1.07 Ethics Essay - 956 Words

1.07 Ethics Directions: Complete the tasks below. Replace the highlighted text with your own answers. Copy and paste your answers to the student comments box in 1.07 and submit for grading. For each of the following four cases, explain why you would either approve or disapprove the proposed research experiments. Evaluate each proposal based on the four main principles of ethical research provided in this lesson. Every research experiment must follow all four principles to be considered ethical. Copy and paste your answer only for each case to the student comments section of 1.07 and submit for grading. It is not enough to just approve or deny, you must also Case 1: The Psychology Department is requesting permission from your†¦show more content†¦There is most likely a virtual lab where they can experience the effects of brain legions. Case 2: Your University includes a college of veterinary medicine. In the past, the students practiced surgical techniques on dogs acquired from a local animal shelter. There have been some objections to this practice and the veterinary school wants the approval of your committee to continue this practice. They make the following points: 1. Almost all of the animals will eventually be killed at the animal shelter. It is wasteful of life to breed animals for the vet school when there is an ample supply of animals that will be euthanized anyway. 2. It costs at least 10 times as much to breed animals for research purposes. 3. Research with dogs from animal shelters and the practice surgeries will, in the long run, aid the lives of animals by training veterinarians. A local group of animal welfare activists demanded that you deny the schools request. They argue that the majority of these animals are lost or stolen pets and it is tragic to think that previously loved dogs could end up on a surgical table for an experiment. Furthermore, they claim that as people become aware that animals taken to shelters may end up in research laboratories, they will stop using the shelters and simply set these animals free. Your response: I would approve because it’s cost effective and the animals will be put to death anyways why not use them for somethingShow MoreRelatedEthical Dilemmas Of Professional Relationships1745 Words   |  7 Pagesany professional or business environment or field, ethics are typically very significant factors that inevitably come into play and protrude in the normal, day-to-day dynamics of the profession, and the reason for this is that professional relationships typically call for the need to integrate and implement objective perceptions and decision-making processes, and such elements leave little-to-no room for subjective opinions or emotions; thus, ethics begin to come into play when emotions and elementsRead More Ethical and Legal Considerations in Social Work1094 Words   |  5 Pagesthe professions NASW code of ethics which addresses the issue of privacy and confidentiality under the section entitled social workers ethical responsibilities to clients. Section 1.07, under the ethical standards section of the NASW, states that social workers should respect clients rights to privacy (1.07[a]) by protecting the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons (1.07[c]) (NASW, 2008). In the vignetteRead MoreCase Analysis : Megan s Law1592 Words   |  7 PagesRelevant Elements in the NASW Code of Ethics Relevant subsections of the National Association of Social Workers (NASW) Code of Ethics (2008) that are relevant in considering this dilemma are: subsection 1.01 because the social worker’s main priority is to enhance the welfare of the client; 1.02 since the social worker has the obligation to make sure the client has self determination in this case unless the clients’ autonomy could cause themselves or someone else harm; 1.07 (c) since the social worker hasRead MoreThe Code Of Ethics Of The National Association Of Social Workers1452 Words   |  6 PagesPreamble of the Code of Ethics of the National Association of Social Workers it is stated that â€Å"the primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty† (Socialworkers.org, 2008). 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Utilizing the knowledge that social workers have already acquired, through specific education, codes of conduct and personal experience, social workers improve client’s quality of life. Social workers must use skills of analysis to assist their clients (NASW, 1999). As outlined by the Code of Ethics, Ethical Principles, the social worker must respectRead MoreNational Association Of Social Workers Essay765 Words   |  4 PagesNational Association of Social Workers (NASW) Code of Ethics Overview National Association of Social Workers created a Code of Ethics to determine how and when social workers should conduct their work to ensure clients are being treated effectively. The mission of social workers is to enhance human well-being and help to meet the basic human needs of all people. (National Association of Social Workers, 2008) The main focus population for social workers is those that are vulnerable, oppressed, andRead MoreQuestions On Ethical Dilemma Of Joe816 Words   |  4 Pagesfriends. As Joe’s counselor, I am facing the dilemma of telling his parents and the local authorities about his stealing or protect his confidentiality by keeping this information to myself. Through the NASW Code Ethics, the ethical standards that presented are 1.01 Commitment to Clients and 1.07 Privacy and Confidentiality. As a Social Worker I not only have a commitment to my client but also to society as a whole, which is affected by Joe breaking the law. However, he is not pu tting himself or othersRead MoreNational Association Of Social Workers1191 Words   |  5 PagesNational Association of Social Workers (NASW) Code of Ethics Overview National Association of Social Workers created a Code of Ethics to determine how and when social workers should conduct their work to ensure clients are being treated effectively. The mission of social workers is to enhance human well-being and help to meet the basic human needs of all people. (National Association of Social Workers, 2008) Social workers fundamentally focus on the forces that create, contribute to, and addressRead MoreThe Ethical Dilemma Of Michael H. Essay1148 Words   |  5 Pages As a social worker, the primary mission is to â€Å"enhance human well-being and help meet the basic human needs of all people, with attention to the needs and empowerment of individuals who are vulnerable, oppressed, and living in poverty† (Code of Ethics of the National Association of Social Workers, 1996). In the above case, the patient Michael H. is described as emotionally unstable however he is not vulnerable, oppressed, or living in poverty. When a court of law or other legally authorized

A Reflection Free Essays

The best training ground for every deserving student is in fact, the University of Arizona. Its education is the food market of the human mind. It fuels the student’s professional growth and thrusts him towards definite directions in his day to day activity. We will write a custom essay sample on A Reflection or any similar topic only for you Order Now Furthermore, this university is his watering holes from which he quenches his thirsts and draws his strength as he travels treks through his arduous journey towards excellence and fulfillment. Over the years, this institute has able to mold its graduates into becoming professionals with superb brilliance, genuine dignity and outstanding values. From that day I stepped into this mammoth training ground, I was convinced this University would mean more than life to me. Its warm people, specialized programs and well-prepared curricula are the best tools to guide and shape a freshman like me. My first semester in the University of Arizona is a time of transition, in which I experienced inner transformation as well as realization of my worth as a young adult. I have realized, that with adulthood, comes responsibility. Responsibility is synonymous with obligation, dedication and perseverance. I have the obligation to make the best of my time and effort while studying, not only for the enrichment of myself but also for the benefit of those who have been backing me up in prayers and in thoughts. Aside from these, I have realized that I am accountable to my actions and the little decisions that I make each day, to keep myself whole until that day I got that priceless sheet of paper to pursue my dreams and give back to my family and my country their rewards of life and love, as much as my parents have consented and gave their full trust and support to me, even though being in this university means to be miles and miles away from home. This university has taught me to be committed to every particular task I have, especially in my academics. These things could be as simple as doing my homework diligently or to bigger things like spending wisely every single penny my parents have worked for. Furthermore, this university has taught me to dedicate myself towards living up into its vision and mission and constantly strive to gain excellence not just mentally, but holistically. Back from my humble and simple city in California, I used to misunderstand the independence I have. I relied solely with my parents and left all the household responsibilities to them. I hardly even washed the dishes, nor fixed my room! I did not even bother to clean the house or even my own mess.   I was used to having all things readily set and made available for me. I was reluctant with my studies and my dreams in life were vague. In fact, I enjoyed the company of friends and loved to stay outside shopping and partying, thinking these things would make me happy. But, I was wrong! Not that I have not yet matured that time, but I should say, I refused to grow. Aside from responsibility, I have learned to possess the virtue of balance; where there is freedom, there should always be balance. In my quite life here, I have learned to live life on my own, prepare my food, wash my clothes, clean my room, do my homework and be at peace with everyone. I have to cope with the busy schedules in school and meet the deadlines and make sure that I have read my lessons in advance. Unlike before, I realized that am not getting any younger and that, in this busy world, one should always be in moderation, no matter how many the predicaments are. Speaking of predicaments, my grandmother’s death was one of the most challenging experiences I have during my first semester here. I have been very close to her and being favored by her so much.   I never actually felt very far from home since she was always there beside me to cheer me up and inspire me. But with her death, I felt effortless with school. I was afraid to live alone and assume my responsibilities as a grown-up individual. So I had to go home most of the time.   But through constant effort and vivid plans in life, I have managed to make good in my first training at the University of Arizona. My grandmother’s death served as a challenge for me to believe in myself as much as she trusted me and believed in my potentials. In the real life, everything passes by and that all we need to do is to learn wholeheartedly from every particular experience and take that experience objectively for the betterment of ourselves. I love this university, its people and the promises it holds for each student. Although, I am experiencing a difficult time to adjust to my classmates since all of us come from different states, and the harsh hot weather this State has, I still find this very challenging and exciting. Being in a big city like Tucson is no joke for a young student but I am willing to explore the opportunities this school provides, if these were to open chances of improvement. I love the excitements here, all the fun and the activities set for students. I love the way this institution has become a tool to shape me into a better a person. I know it has only been a semester, but I could see how challenging the coming semesters would be. With the right training and education I have right now, I can see a brighter future not just for my self, for my family and also for my country. America has lots of intellectuals already!   This time, and in the years to come, what it needs are people who do not just have the minds but the heart as well! America needs citizens who are open to the growing changes in the society, taking into consideration the welfare of everybody. America needs people who, despite the diversities there are, remain to be a united and strong citizenry. The country’s effort of producing value-centered graduates demands no less! I am confident that the University of Arizona will make me and the rest of us here to be one of those people America has been longing for! How to cite A Reflection, Essay examples

Cognitive Development - Reflective Statement free essay sample

Thirteen years ago I first started learning to play the guitar and today I am still very passionate about developing my skills on the instrument. Looking in detail at the theories of Piaget and Vygotsky, this reflective statement will explore my learning journey of playing the guitar and a challenge I faced with my development explaining the impact it had with reference to the chosen theories. Jean Piaget and Lev Semanovich Vygotsky were two of the most influential theorists that contributed to how we view cognitive development today. Piaget was born in 1896 in Neuchatel, Switzerland to a father who was a scientist and a mentally ill mother. Like his father, this led him to spend most of his time in scientific study rather than perusing more conventional leisure activities. He was a very gifted as a child and at the age of 10 had published his first scientific article. At 14 he was offered a curators position at the Geneva Museum of Nation History and at 18 he had gained his first Bachelor’s degree. He then completed his PHD and by the time he was 21 he had published 25 scholarly papers. From his studies with children in Paris, he became convinced that children think in ways that are qualitatively different than adults. He passed away in 1980 at the age of 84 (Krause, Bochner, Duchesne, McMaugh, 2010). Like Piaget, Vygotsky was born into an intellectual family in the southern Byelorussian town of Gomel. Intellectually gifted as a child with an extraordinary memory, he was educated at home and later won a place at the University of Moscow in 1913. After completing university with a degree in law, he returned to Byelorussia and taught a range of subjects to adults and children including language and literature, logic and psychology, and art history and theatre. During this teaching he became interested in children with learning difficulties and intellectual disabilities inspiring him to develop research clinics that conducted research on such children. He was particularly interested in devising ways in which to assess children’s intellectual abilities and to evaluate the efficiency of intervention strategies. In 1924 he moved to Moscow to work with other psychologists and together they developed a ‘cultural-historical’ or ‘sociohistorical’ view of human development that emphasized cognitive activities such as thinking, memory and reasoning until his death in 1934. The Russian communist party banned his work from 1936 to 1956 and it wasn’t until the 1960’s that his work was well known around the world (Krause, Bochner, Duchesne, McMaugh, 2010). Piaget believed that rather my development of playing the guitar being continuous, it related to a series of distinct sequentially proceeding ‘stages’ of cognitive development from birth to my now adulthood, with thinking at one stage being qualitatively different from thinking at the next (Krause, Bochner, Duchesne, McMaugh, 2010). He identified four universal and invariant stages that all children must progress through in sequence in order to reach the level of cognitive development that demonstrates a capacity to think abstractly and use reason. These four stages in order are the ‘sensorimotor stage’ from birth till two years, the ‘preoperational stage’ from two till six or seven years, the ‘concrete operations stage’ from seven till eleven or twelve years, and finally the ‘formal operations stage’ from eleven or twelve years till adulthood. Piaget identified what he called ‘developmental milestones’ for each of his stages that were key achievements to be attained by a child in each cognitive level (Krause, Bochner, Duchesne, McMaugh, 2010). I first picked up a guitar to play when I was seven years of age so according to Piaget I probably would have been entering into my concrete operations stage. This meant that I had achieved the developmental milestone of ‘conservation’, which is the understanding that objects or quantities remain the same despite changes in personal appearance but had not yet demonstrated abstract thought and propositional reasoning as in the formal operations stage. This showed, as I understood that I could manipulate the same notes on the guitar by placing my fingers on different strings, in different locations on the fret board to achieve the same pitch of sound. But when asked to think abstractly and use propositional and hypothetical-deductive reasoning like in musical composition, I found I could only play music taught to me, not write my own. I remember writing my first song on the guitar when I was aged thirteen. This would be one of my first memories of demonstrating a capacity to think not just about concrete realities, but also about abstract possibilities or and infinite number of imaginable realities. Piaget argued that how we think remains the same no matter what our age, what changes is the way we organize our thoughts using what he described as ‘schemes’. These schemes are a mental image or cluster of related ideas used to organize existing knowledge and to make sense of new experiences (Krause, Bochner, Duchesne, McMaugh, 2010). According to this theory, I started my learning journey with the guitar as a young child when I first was exposed to the idea of music. This created a new scheme for ‘music’ and was the building platform for all my further experiences and ideas that related to music. My journey would have then progressed as I was exposed to new ideas about music, with each new idea modifying my scheme of music. Piaget described the modification of schemes when introduced to new experiences as ‘disequilibrium’, which is the cognitive imbalance resulting from inconsistency between what is known and what is expected, and something strange and expected (Krause, Bochner, Duchesne, McMaugh, 2010). This would have first been shown when introduced to the image of a guitar. By not having any prior schemes connected to this new experience, I would have entered a mental state of disequilibrium. To try fixing this imbalanced state, Piaget describes a process called ‘adaptation’ taking place. This is the process of adjusting to new situations and experiences through the modification of existing schemes or the creation of new schemes by either of two processes called ‘accommodation’ or ‘assimilation’. Accommodation refers to creating fresh information to form a new mental image or scheme. An example would be when I first experienced seeing a guitar, a new ‘guitar’ scheme was created and every other experience of guitars was then added to this scheme. As well as accommodation taking place, assimilation is used to adjust existing mental models or schemes to fit a mental experience (Krause, Bochner, Duchesne, McMaugh, 2010). An example of this would be when I previously had only seen acoustic guitars, and then being introduced to the experience of seeing an electric guitar for the first time. Knowing that it looked similar to what I currently thought a guitar looks like, but the shape and size were different, I experienced disequilibrium and then using accommodation I adjusted my existing mental model and scheme to fit the new experience. Once balance between what is familiar and known, new and unfamiliar has been achieved through the process of assimilation and accommodation, a state of equilibration will now replace the disequilibrium. This happened whenever I successfully learned a new chord, new fingering pattern or any way in which my guitar scheme encountered and adapted to a new experience. When I stopped receiving guitar lessons at the age of thirteen, the lack of social interaction with the other guitar students challenged me in my learning of the instrument. Both Piaget and Vygotsky agreed that social interaction plays an important part in influencing development. According to Piaget’s theory he suggests that social interactions with others, including peers and teachers, contribute to children’s learning experiences (Krause, Bochner, Duchesne, McMaugh, 2010). While I was receiving lessons I was critically challenged by my teacher to constantly expand my existing scheme of what I could play on the guitar, but without a teacher or mentor to stimulate cognitive development I could only attempt do this myself using anti social resources I found in books and on the internet. Piaget believed that social interaction is particularly important when children are interacting with their peers who think in similar ways and who have had similar experiences but who have a slightly different perspective (Krause, Bochner, Duchesne, McMaugh, 2010). While I was receiving lessons I’d often meet with other students to share ideas and skills to expand each other’s abilities on the guitar. This key process is described as ‘sociocognitive conflict’, which challenges children’s thinking and stimulates cognitive development as the child tries to fit together others’ views that differ from their own (Krause, Bochner, Duchesne, McMaugh, 2010). Vygotsky argued very strongly that it is interaction with others that we learn how to think. While Piaget was interested in describing what was universal in children’s cognitive development, Vygotsky was interested in differences, and particularly how these differences arose from the social, historical and cultural context in which children grow (Krause, Bochner, Duchesne, McMaugh, 2010). When I was receiving guitar lessons, Vygotsky described that I was developing not just as an individual, but also as a member of a particular society and culture. He described human’s mental abilities as ‘lower mental functions’, which are inherited, involuntary capacities such as vision hearing and taste that are controlled by external bjects and events as well as ‘higher mental functions’, which are developed through social interaction, including logical abstract thinking and language. These higher mental functions operate internally and are used to control lower mental functions, to solve problems concerning external objects and events (Krause, Bo chner, Duchesne, McMaugh, 2010). When I left my guitar lessons it was these higher mental functions that were much harder to develop by myself in a solo learning environment. One of the key concepts that differed Vygotsky’s theory of cognitive development from Piaget’s is the notion of internalisation. This is the notion that individuals change their ideas and processes when they observe and participate in social interaction (Krause, Bochner, Duchesne, McMaugh, 2010). I experienced this when I was sixteen at high school and related to other peers who also shared my interest for learning the guitar. Media also played a large role in internalising ideas from songs that I had heard on the radio or seen on television. Taking these ideas from my peers and the media, I applied them to my life and built new skills and ideas from them. Vygotsky identified what he called the ‘zone of proximal development’, or ZPD, which he described as the distance between what children can do by themselves and what they can do with the help of others (Krause, Bochner, Duchesne, McMaugh, 2010). During high school I quickly realized that the more I socialized with peers that were better than myself at playing guitar, the faster I learned new skills that would have taken me much longer to learn by myself. This is where I saw Vygotsky’s theory of ZPD being used the most. Vygotsky argued that the difference between learners is their ZPD, where one learner is much more able to benefit from assistance than the other (Krause, Bochner, Duchesne, McMaugh, 2010). During my later years in high school I found that my younger peers who hadn’t been playing guitar as long as myself benefited from older students assistance much more than I did. This showed me the significance of the role in assisting learners to progress. This reflective statement has considered how the theories of Paiget and Vygotsky have applied to my learning journey of playing the guitar and a challenge I faced during it with reference to the chosen theories. It showed how both theorists have shaped how we view cognitive development in todays teaching setting and the importance of social interaction within a learning environment. Word Count: 1979 References Krause, K. , Bochner, S. , Duchesne, S. , McMaugh, A. (2010). Educational Psychology for Learning and Teaching (3rd ed. ). Victoria: Cengage Learning

Ligand Pharmaceuticals

The Ligand Company violated U.S. accounting standards and concepts, specifically U.S. GAAP when it understated its sales returns to present a better financial picture of the company. The research focuses on the Ligand violations of U.S. consistency, comaparability, and fair presentation standards and concepts (Bragg, 2007). The research focuses on the criticism on PCAOB for being too stringent. The financial statements must display the fair presentation of the organization’s business activities.Advertising We will write a custom report sample on Ligand Pharmaceuticals specifically for you for only $16.05 $11/page Learn More International accounting standard 18 focuses on revenues. Revenue is income that is precipitates from the daily business activities of the company. Revenue is recorded when it is probable that future economic benefits will flow into the coffers of the company and the benefits can be measured (Bragg, 2007). Likewise, revenue rep resents the gross inflow of benefits from the daily business activities of the company. In this regard, sales return is a necessary accounting entry that reduces revenues to its net realizable. Gross sales less sales returns produces net sales; net sales is the revenue that represents the gross inflow of benefits from the company’s daily business operations. Likewise, international accounting standards 1, preparation of financial statements, discusses the intricacies of recording business transactions, including when, how, and how much should be recorded in terms of sales returns (www.IASB.com). Ligand failed to comply with the accounting standard and concept specially IAS 18 and IAS1. Ligand underestimated its sales return figures to show a fraudulent net revenue figure of only 2.5%. Ligand should present the real sales return figure which is higher. The higher sales return figure would reduce net revenues; this true net revenue estate presents a less favorable picture of Li gand when compared to the fraudulent net revenue shown in the Ligand financial statements. Fazio should use realistic figures such as the forecast done by Fazio’s auditing staff shown to be from 13% to 20%. Consequently, Fazio should not issue a non qualified opinion (Moeller, 2008). In response to the understatement of the sales returns, the external auditors should recommend an adjustment to the sales return figures from the erroneous 2.5% to the realistic figure; the realistic figure is from13% to 20%. Failure to comply with the audit recommendations would force the external auditors to avoid issuing a nonqualified opinion (Delaney Whittington, 2010). From its creation, the PCAOB had many criticisms from many affected sectors, especially the external auditing firm. There have been many complaints directed at the Public Company Accounting Oversight Board. One of the major criticisms is that the PCAOB’s issuance of AS2. This is a 150 page auditing standards that force s external auditors to metamorphose into a more conservative type of audit program when handling each audit client.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another major complaint is that AS2 does not explain in detail how publicly listed companies establish a â€Å"fair† internal control system (Moeller 2008). Likewise, the PCAOB has forced external auditing firms to increase its audit expenses; the auditing firm must increase its audit time and audit program to ensure a better audit work as compared to the less stringent auditing program prevailing prior to the PCAOB and Sarbanes –Oxley Act. The PCAOB introduced the stricter audit policies to prevent a repeat of the Enron, WorldCom, and other accounting scandals where the external auditors connived with their clients to present fraudulent financial statements. Many audit companies complained that PCAOB –presc ribed auditing standards were too cumbersome and expensive (Daelen 2010). The PCAOB should implement some measures to improve the efficiency as well as effectiveness as a Sarbanes Oxley Act –created auditing oversight body. The PCAOB should hold regular meetings with representatives from all affected sectors of society, especially the external auditors. The PCAOB body should taper its stringent auditing policies to ensure the survival of the auditing firms. In addition, the PCAOB should openly receive suggestions from auditing firms and the client firms as basis for issuing future audit –related policies and procedures. Briefly, the Ligand Company violated U.S. accounting standards and concepts, specifically U.S. GAAP by understating sales returns. The external auditor required adjustments to correct the fraudulent Ligand Company financial report. The PCAOB has been criticized for being too stringent on the auditing firms. Indeed, financial statements should present th e fair presentation of the organization’s business activities. References Bragg, S. (2007) Wiley GAAP Policies and Procedures. New York, J Wiley Sons Press. Daelen, M. (2010) Risk Management and Corporate Governance. New York, Edward Press.Advertising We will write a custom report sample on Ligand Pharmaceuticals specifically for you for only $16.05 $11/page Learn More Delaney, P., Whittington, R., (2010) Wiley CPA Exam Review 2011: Auditing and  Attestation. New York,J. Wiley Sons Press. Moeller, R. (2008) Sarbanes -Oxley Internal Controls. New York, J Wiley Sons Press. This report on Ligand Pharmaceuticals was written and submitted by user Emilee F. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Analysis of semco and pixar animated studio as an example of innovative organizations The WritePass Journal

Analysis of semco and pixar animated studio as an example of innovative organizations INTRODUCTION Analysis of semco and pixar animated studio as an example of innovative organizations INTRODUCTIONSEMCOPIXARTHEORIES OF INNOVATION USING EVIDENCE FROM SEMCO AND PIXARFEATURES OF INNOVATIVE ORGANISATIONS OR MANAGEMENT ACTIONSSUMARY AND CONCLUSIONREFERENCEBIBLIOGRAPHYRelated INTRODUCTION Innovation is essential for the success of an organisation as an organisation that wants to be a market leader in today chaotic and complex business world must be receptive to new ideas and continue to be innovative. .However, many organisations fail to realise the significance of innovation leading to the eventual loss of market share just like Nokia, one timed market leader in mobile industry which lost mobile markets to Apple. Companies like Semco, Gore and Associate, 3M and Pixar have made a reputation for themselves due to their emphasis on creativity. Innovation is a product of collaborative learning, idea generation, sharing and idea realization practices of workers in an organization (Dovey, 2009, p.311). For innovation to occur an organisation must foster an environment and culture that give room for creativity which is what Semco and Pixar have achieved. To this end, this report will analyse Semco and Pixar as an exemplar of innovative companies and the relationship that ex ist between them using some key theories of innovation and the defining features and managerial actions that set them apart as innovative organisations. SEMCO Semco is a loose organisation that encourages innovation and self organisation leading to trust, collaboration and cooperation. Semco was a small family engineering company originally called Semler and Company established in 1952 in Sao Paulo, Brazil by Antonio Curt Semler and renamed Semco after Ricardo Semler, the 24 year old son of the owner resumed office as the new chief executive officer in 1984, firing more than half of the top managers on his first day of resuming office as chief executive officer and eliminated all secretarial positions (CNN, 2004). The company prior to Ricardo taking over was characterised with autocratic style of management with control and rules being the order of the day and operating at the edge of collapse. Ricardo Semler favours a participating style of management, profit sharing and free flow of information. The company product range includes dishwashers, pumps, mixers, cooling units for air condition, biscuits factories among others (Semler 1999, p. 1). It is one of the most innovative companies in the world and has become the subject of study for most business schools all around the world due to its peculiar management style. There is no organisation structure that feeds managers ego, subordinates choose their own bosses, employees set their salaries, production targets and achieve them at their own time, and are encouraged to participate, share ideas and also share in the profit (Semler 1999, pp.1-7, 130 131). PIXAR Pixar animated studio was established in 1986 after Steve Jobs purchased the computer graphics division of Lucas films for $10 million with Ed Catmull being named co-founder and Chief technical officer, Smith as vice president alongside Steve Jobs (Price, 2008, p.74 85-197). In 2001, Ed Catmull was named Pixar’s president. The company originally manufactures and sell hardware and software that enable computer graphics to develop animations. In 1987, the company began the making of short films with its first computer generated movie, Toy Story being released in 1995. The company which is a wholly owned subsidiary of Walt Disney acquired 2006 at $7.4 billion and located in Emeryville, California (Paik, 2007). The acquisition will help Pixar gain economies of scale and access to new technologies.   Pixar has a range of films under its belt that has surpassed box office expectations from Rango, Hop, Toy Story 3, finding Nemo, the incredible and many others (Emerald Group Review , 2011). Its target audience cuts across all ages and nationalities and include families and children and its product range include short films in DVDs, soundtrack CDs, animated films among others (Price, 2008, pp.3-7). It fosters an environment that gives room for mistakes and encourages collaborations among teams and departments and devoid of micro management by executives to ensure creativity and innovation (YouTube-imperial college, 2009). THEORIES OF INNOVATION USING EVIDENCE FROM SEMCO AND PIXAR What makes Ricardo Semler and Ed Catmull exceptional in the way they run their companies? Could it be that they were born to innovation, an act of God, divine intervention, grace, or years of experience and acquisition of knowledge and education? Analysts and business tycoons have called these men genius. Some critics of Semler and Pixar would have called the transformation at these companies as a gift from the gods. However, it is worthy of note that Semco was a company already in operation prior to Ricardo taking over and Pixar had several failed attempts before its major breakthrough in 1995 with Toy Story. Emerald group, 2011 quoted Ed Catmull in Harvard Business Review ‘I don’t think our success is largely luck. Rather, I believe our adherence to a set of principles and practices for managing creative talent and risk is responsible.’ Was grace far from the transformation in these companies? Ricardo was one of the youngest graduates at Harvard Business School who would have learnt some of the traditional management theories in school but choose to manage in a uniquely different way that suite his life and believes suite those of his employees. Moreover, having had an encounter with a doctor who told him to change his work style, he decided to change his way of management, a factor that has led to the key changes at Semco today. Thus innovation at Semco may be a combination of association having graduated from Harvard, accident-a chance meeting with the doctor, personality-considering that while at high school he raised some money for the school vacation program which he reinvested to yield a return before the vacation, feature of life and a bit of cognitive considering the fact that innovation at Semco had evolved over time. It is far from being grace or act of gods. Several forms of innovation can be said to have taken placed at these organisations. They are: Organisational innovation: An organisational innovation is one that entails the implementation of a new organisational method in the firm’s business practices, workplace or external relations (Stoneman, 2010, p.17; OECD, 2006). It is often intended to increase a company’s performance through improvement in workplace satisfaction and labour productivity and access to knowledge. It entails an adoption of an organisational method such as flatter organisation structures, employees’ participation among others that have not being used before in an organisation and often results from strategic decisions taken by management (Stoneman, 2010, p.18). Semco and Pixar posses a great deal of organisational innovation. Semco had implemented theories that have never being tried before such as the satellites programs that allow ex-employees to open their own companies with financial help and resources and become partners with Semco and employees cutting their wages by 30% to Semc o at difficult times to get a higher returns when trading conditions get better. What drive such innovation are the organisational culture, structure and learning. Social innovation: This is the innovation that supports and it is beneficial to the society. Pixar is an example of such innovation whose films though animated have a lot of influence on the society both young and small. Its latest film, hop for instance gives social lessons about the role of adult and children in society. Semco has also contributed to the Brazilian society through employment and a reduction in job cuts. Traditional innovation: This is technological innovation and is measured in different ways such as through patents, expenditure and development among others. Semco and Pixar have shown a lot of innovation and creativity in technology with Pixar having a lot of patents. All these types of innovation create social capital which will be discussed later in this report. FEATURES OF INNOVATIVE ORGANISATIONS OR MANAGEMENT ACTIONS SEMCO and Pixar’s success is built on a lattice or flatter organisational structure devoid of control culture that has gone through series of transformation through the years which has enhanced their innovative ability. An organisational culture devoid of control fosters innovation as individuals are giving the freedom to self organise and make their own decisions just like Semco where employees set their salaries and take decisions on production targets and the time they meet such targets (Semler, 1999,   p.1). These companies have been able to manage innovation in the following ways: Structure and culture: Organisational design is crucial to the continuous innovation of an enterprise. As the business environment becomes complex and uncertain, so is the organisational design changing to meet up with customers’ demands for value maximising products. Traditional management scientists like Max Weber emphasised formal structure which is a top-down approach characterised with command, control, rules, position power and neglect social and psychological influences on behaviours of employees and teams (Burnes 2000, p.45). Employees are likely to respond to a good leader who they trust and respect than being managed in a bureaucratic way as argued by Adair 1986:54. Semco operates a lattice structure and considers all workers as equal and has reduced bureaucracy from twelve layers of management to three (Semler 1999, p.7). Reduced hierarchies and high involvement will lead to faster decision making and idea generation and information sharing, leading to innovation. F ormal organisational structure stifles individual creativity. In the words of Semler, authoritarianism diminishes productivity and as such no privileges or rules that discourages flexibility (Semler, 1999, p. 4). At Semco, People are made to enjoy their job and feel good about themselves, not just to survive. Business strategy in the company is determined without interference from the top. Similarly, Pixar is free from the thick layers of formal management and executives are not involved in the day to day running of the organisation. All employees are equally important and all work together for the success of a story. Both companies are devoid of micro-management which ensures creativity and innovation. To have these kind of organisations require a conducive organisational culture that is devoid of control. In the words of Ed Catmull, ‘Management really doesn’t tell people what to do.’   Thus both companies give employees freedom to take risk and there is refle ction, learning and feedback. However , not everyone can work in an environment with such a structure as some people like being told what to do, also, people wants to know what their responsibilities are and who they are report to while others do not like responsibility. It means that such environment will attract liked minded individuals. Trust and Freedom: Due to the flexible organisational structure and lack of formal reporting structures, employees can be trusted to carry out their roles. However, there is a tendency for employees to abuse the system giving the few reporting structures. Semco has absolute trust in her employees and encourages them to be self managing and governing and have made partners with them. There is so much trust that Semco made entrepreneurs out of its workers through assistance with setting up their own company through its satellite programs, buy from them and encourage them to sell to its competitors. One will assume trust will not be a possibility giving the large number of employees of over 3000. Semco has defiled business school expectations and has gone as far as allowing workers to participate in managerial decision making from deciding how much they get paid, to unlimited access to financial information and freedom to work whenever and wherever they choose and meet targets at their own set time and set their salaries which has resulted in impressive growth, long term loyalty and increase and better productivity. To Semler, his interest is in the final result not where, how and hours worked (Easen, 2004). Freedom drives performance and encourages innovation. Staff can work better if given more independence (Handy, 2004). Semco adopts a participating or democratic management style that create an atmosphere where both bosses and subordinates ( partners and associate) interact regardless of jobs and position and all are involved in decision making (Semler, 1999.pp.6 81). In the words of Semler (1999, p. 6), ‘We don’t have as many bosses as we used to. As workers began to exercise more control over their jobs and assume more voices in our policies, the need for supervisors diminished.’ Having trust in individual will give them a sense of belonging and being wanted and encourage new ideas and sharing of ideas among one another. Semco and Pixar re alised that the most powerful resources at their disposal are the people who make things happen in their organisations and have learnt to trust, believe in them and give them the freedom to express their innovative capabilities and drive production forward. Trust is seen as an outcome of social capital and shared values (Cote and Healy, 2001). However, the problem with freedom is that not everyone like being free. Some people want to be controlled and directed to get their job done. Some see control as a motivator. Moreover, some top managers may resist the need for reduced hierarchies for fear of losing control and power. Social capital and Collaboration: At Semco and Pixar, there is collaboration and teamwork as people work together for common and shared values and not get in each others’ way but are committed to the achievement of the common goal of the company. At Semco, employees participate in managerial decision not just relating to their jobs but the business as a whole. They are included in decisions that pertain to choosing who their boss becomes (Easen, 2004). Before people are hired or promoted to leadership positions, they are interviewed and approved by all who will be working for them, and every six months managers are evaluated by their subordinates.   Semco has autonomous business units established by ex- employees who open their own business with help from Semco and have become partners, associate and collaborators and has made Semco a leaner and agile organisation (Semler, 1999 P.7). Also different departments and business units and teams work collectively to drive innovatio n forward at Semco and Pixar. Easen, 2004 reported Semler as saying that ‘Growth and profit are a product of how people work together.’ There is a balanced collaboration at Pixar as artist and technologists are paired together. Every offer or idea is accepted and then people get the chance to plus it (Nelsen, 2008). A term Nelsen called ‘plussing’- taking an idea or a piece of work and find a way to add or improve upon it without judging it. At Pixar, collaboration means amplification whereby employees who are listening and interested in each other are joined together to work and bring separate depth to the problems and breadth that gives them interest in the solution as well as allow teams to communicate at different levels. The brain trust at Pixar is a framework or forum that gives an opportunity for some of the best brains to use their expertise and experience to share their understanding and knowledge with others and to get feedback. The Organisation f or Economic Development and Cooperation, OECD defines social capital as ‘networks together with shared norms, values and understandings that facilitate cooperation within or among groups’ (ONS, 2001; Cote and Healy, 2001:41). It is the glue that holds organisations together and enables employees to join forces more effectively and pursue shared objectives. In a culture of continual change and uncertainty, sustainable communities are those who are collaborative and always growing with and towards each other in the formation, sharing and adaptation to new knowledge (Smith and Paquette, 2010). Some of the outcomes of social capital are social relations, trust, collaboration, mutually enforceable agreement, general reciprocity and innovation (ONS, 2001). In Semco there is mutually enforceable agreement resulting from profit sharing. In the past, Pixar had used stock to motivate employees and encourage them to stay. Also, the need to produce quality output at Pixar could be a form of mutually enforceable agreement (Price 2008, p. 114). Pay recognition: Motivation such as adequate pay, interpersonal relations and work and group dynamics are some factors that increase productivity and workers satisfaction (Mullins, 2007, p.53). Employees will be committed to work if they are being paid fairly and feel that their contribution is appreciated in the organisation. Semco’s employees set their salaries and share in the profits. As Semler (1999, P. 4) says, ‘Profit-sharing is democratic. We negotiate with our workers over the basic percentage to be distributed- about a quarter of our corporate profit.’ This has worked so well at Semco as there is very low labour turnover and when the need arises, those laid off are assisted to form their own company. Reward systems and benefits retain people and lead to workers’ satisfaction, commitment and loyalty (Chiu et al, 2002). There were times when workers salary proposal were rejected in instances of over- statement. Contrary to this is the argument that financial rewards are not enough to motivate people and that group pressure has more influence on employees than financial rewards (Mullins, 2007, p.301). In addition, people also have intrinsic motivation derives from within the individual which propels them towards the need for self actualisation and fulfilment. Learning and feedback/ Gives room for mistakes/Risk taking: Learning within projects teams depends heavily on the inflow and transfer of knowledgeable among them. Semco and Pixar are learning organisations. Such organisations give room for failure and learning from mistakes and encourage risk taking and have a wide tolerance for new ideas and do not punish mistakes. A learning organisation was defined by Johnson et al (2008) as, ‘One capable of continual regeneration from the variety of knowledge, experience and skills of individuals that encourage mutual questioning and challenge around a shared purpose or vision.’ Semler pointed out that mistake is welcome and a sign that the employee is taking enough risk. Without mistakes, there will not be learning and consequently, innovation will be stifled. Likewise at Pixar, continuous innovation requires that executives resist the natural tendencies to minimise risks and accept uncertainty to ensure originality and ability to r ecover from failures resulting from taking risks. It encourages creativity by allowing people to experiment with new ideas and mistakes genuinely made are treated as part of the learning process Emerald Group review, 2011). Mistake are not punished at Pixar but seen as building block for new ideas and innovation just like 3M. Pixar endorses and encourages   a creative by rejecting hierarchical and controlled system, instead the taking of risks and recognizes the importance of serendipity in the creative process (Smith and Paquette, 2010) It has been argued that employees’ collective knowledge exceeds those of the organisation and its capabilities and managers should aim at encouraging processes that unlock employees’ knowledge and encourage information, knowledge and idea sharing which is the sort of environment both companies have created for their employees. As a narrator said, each movies produced by Pixar contains a combination of tens of thousands of ideas arisi ng from risk taking, failure and learning. Ed Catmull said that ‘Innovative people are failure recovered not failure avoider.’ Both companies give room for reflection, learning and feedback. The benefits of learning cannot be over emphasis. Learning increases employees’ commitment, improve quality as mistakes are identified. Senge 1999 reiterated that organisational learning leads to organisational performance. Commitment: At Semco, everyone is committed to the achievement of the organisation’s objectives as they all feel a sense of belonging and part ownership of the company arising partly from the profit sharing. Employees are seen as being importance and valued. A worker in an interview said if an employee is idle, another worker will often ask why he or she is not working, reminding him or her that failure to work will reduce their profits and subsequently reduction in money for their pockets. So there is peer pressure. If employees feel that they are being trusted to take decision on their own and self manage, they will be committed. Semco operates an egalitarian company where there is no preferential treatment. Parking lots are for first come basis and all employees eat on the same canteen. Meetings are held based on the first two employees to be present. This makes employees feel as being a part of the team and big family and give them a sense of being wanted by the company. B y removing privileges of ranks, employees will see themselves as a wider community, thus feel comfortable voicing their opinion, leading to generation of new ideas. Dynamism:   Semco is a highly flexible company with no boundaries to the type of business and products, making it difficult to say exactly what kind of business the company is in. There is no fixed business and it is open to any form of business that comes their way. It is also characterised with the absence of business plans and company strategy. In the words of Semler (2003, p.4), ‘ Once you say what business you are in, you create boundaries for you employees, you restrict their thinking and give them a reason to ignore new opportunities as they will say we are not in that business.’ Semco is so dynamic in its operations and processes that employees must not use one desk two days in a row. This is to make them difficult to track and are free to move and work anywhere that appeals to them be it home office. There is time flexibility as they are not concerned about when the employees arrive at work. However, contracts are negotiated on the basis of what to be achieved at a set period and what it stands to gain for paid value and what the employees get in return. It is a mutually enforceable agreement as both parties- employees and Semco benefit. Pixar, though in a core line of business of animated films, it is not to say it is not a dynamic company as different forms of films that benefits both adult and children have being produced over the years. There is effective communication at both companies due to the organisational culture and flatter structure devoid of control. There is information, idea and knowledge sharing. At Pixar, technologists communicate with the artists. SUMARY AND CONCLUSION Semco and Pixar are said to be innovative even though the companies are different in what they do and how they approach innovation. Nevertheless, some common factors in both companies is the delegation of a large amount of control to their employees and absolute freedom to take risk and give room for mistakes and failure, giving them freedom to generate new ideas and thus take a more active role and commitment. Both companies have decentralised the management structures to get employees more involved in decision making and give them a sense of belonging. They have created a culture that gives room for mistakes, failures, sharing of information, and ideas. There is also collaboration between employees, teams, departments, business units and partners, trust, social capital, communication, lack of micro-management and similar organisational culture and structure which encourages innovation. However, both companies differ in a number of ways such as absence of profit sharing at Pixar, la nguages, products, country of location and time scales. Having carried out a detailed analysis of Semco and Pixar, it is possible that what works at these companies can be applicable to other companies. However, some disadvantages will be accrued if these features are applied in another company characterised with hierarchical control culture and structure such as resistance from top management who are control freaks and unwilling to relinquish power. Moreover, not everyone will be able to self manage as some people like being controlled and told what to do. In addition, that trust and freedom work well in these organisations does not mean it can be implemented in other organisations as differences in culture and environment will play a role in determining its effectiveness in another company with different organisational culture and business environment. Having said this, nothing is worth not trying, so these managerial actions that have worked so well in these organisations can be applied to other organisations. The reward may not be see n immediately, but in the long run, it will pay off. REFERENCE ADAIR, J. 1986. Effective Team Building: How to make a Winning Team. London: Gower Publishing Co Ltd.BURNES, B. 2000. Managing Change: A Strategic Approach to Organisational Dynamics. 3rd edn. England: Pearson Education Ltd. CHIU, R. K, LUK, W.V AND TANG, T.L (2002) Retaining and motivating employees: Compensation preferences in Hong Kong and China. Personnel Review [Online journal], 31 (4), pp.402-431. Available from Emerald at emeraldinsight.com/search.htm?st1=Retaining+and+motivating+employees%3A+Compensation+preferences+in+Hong+Kong+and+Chinact=allec=1bf=1 . (April 19 2011). COTE, S AND HEALY, T. (2001) The Well-being of Nations. The role of human and social capital. Organisation for Economic Co-operation and Development, Paris. CNN. 2004. Ricardo Semler, Semco SA. [WWW] http://edition.cnn.com/2004/BUSINESS/06/29/semler.profile/index.html?iref=allsearch     (27 April 2011). DOVEY, K. 2009. The role of trust in innovation. The Learning Organization [online journal] 16(4). Pp.311-325. Available from Emerald at emeraldinsight.com/search.htm?st1=role+of+trust+in+innovationct=allec=1bf=1 . (March23/3/2011). EASEN, N. 2004. Interview with Ricardo Semler. [WWW] http://edition.cnn.com/2004/BUSINESS/05/19/go.semlar.transcript/index.html   (15 April 2011). EASEN, N. 2004. Democracy in the Workplace. [WWW] http://edition.cnn.com/2004/BUSINESS/05/19/go.democratic.workplace/index.html?iref=allsearch   (15 April 2011). EMERALD GROUP, 2011. How Pixar animates its talent team: not knowing the answers can be the way ahead. Development and Learning in Organizations [Online journal], 25 (1), pp.   30-32. Available from Emerald at emeraldinsight.com/search.htm?st1=pixarct=allec=1bf=1. (April 8 2011). HANDY C, 2004. Giving your Staff More Freedom. [WWW] http://news.bbc.co.uk/1/ hi/ business /4058519.stm   (1 April 2011). JOHNSON, G, SCHOLES, K AND WHITTINGTON, R. 2008. Exploring Corporate Strategy: Text and Cases. 8th edn. England: Pearson Education Limited. MULLINS, L. J, 2007. Management and Organisational Behaviour. 8th edn. Essex: Pearson Education Limited. NELSEN, R. 2008. Pixar’s Randy Nelsen on the Collaborative Age. [WWW] youtube.com/watch?v=QhXJe8ANws8   (1 April 2011). OFFICE OF NATIONAL STATISTICS. 2001. Social Capital: A review of the literature. [WWW] statistics.gov.uk/socialcapital/downloads/soccaplitreview.pdf (26 April 2011). PAIK, K. 2007. To Infinity and Beyond: The story of Pixar Animation Studio. London: Virgin Books Ltd. PIXAR GROUP 24. 2009. Innovation Management: Imperial College. [WWW] youtube.com/watch?v=dTB5S2mc3wA (20 March 2011). PRICE, D. A.2008. The Pixar Touch: The Making of a Company. USA: Alfred A. Knopf. SEMLER, R. 2003. The Seven-Day Weekend. London: Century. SEMLER, R. Semco Ricardo Semler MIT SF 11 Leading organizations. [WWW] youtube.com/watch?v=k1qJ2W9cVDM (14 April 2011). SEMLER, R. (1999) Maverick! The Success Story Behind the Worlds most  Unusual Workplace.  London: Random House Business Books. SEMLER, R. 2007. Interview with Ricardo Semler. [WWW] youtube.com/watch?v=gJkOPxJCN1wfeature=related (13 March 2011). SENGE, P.M. (1999). It’s the learning: the real lesson of quality movement. The Journal for Quality and Participation, 22 (6)Pp.34-40. STONEMAN, P. 2010. Soft Innovation: Economics, Product Aesthetics and Creative Industries. New York: Oxford University Press.SMITH, S. AND PAQUETTE, S. (2010). Creativity, chaos and knowledge management. Business Information Review, 27 (2), pp. 118-23. BIBLIOGRAPHY BESSANT, J. 2003. High Involvement innovation: Building and Sustaining Competitive Advantage Through Continuous Change. England: John Wiley Sons. CHRISTENSEN, C.M, AND ERIK, A.R. 2004. 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Definition and Types of Interjections

Definition and Types of Interjections Interjections are words or phrases that express emotions. You might use an interjection to express surprise (Wow!), confusion (Huh?), or outrage (No!). You may use interjections in casual and in creative writing. You should not use interjections in formal writing, like book reports and research papers. You can use a noun, a verb, or an adverb as an interjection. Noun as an interjection: Foolishness! Your dog is not smarter than my dog! Verb as an interjection: Clap! He deserves some applause for that performance. Adverb as an interjection: Nope! You cannot go into that room until I give you permission. What Do Interjections Look Like? One word: Wow!Phrase: I’m shocked! List of Interjections Baloney! I don't agree with that! Cheers! Good tidings! Duh! That makes sense! Eureka! I found it! EEK! That's scary! Get out! I don't believe it! Golly! I'm amazed! Gee! Really? Huh? What was that? Incredible! That's amazing! Jinx! Bad luck! Ka-boom! Bang! Look! See that! My! Oh dear! Never! I hope that never happens. Oops! I've had an accident. Phooey! I don't believe it! Quit! Stop that! Rats! That's not good! Shoot! I don't like that! Tsk tsk! Shame on you! Ugh! Not good! Woot! Hurray! Wow! Amazing

Steroid use in sports Research Paper Example | Topics and Well Written Essays - 1000 words

Steroid use in sports - Research Paper Example The underlying question is the source of the opinion that the steroids are crucial in muscle and strength development. The society has played a significant part and this is the reason for the increase in steroid use even among the youths. Like any other drugs, steroids are entirely used for their anticipated results. Through their use, one is able to increase his strength and body conformation within a short period (Harris 59). This is contrary to the natural method of improving one’s body conformation and strength though hard regular exercise. Despite this, use of steroids is usually combined with exercise in order to achieve the desired results. Since the user advocate that its use is not right, they usually take them in their privacy. It is evident that everyone wants to be a winner in everything he undertakes. Numerous records have been put and broken by many. This has been a source of motivation to various persons, who are ready to undertake anything in order to break the records. Furthermore, the returns to the winners are soaring up which have been a motivator for all. The number of youth engaging in the use of steroids has been on the increase and is now becoming an international concern. This is mainly because youths are less aware of the side effects of steroids use. On the other hand, ignorance curiosity led them to using the drug. At their age, many adore fame and recognition and thus they use the drugs in order to have a competitive edge over other athletes. The athletes consume the steroids in many ways. The choice of the method used depends on the urgency of realizing the anticipated results and the side effects of the method. Some of the most commonly used methods include Oral steroids – these steroids are consumed through the mouth in the form of pills or liquid. The steroids are observed to