Group Development Application Assignment Example | Topics and Well Written Essays - 1250 words

Group Development Application - Assignment Example The workforce that companies, businesses, and foundations have is the first if not the key factor in any start up. This means, selecting the right skills, right professionals, and the right advice for the foundation. To collect data at the initial start of the project, the foundation will hire 100 employees on a one-off contract basis. These personnel will be responsible for data collection, analysis and drawing out conclusions. They will be composed of professional qualitative data research and analyst who are unit leaders. The other 70 personnel are capable elites that will not take us a century to train. Another group will be operating at our head office located in the capital city Nairobi. They are composed of 50 professionals and 15 casual workers hired on permanent terms and conditions. Professionals workers from a variety of fields including human resource managers, accountants, field agents and counselors among other staff that will come up handy, of importance and goes along the mission statement. We have to maintain a high standard service code to be able to succeed. To justify utilization of different groups of this vastness is that it involves duties that need the utmost teamwork and understanding. There are skilled personnel and the casuals that work in the organization. Groupings of personnel are done that is comprised of personnel from various regions and backgrounds. The entire team has to work together. A mixture of workers will submit duties, when there is a need to respond to certain special needs. Without which my leadership is doomed (Coetzer, 2007) Challenges are inevitable wherever we are on the face of the world. We need to hope for challenges only when we are ready. As a leader, I will learn to handle challenges accompanying such groupings. Time and again teams will have frictions here and there. Given that people are made of who, where, how, and what experience and natural

Back Where I Come From Essay -- Kenny Chesney Music Essays

Back Where I Come From Where someone is born and raised holds a special place in their heart. In the song, â€Å"Back Where I Come From,† written by Kenny Chesney, he speaks from his heart about his hometown and attempts to share those feelings with his audience. He sings about specific experiences growing up, and this is his way of reflecting what the feeling of home means to him. The structure in which he has written this piece focuses a lot of attention on the author himself. His informality invites the audience to share his experiences with him. Chesney appeals to emotion through his anecdotes and creates an impression on the audience. Through the analysis of this song it is easy to identify the type of rhetorical appeal Kenny Chesney presents to his audience. Kenny Chesney was born and raised in the tiny town of Luttrell, Tennessee. He played high school football and attended college. â€Å"Anyone who is passionate about music is emotional,†(â€Å"Kenny Chesney†) comments Chesney. Since he was young he had a dream to do what he loves most, and that is to sing. Kenny Chesney has become famous by singing about his own life, which is particularly apparent in the song, â€Å"Back Where I Come From.† Ultimately, it seems that he wants his audience to feel what he feels and be where he has been. â€Å"My audience is smart. They are real people who lead whole lives,†(â€Å"Kenny Chesney†) explains Chesney. He believes his audience to be, in essence, like himself: those who feel the deeper meanings of life. When explaining the audience of a performer, it could be as straightforward as the people who fill music venues around the world to hear his music. In this case, it is more than that. It is the people who hear his music and don’t shrug it off as typ... ...ics. A successful musical artist appeals to these rhetorical ideas to keep the interest growing for more of the same type of music. The song, â€Å"Back Where I Come From† tells a lot about its author, Kenny Chesney. Lyrically, the song can relate to so any people on so many levels and appeals to its audience through emotion. The structure he uses affects the music he makes. There are so many ways of expressing feelings and emotions. Music seems to be one of the strongest ways of conveying deep thought and emotion, because without the added beat or tune, music is just words. Some audiences can relate just as well to written text, but Chesney’s audience loves him for his musical purpose and talents. He writes with his heart for people like him that can relate to his experiences or live with him his dreams. Kenny Chesney is a lover, a writer, a singer, and an inspirer.

Is College Education Worth It

Is College Education Worth It? Hailey Mulligan October 24, 2012 Organization Communication MG320 Is College Education Worth It? Getting a â€Å"good† job is not straightforward as it used to be. In past generations, someone in an entry-level position could work their way up the ladder simply through hard work and determination; whether or not one had credentials or a diploma mattered very little. This is not the case today. Higher education is now critical to obtaining a better job because the demand for skilled labor is rising.For this reason, the value that a degree offers is higher than that of one’s actual intelligence or merit. Furthermore, workers without college degrees will quickly be outpaced in position and salary by degree holders. Earning a college degree is no longer simply an option for potential job seekers, but a necessity for those wishing to advance in their careers. With the cost of postsecondary education rising in leaps and bounds, potential student s may wonder if the college education system is still worth investing in.Niall Ferguson (2012) states that at a sample of public colleges, average tuition and fees for in-state residents have risen by 25 percent since 2008; for private schools, these tuition and fees rose by 13 percent (p. 20). Similarly, over half (56 percent) of students are enrolled at four year schools with tuitions and fees of up to $9,000 a year with high-ranking institutions reporting costs upwards of $40,000 annually (Walker, 2010, p. 28). Although this cost has been offset for many students by the increase in government funding for education in the form of grants and entitlements, postsecondary expenses can be daunting.Yet, findings discussed later in this report reveal the vital importance of a college degree, not only in short-term job hunts but as a long-term investment over one’s lifetime. First, the demand for skilled labor has risen in America. According to Bound and Turner (2010), â€Å"colle giate attainment has not kept pace with increases in the demand for skilled workers in the United States† (p. 7). Although there has been a significant increase in the number of college attendees, the number of students actually completing a college degree has not increased proportionately (p. 7).One possible argument for the rising demand of college graduates is the reduction of blue-collar jobs as this nation moves into a technology and information-based economic market (Carnevalle, 2006, p. 90). Bankston (2011) says this trend might be consistent with the argument that advances in technology have created a rising demand for advanced credentials (p. 337). Other authors cite examples of how â€Å"a new technology may require that people have a degree to provide a product or service for which a degree was unnecessary ten years ago† (Whitaker and Zenker, 2011, p. 21).Others argue, however, that demand for jobs that require a college degree is simply a self-perpetuating r esult of the increase in college graduates. In 1940, barely five percent of American’s held a college degree; by 2008 that number had risen to 30 percent (Bankston, 2011, p. 326). One author credits the rise of degree requirements to the growth of government subsidies in the market of postsecondary education (Bankston, 2011, p. 336). As the government gives more money in the form of Pell grants (which has now been deemed an entitlement), more students attend college and obtain degrees.Bankston reasons that â€Å"one would expect that as credentials flood the market, they will purchase fewer opportunities† (p. 336). Over time this may mean that the value of a college degree may diminish and the gap in income and job opportunities between graduates and non-graduates will decrease. (p. 336). It may also mean that having only a bachelor’s degree will not be enough to secure a comfortable career. Debra Stewart, president of the Council of Graduate Schools, claims tha t â€Å"over the course of a lifetime, people with master's degrees earn 18 percent more than those with baccalaureate degrees† (Loftus, 2012, p. 3). For now though, the rise of credentialed job seekers has led to the thought that higher education is an expectation for everyone.Because having a degree has become so common, employers now use it as a way to eliminate people who would not make good candidates for employment—even if a degree isn’t a totally accurate determinant of one’s talent or work skills. The mass availability of college education may actually â€Å"debase its intrinsic value† (Bankston, p. 338). Although someone without a degree may have more natural intelligence and ability than their credentialed ounterpart, a degree is now worth more than actual capability in the job market. Bankston writes that â€Å"the popular emphasis placed on higher education in a society in which higher education has become a broad expectation has heigh tened the importance of credentials as an asset for obtaining a job at the expense of other assets, such as demonstrated ability or experience in a field† (p. 337). A degree provides a form of merit that employers look for immediately because the degree marks the individual as someone who can supposedly meet deadlines, fulfill obligations, and think critically.Margolis (2007) remarks how â€Å"it was the common practice of my colleagues to immediately sift out the [resumes] that didn’t have a degree and just throw them away† (p. 42). Because many employers are searching through high volumes of resumes, they don’t have time to thoroughly look at every single one; they speed up the process by simply filtering out non-graduates. This point is exemplified further in the case of Marilee Jones. The former dean of admissions at the Massachusetts Institute of Technology (M. I. T. ) quickly resigned after it was discovered she did not actually have the credentials listed on her resume (Kinsley, 2007).Even though she started as a clerical worker and advanced in position over 28 years to become the dean at this prestigious school, her talent and loyalty meant nothing once her padded resume was revealed (Kinsley, 2007). She simply lacked the paper qualifications M. I. T. based itself upon. Although these qualifications are all â€Å"artificial substitutes for real merit, sometimes the artificial substitute is unavoidable† (p. 34). The substitutes are unavoidable when employers, like colleges, do not have the time or ability to gather all the information necessary to determine who will be a successful employee.Even though Ms. Jones â€Å"demonstrated real merit† (p. 34), her paper merit—or lack thereof—ultimately determined her fate at M. I. T. A college degree stands in the place of ability when ability cannot be measured in a concrete way. Not only can the absence of a college degree inhibit one’s ability to o btain a job, it can also hinder one’s likelihood of advancement in a career. A degree increases one’s â€Å"marketability and maneuverability—without a degree, you’re flying by the seat of your pants† (Kinsley, 2007). Although one might find a job without a degree (based on connections, etc. , the degree provides a cushion. If this job were to be lost, a new job could readily be found because of one’s credentials. Furthermore, non-graduates â€Å"cap out† in their careers sooner than graduates. Kinsley notes that â€Å"you hit that ceiling where a high school diploma only gets you so far in a salary range† (p. 34). Bankston also documents the increasing gap since the 1950s in median wage incomes of Americans with and without college degrees (p. 337). The wage premium of a college degree over a high school diplomas increased by 83% since 1979 (Carnevale, 2006, p. 90).Non-graduates have less bargaining power in their positions be cause they are less valuable to their employer and may therefore be unable to take advantage of an increase in earnings or benefits (Kinsley, 2007). So stringent have the qualifications for employment become—arbitrarily or otherwise—that sometimes just having a diploma isn’t even enough. For example, employers are still wary about the quality of online degrees. Lynn Gresham (2008) notes a survey conducted by Vault. com that revealed â€Å"nearly two-thirds (63%) [of employers] still said that they would favor job candidates with degrees from traditional colleges† (p. 4). One hiring manager said they didn’t believe online degrees â€Å"reflect a serious commitment to education† (p. 24). Currently the perceived value of an online degree is less than that of degrees obtained from brick-and-mortar institutions. However, as more job candidates complete degrees online, employers’ views on their validity are slowing changing. For some, the c ompletion of an online degree shows that â€Å"the person is highly self-motivated to learn new skills and acquire knowledge through rigorous self-study methods† (p. 27). Today, the average American changes jobs eleven times during their adult life (U.S. Department of Labor: Bureau of Labor Statistics, 2012). For this reason, a person without a college degree would be devastatingly ill-equipped to survive in today’s job market because they lack the flexibility to move to new careers. In 2010, non-graduate workers experienced 10. 4 percent unemployment, while workers with at least a bachelor’s degree were only unemployed at 4. 7 percent (Whitaker and Zenker, 2011, p. 21-22). Employers still look to see if a job candidate has a degree, even if they exemplify significant intelligence.Doors of opportunity that remain open to degree holders will be closed for non-graduates and the ladder of advancement will only reach so high. Diplomas are a form of meritocracy neces sary in America, even if only arbitrarily. While the intrinsic value of a college education may be disappearing because of its mass production, its extrinsic value remains true. Despite its high costs, college is still one of the best investments a person can make in today’s highly competitive job market. Financially and opportunity-wise, obtaining a college education is still worth it.

Keynes Theory of Income and Employment - 3130 Words

KEYNES THEORY OF INCOME AND EMPLOYMENT CONTENT OF REPORT †¢ CLASSICAL THEORY OF EMPLOYMENT †¢ KEYNES CRITICISM OF CLASSICAL THEORY OF EMPLOYMENT †¢ KEYNES THEORY OF INCOME AND EMPLOYMENT †¢ SIGNIFICANCE OF KEYNES THEORY †¢ Criticism on Keynes’ Theory KEYNES THEORY OF INCOME AND EMPLOYMENT The theories of employment are broadly classified into two: (a) Classical theory of employment (b) Keynesian theory of employment. The classical theory assumed the prevalence of full employment. The ‘Great Depression’ of 1929 to 1934, engulfing the entire world in widespread unemployment, low output and low national income, for about five years, upset the classical theorists. This gives rise to†¦show more content†¦According to Say, the aggregate supply of commodities in the economy would be exactly equal to aggregate demand. If there is any deficiency in the demand, it would be temporary and it would be ultimately equal to aggregate supply. Therefore, the employment of more resources will always be profitable and will take to the point of full employment. 7. According to Say’s Law, there will always be a sufficient rate of total spending so as to keep all resources fully employed. Most of the income is spent on consumer goods and a par of it is saved. 8. The classical economists are of the view that all the savings are spent automatically on investment goods. Savings and inves tments are interchangeable words and are equal to each other. 9. Since saving is another form of spending, according to classical theory, all income is spent partly for consumption and partly for investment. 10. If there is any gap between saving and investment, the rate of interest brings about equality between the two. Basic Assumptions of Say’s Law:- (a) Perfectly competitive market and free exchange economy. (b) Free flow of money incomes. All the savings must be immediately invested and all the income must be immediately spent. (c) Savings are equal to investment and equality must bring about by flexible interest rate. (d) No intervention of government in market operations, i.e., a laissez faire economy, and there is no government expenditure, taxation andShow MoreRelatedJohn Maynard Keynes Transformed Economics In The 20Th Century1507 Words   |  7 PagesJohn Maynard Keynes transformed economics in the 20th century by challenging traditionalist thinking and the postulates that underpinned their theories. Keynes disagreed with the laissez faire attitude of the classical thinkers, and argued for greater government intervention due to his belief that the focus should be on demand side macroeconomics rather than supply side. This belief transpired because of the Wall Street Crash of 1929 and the subsequent depression that highlighted the shortcomingsRead MoreClassical Political Economy Of Social Democracy1288 Words   |  6 Pages John Maynard Keynes Jose Antonio Cova Principles of Economics (Macro) 2013 Professor Sealey September 27,2014 Keynes, one of the bastions of classical political economy of social democracy, was born in 1883 in Cambridge. After studying at Eton and graduating as an economist at Cambridge University, he went to work in the British India Office. Contact with the performance of the Indian economy was the basis of his first work, the money and finance in India, published in 1913 and well knownRead MoreThe Keynesian Era During The Middle Of The Nineteenth Century1720 Words   |  7 Pagesnineteenth century, economists Adam Smith, David Ricardo, Thomas Mathus, and John Stuart Mill all shared somewhat similar economic views of the world. Some of the main concepts covered during this time included the division of labor, theories of rent, value, and distribution, theories of market â€Å"gluts† and population, and opportunity cost, competition, and trade. These classical economists believed capitalism was the foundation for an efficient economy where little to no government intervention was re cognizedRead MoreJohn Maynard Keynes : The Father Of Macroeconomics1502 Words   |  7 PagesAbstract John Maynard Keynes, also known as the ‘Father of Macroeconomics’, is a twentieth century economist, whose impact on economic theories has proven substantial contribution to reconstructing of economical values. He had influential individuals who helped intrigue and develop his interests in economic. Keynes interests were beyond economics; he took active stance on proposing post-war monetary funds, important for Germany’s reparation and reconstruction funds after World War II. Through hisRead MoreKeynes Macroeconomic Theory Essay1181 Words   |  5 Pageseconomics began to see a change and shift of ideas. These ideas were brought to the front by John Maynard Keynes, who in 1936 transformed much of the modern economics by a single book The General Theory of Employment, Interest and Money. Keynes also wrote other titles as well as ‘A Tract on Monetary Reform (1923) which was an attempt to secure a monetary policy instead of the gold standard. Keynes (2002) believed that the stable economy of Britain was more desirable than the stable value of the poundRead MoreKayne vs Hayek1370 Words   |  6 PagesUdomphorn ID# 5380040 Macroeconomics Mr. Rattakarn Komonrat Keynes vs. Hayek Macroeconomics is a branch of economics dealing with the performance, structure, behavior, and decision-making of the whole economy. Macroeconomists study aggregated indicators such as GDP, unemployment rates, and price indices to understand how the whole economy functions. They develop models that explain the relationship between such factors as national income, output, consumption, unemployment, inflation, savings, investmentRead MoreSays law Essay1157 Words   |  5 Pages ECOP2612 ESSAY What is Say’s law? Compare and contrast the role that it plays in the Classical approach and Keynes’ approach. Draw the implications for the design of monetary and fiscal policies to stabilize an economy. One of the most highly contested and controversial economic concepts is Says law, or the law of markets, an economic theory associated with French economist and businessman Jean-Baptiste Say. The law itself is embedded in ambiguity, and is usually associated as being oneRead MoreHow the Economy Works712 Words   |  3 PagesQuantity Theory of Money is an economic theory that states that the money supply is an economy is directly proportional to the general price level. This theory is commonly associated with neoclassical economics. Milton Friedman, a famous economist, modified this quantity theory of money by formulating a theory called the general theory of asset demand, where money demand is a function of wealth and returns of other assets relative to money. The Keynesian school also came up with a different theory ofRead MoreIs Lm Model On Economics Of The Twentieth Century?1037 Words   |  5 PagesModel Mr. Keynes and the â€Å"Classics†; A Suggested Interpretation is a classic journal written by John R. Hicks, who has left huge impact on Economics of the twentieth century. John Hicks introduced the beginning of â€Å"IS-LM economic model†, which set up basic system of Macroeconomics to the world through this journal. This journal could be considered as an attempt to interpret and reassess Mr. Keynes’ General Theory of Empoyment within the typical â€Å"classic† theory framework and compare Keynes’ view andRead MoreNeoclassical Theory Of Keynesian Theory1578 Words   |  7 Pagesfrom both the Neoclassical school of economic thought and Keynes’ General Theory. The UK Cambridge Post Keynesian view of economics also contains elements from both these schools, yet the Neoclassical Keynesian synthesis and the UK Cambridge Keynesian bodies of economic thought differ in their views, methods and ideas. The two schools utilise different models to rea ch the similar conclusion that the economy will tend towards full employment equilibrium in a long run situation – a conclusion that complements