome! No, youre awesome for saying that Im awesome!(Dan Lyons, Disrupted: My Misadventure in the Start-Up Bubble. Hachette, 2016)- Vogue words like  awesome  catch on because everyone is using them, and they irritate because everyone is using them. Adopters hear other people using  awesome  to indicate enthusiastic approval generally and pick it up because it gives them a sense of solidarity and group identity. Scorner s resist  awesome  because they do not care to sound like those people.Acceptance or rejection of group identity sharpens the reactions.For example, sticklers will likely carp about impoverishment of vocabulary and semantic drift,  awesome  in the enthusiastic approval generally sense having little or nothing to do with  awe  (just as they would previously have objected to  terrible  for its attenuated connection to  terror). For the stickler, disapproval is a badge of cultural and social superiority. For the adopter, approval is a thumb in the eye of the pretentious.(John E. McIntyre, Shock and Awesome. The Baltimore Sun, December 23, 2015) ViableViable means workable and likely to survive. It has become a vogue word and is commonly used in the sense of workable or achievable. Adjectives such as durable, lasting, effective, and practical are more appropriate.(James S. Major, Writing Classified and Unclassified Papers in the Intelligence Community. Scarecrow Press, 2009)Associate You walk into a PetSmart, a supermarket for dog and cat supplies that allows customers to shop along with their animal companions. You hear a voice on a loudspeaker say urgently, Would an associate report to the rubber-toys aisle. Instantly, a guy with a mop and pail appears, zeros in on the puddle behind a shamefaced puppy and takes care of the problem.The job title of the person doing the mopping-up is associate. No longer is today’s man with a muck rake termed an employee; that description is deemed demeaning. Associate hints at managerial equality.(William Safire, On Language: Vogue-Word Watch. The New York Times, July 15, 2009)Unacce ptableWhy is everyone using the word unacceptable lately? An irate woman on Five Live phoned in this morning and said that it was completely unacceptable that the banks were gambling with our money.Tonight, on East Midlands Today, after a disturbing report about a sawn-up body found in a wheelie bin in a Nottingham suburb, a policeman said, This is a quiet residential area and, as such, this crime is totally unacceptable.A neighbour who was interviewed in the street said, I noticed the bin had been out on the pavement for three days, which is obviously unacceptable.(Sue Townsend, Adrian Mole: The Prostrate Years. Penguin, 2010) ImageA great darling among the loosely used pseudoscientific vogue words of recent years is image in the sense impression that others subconsciously have of someone. A jaundiced observer of modern life might well suppose that what we actually are is not nearly so important as the image we are ableto use another vogue wordto project.(John Algeo and Thomas Pyles, The Origins and Development of the English Language, 5th ed. Thomson, 2005)FeedbackFeedback. In its rigorous scientific sense, feedback is the return to an input of part of its output, so as to provide self-corrective action. Feedback is a vogue word in a loose sense for which response would be a perfectly adequate alternative, as in we got a lot of valuable feedback on our advertising campaign.(Ernest Gowers, et al. The Complete Plain Words, rev. ed. David R. Godine, 1988)How to Resist Vogue WordsThe best way to offset the harm of vogues is to stick resolutely, in speech and writing, to each vogue words central meaning. Addre ss an audience or a postcard, but not a problem or a question. Call a substance or a temperament volatile, but not an issue or a situation. Express sympathy far and wide, but keep empathy for aesthetics or psychiatry. Remember Tiny Tim and avoid naming things minuscule or minimal.(Jacques Barzun, Simple Direct: A Rhetoric for Writers. Harper Row, 1975)

The Muslim brotherhood Essay Example | Topics and Well Written Essays - 1750 words

The Muslim brotherhood - Essay Example The brotherhood was initially formed essentially as a small charitable society with religious goals. During the authoritarian regime in Egypt, the brotherhood became the most prominent and effective opposition sector. The brotherhood’s ambitions were shaped by the existing political and social scenario. It was during mid 1980s, that the brotherhood spread its activities and asserted its presence in different facets of public life. Starting from this period, the brotherhood designed its objectives towards global democracy and human rights (Wickham, 20,46). It is an organization whose ultimate goal is to establish a full Muslim state where there will be no extreme disparity of wealth distribution with the rich and poor holding equal status (Oliver & Atmore, 194). Muslim Brotherhood The Society of the Muslim Brothers or the Muslim Brotherhood was founded by Hasan al-Banna in the year 1928. Hasan was a scholar and schoolteacher born in Egypt. He was born to a local sheikh in Cairo , and his father instilled in him â€Å"classical and traditional religious learning and piety† (Wickham, 21). ... He made this his mission, and the way he chose was to preach and teach the Islamic ideals and concepts both to the young people and their parents. In the following years, he established himself as a powerful and intensely effective orator with the skill to spread his message. He began to give his sermons in local mosques and coffee houses. His mission of bringing to the forefront the Islamic way of life, and his dedication to look after the welfare of the Muslims influenced six labourers from a British military camp. These laborers approached him, and requested him to become their leader. The name of the group as Muslim Brotherhood was selected by Hasan since all the member of the brotherhood was primarily dedicated towards the service of Islam (Wickham, 21). The Muslim Brotherhood is a religious and social movement that is composed of Sunni Muslims, and is one of the biggest, oldest and the most significant Islamist organizations in the world. Initially, Egypt was the only country w here the Brotherhood concentrated its activities and movements. However, currently it is estimated that the group has spread its wings in more than 70 countries, while according to other estimates the group is establishing itself in more than 100 countries. When Hasan formed this Brotherhood, his main assertion was that Islam be granted the supreme authority over all matters of life. With this ultimate goal, the Muslim Brotherhood strives to establish an Islam kingdom or monarchy extending over not only the current day Muslim population across the world, but over all communities around the globe. Another purpose of the Brotherhood is to establish the Islam law or the Shari’a as the sole law of court in all countries across the globe. This is the principle philosophy