ETHICAL ISSUES IN LAW ENFORCEMENT Essay Example | Topics and Well Written Essays - 750 words

ETHICAL ISSUES IN LAW ENFORCEMENT - Essay Example The case presented says that on being a police officer and being sent to an accident spot, I discover that my car is involved in the accident. It appears that my spouse is involved in the accident. However, moving closer, I learn to my shock, that my spouse is badly hurt; and her illegitimate lover is also in the car. I am devastated on learning that I have been cheated upon. Both of them lay in badly tattered conditions and are literally on their death beds, begging for help and treatment. Now, both the individuals----my spouse and her lover---are on their death beds and I can save only one, since at least one of them would bleed to death. At this juncture, I need to take the call as to whom I would like to save; since time is a constraint and we could lose them any minute. This is certainly one of the most testing times, in my personal and professional lives intertwined together and I need to prove my mettle in this testing time. My objectivity is questioned at this point, since I need to play the role of a police professional and a husband, who is cheated upon and whose spouse and her lover are on their death beds. Besides this, I also need to act at the nick of the moment and take the decision fast.At this moment of uncertainty and chaos, hurt and confusion, I decide that I would save my spouse. This is because I still love her unconditionally and would not allow any deception or other causes to hamper my love and devotion. However, here, I would have to also retain my objectivity and humanity. Therefore, I hand over my phone to a passerby and ask the person to call up the emergency ambulance. This would ensure the safety of the other individual as well. The passengers-by assure to help me out and cater to his needs. I hand over my walkie-talkie to one of them and rush to the hospital with my spouse. I stay in touch with him, with regard to the progress at the other end. This way, I am certain thta the other individual would recoup soon.Meanwhile, I take up all the necessary steps to ensure that my spouse gets treatment. I rush her to the hospital, and perform small first aid steps on the way. I offer moral support. In spite of her guilt, I try to make her feel safe and secure. The wrong-doings can be sorted out later. However, life is more important at the moment.Meanwhile, I also correspond with individuals and deputy officers at the spot, about the health of the other individual. I see to it that both emerge safe. However, I would definitely confront the individual and m y spouse once they get better and would demand an explanation. Legally, I would take up the necessary action and find out the root cause for the accident. A case would be booked under the law concerned, for instance, speed driving. This would be in accordance to the laws and

Course Work 1 Coursework Example | Topics and Well Written Essays - 1000 words

Course Work 1 - Coursework Example The introduction needs to be more specific, using apt legal terminology, and stating the facts of the case clearly. Besides, the introduction should also have identified the terms of reference of the court, or the basic point at dispute in the court, right at the beginning of the summary and not in the second body passage. In many places, the summary lacks clarity due to spelling errors or failing to follow the appropriate norms of writing. For example, â€Å"whether† is spelt in the second paragraph as â€Å"weather† and the name Pretty has not been capitalised, thus creating a misunderstanding in the readers that the word is used in the sense of an adjective rather than as a name. The summary also fails to use the exact legal terminology while referring to several of the legal aspects of the case. For instance, the term â€Å"blanket prohibition on euthanasia and assisted suicide† has often been referred to as merely â€Å"blanket† that confuses the read ers. In addition, the summary also flouts many conventions of professional writing and on occasions relegates itself to the level of an informal talk. The use of contractions and second person POV are some examples of this. The summary calls for a revision, and rewriting, by meticulously following the usual conventions for writing professional legal summaries. It needs to be outlined properly and structured logically by organising it in an appropriate sequence. The writer also needs to be specific and use proper legal jargons rather than writing in layman language. This will render the text a better flow and cohesiveness apart from clearly communicating the ideas of the writer to the audience. Rewritten Summary: An appeal was filed by Nicklinson & others in the Divisional Court against a decision of the European Court of Justice, naming the Director of Public Prosecution (DPP) as prime respondent. The terms of reference for the court were: (1) to determine whether necessity constitu tes a sufficient reason as defence against prosecution in the case of euthanasia or assisted suicide, (2) whether prohibition of assisted suicide constitutes a disproportionate interference with Art 8 of ECHR 1950, and (3) whether there is a necessity for DPP to clearly set out the circumstances under which prosecution will be initiated in cases of assisted suicide to make the law more transparent to healthcare professionals. The appellants, terminally suffering and crucially disabled, did not want to continue their lives but could not self-terminate. Thus, they wanted to seek medical assistance to kill themselves. With the above terms of references and using precedence in such cases, the court held that the case could not be ruled in the appellant’s (L) favour because such a decision would violate the sanctity of life as envisaged in Article 2. The court further held that it is unlawful under Sec 2 of the Suicide Act 2010 and if any person assists another in euthanasia or su icide, he or she will have to be prosecuted for homicide. Further, on the issue of whether necessity constitutes and defence against prosecution in the case of assisted suicide, as in the case of Purdy Vs United Kingdom (2010) AC 45, the court ruled that the blanket prohibition on euthanasia or assisted suicide cannot be construed as disproportionate interference with Article 8 of ECHR 1950, which protects the privacy of a citizen. The court further

Lulu Hypermarkets In Dubai Commerce Essay

Lulu Hypermarkets In Dubai Commerce Essay Lulu Hypermarkets belongs to EMKE Group which is a leading consortium in Dubai. There are 78 hypermarkets of the group that are operating within the GCC Gulf Cooperation Council Countries (Bahrain, The Kingdom of Saudi Arabia, Kuwait, Oman, Qatar, and the UAE). The hypermarket competition in Oman is composed of: Lulu Hypermarkets with the French company Carrefour Hypermarkets, the Kuwait-based Sultan Center Hypermarkets, Oman-based Safeer Hypermarkets, the Dubai-based KM Trading Hypermarkets, and the new entrant from Dubai Al Maya Hypermarkets (opened in April 2009). Lulu is operating currently four (three in Muscat, one in Sohar) hypermarket retail outlets (in the metropolitan areas) and eight supermarket retail outlets (in small towns and upcountry areas) in Oman and will be opening its fifth hypermarket in Salalah the third largest city in Oman after Muscat and Sohar. The Companys central warehouse for Oman is located in the capital city Muscat. The Problem Situation Lulu Hypermarkets has been facing tough price competition from the Dubai-based: KM Trading Hypermarkets and the new entrant Al Maya Hypermarkets. With the current global economic crisis and fluctuating oil prices Oman too is facing the need to tighten finances and the same applies to consumers in Oman. The result is consumers have become more careful and frugal in spending and sometimes end up cutting their volume of purchases and are more motivated here in Oman by discounted prices and Sale since the middle of year 2008. A major proportion of the inventory of Lulu Hypermarkets is made up of imported grocery items and consumer electronic items, fashion goods, clothes, stationery, toys, and furniture) from Australia, India, China, the EC, Malaysia, the Kingdom of Saudi Arabia, and Thailand. This merchandise goes into stocking via Lulus vertically integrated supply chain. The stores staff in Lulu hypermarkets and supermarkets report to their floor supervisors and each of the supervisors (there are 3 floor supervisors one for each floor in each of the hypermarkets and 1 floor supervisor (only ground floor) in each of the supermarkets) directly report to the purchasing supervisor in each hypermarket and supermarket. The purchasing supervisors directly report to the Purchasing Manager (see Figure 1 below for a simplified Lulus organisation structure of its purchasing department). Figure 1: Organisation Structure of Lulus Purchasing Department, Oman The purchasing manager receives orders from the purchasing supervisors who base their order requisitions from the informational output generated from the EPOSs at each hypermarket/supermarket outlet. Thereafter the purchasing manager orders stocks from abroad and liaises with overseas suppliers through and with the Tendering Contract Specialist. [As is common here in the GCC countries, Lulu too has a very conservative top management that includes its Board of Directors]. However, currently Lulu is actively engaged in replacing the old IT architecture and revamping its Management Information Systems (MISs), including a Inventory Management System, soon (around end of September 2010) to take advantage of online ordering systems with the introduction of its own web-portal. Customer retention is a key factor for successfully operating any business at all times (Hurley, 2004). This is all the more critical now given the global economic crisis which most of the countries worldwide, including Oman, are going through. Of late (since mid 2008) there have been frequent shortages of stocks (spray dried milk and other staple grocery items leading international brands) and as a result Lulus customers (both the Omanis and expatriates) are unhappy over the non-availability of items/brands of their choice that were retailed by Lulu. In certain lines of grocery items there were excess stocking and on others there were shortages. And in order to overcome the shortages orders were made to be transported by air which significantly increased the freight cost of imported goods. On the other extreme, some grocery items (low bulk) that are supplied to small institutional buyers (e.g. coffee shops in Muscat) could not be sourced from the exporters in time for delivery as several orders had to wait to be bunched to make up the bulk to obtain low cost freight from the shipping companies. These mistakes have been caused by weak or bad decision making resulting from poor information and communication flows between the store outlets (sales) and purchasing department (purchases). For example, the Inventory Status Analysis Report and Customer Sales History have been found to be not that accurate during a specially commissioned operational audit in February 2009. Furthermore, Lulus warehousing space in (Muscat) Oman is limited. Although the EMKE Group is capable of building a new warehouse in Muscat, the mountainous terrain makes it difficult to construct warehouse buildings in the short run. In consequence, poor inventory management is a serious issue which is threatening Lulus efforts in customer retention and loyalty and the profitability of its business in Oman. An attempt has been made in this paper to analyse the above issue in Lulu, Oman by applying Checklands (1981; Checkland Scholes, 1990) Soft Systems Methodology (SSM). Metaphors Problem situations such as the above can be effectively tackled by the application of critical systems thinking (Jackson, 2003). Critical systems thinking approach employs a wide range of organisational metaphors (images) which can help in understanding the organisations as well as to explore and analyse the difficult problem situations which managers need to tackle (Flood Jackson, 1991). Metaphors can be viewed as cognitive lenses through which people make sense their situations for obtaining a better understanding of the same (Kendall Kendall, 1993). The most common archetypal metaphors that can be used to guide systems thinking are (Jackson, 1993; Morgan, 1997): Organisations as machines Organisations as organisms Organisations as brains Organisations as cultures Organisations as political systems Organisations as psychic prisons Organisations as flux and transformation Organisations as instruments of domination Metaphoric expression of the organisation helps to understand how its stakeholders make sense of their organisation and their worldviews and also encourages its managers to think creatively about their organisations as well (ibid). This is because metaphors provide a useful avenue to make creative assumptions in organisational analysis for describing and exploring the problem situation effectively (Morgan, 1980 1997). To guide the critical systems thinking, in relation to the above problem situation, the organisms metaphor has been chosen at the dominant metaphor and the machines metaphor as the dependent metaphor. The organisms metaphor represents open view and the machine metaphor represents closed view (Flood Jackson, 1991). According to Jackson (1993) an organisation when viewed as a machine is seen as a tool created for achieving the purposes of the owners of the organisation. Managers are assumed to be rational in their decision-making (ibid). Control in the organisation is enforced through strict rules and procedures within a rigid organisational hierarchy of authority (ibid). An organisation when viewed like an organism appears as a complex system composed of sub-systems that coexist together (ibid). The main aim of the organisation is survival from which the derivatory objectives are set for each of the organisations sub-systems to accomplish (ibid). If there are functional failures then the sub-systems should be examined as whether they continue to meet the organisations objectives and needs and also the organisation should be cross-checked as to whether it is properly aligned with and well-adjusted to its environment (ibid). To this end the managerial sub-system must be entrusted with this important task (ibid). Accordingly with regard to the Lulus problem situation above, the organism metaphor is considered as the dominant metaphor as the inventory management and costs involve external environmental participants (for e.g. suppliers and customers) and the machine metaphor as the dependent metaphor since it produced negative effects through poor information and communication flows in relation to purchases and sales as well as wrong decision making in relation to ordering supplies. Hard Systems Thinking and Soft Systems Thinking Problem situations in organisations can be tackled by managers by using a hard systems thinking approach or soft thinking approach. Hard systems thinking approach is useful when systems exist and the objectives of the system/s can be easily defined (Checkland, 1981 1988). Hard systems thinking approach is based upon rational and scientific methods where a single optimal solution is found (Checkland, 1981). However, the hard systems thinking approach is not useful to handle messy, unpredictable, and ill-structured problem situations wherein the human participants constitute an important variable in the complex problem situation (Checkland, 1981 1989). Soft systems thinking approach does not require systems to exist and views the human activity systems (HAS), which indicates the human activity to accomplish a certain goals, quite distinct from other systems in the organisation (Checkland, 1981). The strong emphasis placed upon systemness sets hard systems thinking approach distinctly separate and different from soft systems thinking approach (Checkland Holwell, 1998). The System of Systems Methodologies (SoSM) For exploring the complex problem situation of Lulu Checklands (1981; Checkland Scholes, 1990) Soft Systems Methodology has been chosen from Jackson and Keys (1984) the System of Systems Methodologies (see Table 1 below). The reason behind choosing SSM was that Lulus problem context involved unique participants separated by locations and the unique nature of the inventory system which is significant both in the problem context as well as for Lulu to satisfy its customers needs. Table 1: The System of Systems Methodologies (Jackson Keys, 1984). PARTICIPANTS Soft Systems Methodology SSM Checklands (1981; Checkland Scholes, 1990) Soft Systems Methodology is a useful methodology for applying systems thinking to complex problem situations in organisations to analyse both qualitative and quantitative information for the same, since Lulus problem situation involves complex human, political, and social elements. SSM Process The SSM is a 7 stage process of enquiry wherein the logical connections of the SSM process help the actual problem solving activity to move more flexibly between one stage and the other in the SSM (Flood Jackson, 1991). Although the SSM is a 7 stage process the stages need not necessarily to be used in a strict sequential order (Checkland Scholes, 1990). Figure 2 below illustrates the 7 stage SSM process. Figure 2: 7 Stage Model of SSM (Source: Adapted from Checkland Scholes, 1990) Stage 1- The Problem Situation In this first stage of the SSM the participants of the HAS start investigating the ill-structured problem situation without any assumptions which eventually lead to a common understanding of the messy-problem which requires immediate attention (Jackson, 2003). Lulus messy problem situation represents the shared need of the participants of the organisational (Lulu) human activity system (HAS) to collect the available information together as a team in order to explore. The HAS in Lulus problem situation is represented in the form of a Review-Group composed of: the Director and Assistant Director Purchasing Warehousing -, Purchasing Manager, Purchasing Supervisors (Muscat only), one floor staff from each of the Lulu Hypermarkets, two general stores staff members from Lulu hypermarkets and supermarkets, and the Tendering Contract Specialist. Accordingly, the information was gathered and sorted through data collection on physical and social structures and processes (departmental, for e.g. Accounts Finance) by studying the inventory records, large samples of daily till rolls, minutes of the purchasing department meetings, interacting with customers, etc. In addition to this 3 workshops were conducted, at Lulus Head Office (its first Hypermarket at Darsait a metro in Muscat) with the above participants where open discussions were encouraged. Stage 2- Problem Situation Expressed through Rich Pictures Rich picture/s is/are used to represent the available information which was gathered from stage 1 of the SSM process to depict the actual situation involving the human activity (Paucar-Caceres Rodriguez-Ulloa, 2007). In other words, the rich picture helps to visualise the generalised characteristics of the problem situation better. The following key characteristics emerged from the workshop with the participants of the Review-Group: Poor Inventory Management Stock-out situations Limited inventory storage space May lose customers to competitors Poor information and communication flows between the store outlets and purchasing department Inadequacy of the existing inventory management system. The rich picture shown in Figure 3 (on the next page) illustrates the review groups impressions and viewpoints on Lulus problem situation. Figure 3: Rich Picture for Lulu The above rich picture in Figure 3 illustrates the concerns of the Lulu staffs and the members of the Purchasing Department in the problem situation. Dotted line indicates the inadequacy/ lack of good communication and information flows. Stage 3- Root Definitions After examining the rich picture in detail, a systematic description of the viewpoints or the worldviews from different angles are made. Root definitions help capture the core purpose of the activity systems to explore effectively into the problem situation and improve it (Checkland Scholes, 1990). Root definitions in effect are verbal descriptions about the systems which are being examined (Hicks, 1991). The root definitions help to describe the transformation processes and the situational-changes in the real world (Paucar-Caceres Rodriguez-Ulloa, 2007). Accordingly a single root definition was derived from the above rich picture and has been reproduced below: An inventory management system owned by the Company with the objective of improving the inventory control through timely and efficient procuring and purchasing of goods by utilising the available resources effectively in order to sell profitably. This inventory management system will be used to manage the purchase routines effectively through better communication and exchange of information among all the staffs for satisfying customers by providing improved customer services. The abbreviation CATWOE is consisting of the six key elements: Customer, Actor, Transformation, Worldview, Owner, and Environment, are used for formulating the root definitions. The CATWOE elements for the above root definition are: Customers: Lulu and its customers Actors: The entire staffs of Lulu Transformation: Improved inventory control and better communication flows World view: Provision of improved customer services Owners: The Managing Director and Shareholders Environment: Market competition and the organisational sub-systems. Stage 4- Building Conceptual Models The root definitions serve as the basis for building the conceptual models for the problem situation. The conceptual model (see Figure 4 on the next page) from the above root definition indicates the following: The purchasing department of Lulu must establish an effective feedback system to improve decision making in purchasing as well as in inventory control. Effective management of information and communication flows. Motivate the staffs to participate positively in the inventory management. This feedback system should also inform Lulu about its customers needs. Figure 4: Conceptual Model The conceptual model in Figure 4 depicts the activities that are required to carry out the transformation processes from the above root definition. The conceptual model indicates that for timely imports to be made a number of key activities have to be carried out like inputting the customer history, maintaining an active cooperation with the overseas suppliers etc for improving the inventory management system and thus ensure that Lulus business operations run efficiently and effectively with least disturbances. Stage 5- Comparing Conceptual Models with the Real World This stage is to promote constructive debate (open discussion among the Review-Group participants) based on the conceptual model. This is carried out by comparing the conceptual model with the real world and identifying the differences therein to determine any changes for implementing them successfully in such a way that the reality matches closely to the conceptual model derived from the application of systems thinking approach (Jackson, 2003). Stage 6- Systematically Desirable and Culturally Feasible Changes The debate in the form of open discussion is continued in this stage as well. The main aim of this debate is to identify systematically desirable changes relevance and culturally feasible people oriented -. The purpose here is to determine changes that need to be made for improving the problem situation rather than the conceptual models (Checkland Scholes, 1990). The Review-Group identified the following systemically desirable and culturally feasible changes for intervention: Introduction of an up to date Inventory Management System (new application software) which is capable of keeping the stock levels under control such that adequate (optimal) quantity levels and lines of stocks are available at all times. Ensure that the staffs are motivated to work in a cooperative way, especially, the staffs that are involved in Lulus purchasing function. It would be necessary to incorporate customer sales history for having control over slow moving items (that still have customers who buy them but not frequently). Although Lulu maintains an excellent rapport with all its overseas suppliers, the group felt that more active cooperation from the suppliers should be elicited. Timely imports through enhanced purchasing procedures. With improved purchasing procedures and optimal re-order sizes better discount deals from the suppliers should be actively negotiated and obtained. This could give a competitive advantage for Lulu over its rivals in Oman through competitive pricing. Increasing the capacity of storage space for holding stocks would involve capital budgeting procedures by the Top Management. Stage 7- Taking Actions to Improve the Problem Situation This stage involves taking systematically desirable and culturally feasible actions for improving the problem situation. The taking of systematically desirable and culturally feasible actions can help further to improve the problem situation (Jackson, 2003). Accordingly, the information gathered from the 3 workshops with the Review-Group participants was helpful for Lulu in creating recommendations that require intervention in the real world for improving the problem situation, through the possible implementation of the systemically desirable and culturally feasible changes identified in Stage 6 above. Conclusion This paper attempted to apply the Soft Thinking approach to complex problem solving in the case of Lulu Hypermarkets, Oman through the application of Checklands (1981; Checkland Scholes, 1990) Soft Systems Methodology. Lulus operations in Oman is driven by the need to totally import all of its stocks from overseas (which is inevitable in Oman as the industrialisation is being developed only since 1995 after the implementation of privatisation by the Omani Government) and the objective of Lulu to keep all its customers satisfied with availability of goods as and when the customer requires. (Part A: 3,021 words without Contents References) Part B The present day business environment is dominated by rapid and continuous global changes, which businesses and other organisations as well as their managers cannot afford to ignore these changes today and continue (Turban et al, 2005). Further organisations have become and are becoming more complex due to the changes in the business environment in economic activity, population, and technology as a result of which organisations need to build their ability to adapt to these changes in order to meet the challenges imposed by the changes (Sterman, 1994). Todays managers require effective strategies to facilitate their organisations to adapt to the changing business environment and allow their organisations to continue their operational existence successfully into the future (Hitt, 1996). Fifth Discipline In order to face the changes in the business environment an organisation need to be a learning organisation (Senge, 1990). A learning organisation is one which is expanding its capacity continually for the purpose of obtaining a sustainable continued operational existence into future (ibid). In other words a learning organisation is one where it continually renews itself to stay in step with the changing times in the present as well as into the future. A learning organisation is distinctly unique from the other forms of traditional organisations in terms of the following five disciplines (ibid): Building shared vision Mental models Personal mastery Team learning Systems thinking. The Five Disciplines of Learning Organisation Building Shared Vision Shared vision according to Senge (1990) is the common mutual image /view which people in an organisation have in regard to the activities of the organisation they are in and the organisation itself. The main purpose of the shared vision discipline is to ensure that the individuals goals and objectives are aligned with the organisational goals and objectives in order to promote a mutual shared understanding of the organisation to which they belong. The discipline of shared vision is aimed at bringing about voluntary and wilful commitment from the people in an organisation. Mental Models Mental models are the embodiment of deeply seated generalisations and assumptions, images and pictures as to the worldview held by individual from his or her own perspectives (ibid). In other words, the mental models allow an individual carry out introspection for deeper exploration within him or her for the mutual benefit of the individual and the organisation. Personal Mastery This discipline involves the continual clarification and strengthening ones personal vision to facilitate concentrated focus of human energies by learning to be patient and developing the ability to see the real world in an objective way (ibid). This is usually the highest of human aspirations which we all strongly endeavour to achieve. Team Learning The team learning discipline is about individuals thinking in a unified way where US is more important than I. The core of the team learning discipline is about mutual dialogue that permits s thinking together (ibid). Team learning is indispensable for the learning organisation where teams are the dominant resource for learning in order to remain adaptable to changes in the organisational environment. Systems Thinking Systems thinking is a modern approach to decision making that is composed of valid knowledge that help in the understanding of the problem patterns more clearly to formulate better improved solutions (ibid). Systems thinking is the key discipline of the learning organisation. Thats why Senge (1990) calls it as the Fifth Discipline in his book. Senge states that the systems thinking discipline integrates the previous four disciplines of the learning organisation. In his view the systems thinking discipline facilitates managers to obtain a better understanding of their organisational systems in order to plan and carry out action that are more appropriate to the problem situations in question. Systems thinking implies and indicates to the modern approach to thinking about systems that systems are important (Forrester, 1994). Systems thinking can help managers to handle complex problems more effectively by allowing them to view their organisational systems holistically (Checkland, 1981). In other words, the systems thinking approach helps managers to reconceptualise complex issues as well as find workable solutions to them (Senge Sterman, 1992). Using the conventional approach, assuming linearity, managers used to break a problem into their separate constituent parts to formulate a solution by analysing each of these parts and form conclusions in a scientific way (Kofman Senge, 1993). However, the modern problem situations which managers face in todays complex world do not yield to the conventional linear approach and hence would require systems thinking that forces to look into the circularity of the variables that make up the problem situations (ibid). Further systems view manifest systems thinking approach by helping and banding people to make their mental models that can foster group learning and obtain a shared understanding of the purpose (Turban et al, 2005). Given the current globalised world it is imperative to understand the importance of systems thinking in making decisions to address the challenges imposed by the changes in the global business environment (ibid). According to Senge (1990) systems thinking has three core elements that provide the basis for systems view of the organisations. These are (ibid, p.373): Practices: What you do, Principles: Guiding ideas and insights, Essences: The state of being those with high levels of mastery in the discipline. Leaders and managers can bring about the desired behaviour from their people in the organisation by focusing on the four levels of the behavioural perspectives of their people (ibid). These are (ibid): Events observable behaviours and actions; Patterns of behaviour repetitive behaviours and actions; Systemic structures the interrelationships between the patterns of behaviour; and Purpose story forming mental models that keep that hold the systemic structures. Summary The cornerstone of Senges learning organisation is systems thinking discipline and systems thinking helps the individuals to learn in their organisations with a holistic view of their organisation as a system. This is because systems thinking is a unifying discipline which integrates all the other disciplines (the disciplines of: shared vision, mental models, personal mastery, and team learning) of the learning organisation to meet the challenges of changing and turbulent business environment in order to sustain the organisations continued existence. Systems in the learning organisation are composed of interrelated mental models (composed of each of the individuals perceptions) from its people. For a successful learning organisation to take place individuals must share their mental models without inhibition in order to obtain a coordinated understanding of the actual system holistically through a shared vision. It should be noted here that the concept of shared vision help individuals to learn more willingly and actively in a cooperative way. However, to do so managers should be free willing and equally actively extend their cooperation as well. Also managers should come out of their traditional mindsets to allow new systems thinking to get in (Senge, 1990). Fifth Discipline Lulu Hypermarkets (Muscat, Oman) Application of the Soft Systems Methodology, the soft systems thinking approach to Lulus complex problem situation, in Part A of this paper is good example of applying Senges Fifth Discipline Systems Thinking. Global Economic Crisis The current global economic crisis has impacted Oman also. As a result the private sector as well as the public sector is facing challenges due to the global economic crisis. One of the major effect of the current global economic crisis is businesses in Oman, including Lulu Hypermarkets, are cutting back on their investments as well as their current pending capital projects. A key challenge faced by Lulu is the reduced spending pattern that has become noticeable since August 2008 in Oman (as is indicated by the drastic fall in the resale-value of the beach-side prestigious properties of the Wave project in Muscat). Lulu wrongly estimated that its sales would remain either unaffected or marginally affected by the impact of the global economic crisis. This is because about 78% of Lulus sales revenue comes from selling food and grocery items. But the inventory management problem situation coupled with reduced customer spending on food and grocery items threatened not only Lulus sales but also made it vulnerable to tough price competition from its rival hypermarkets. Together these indicate the unpreparedness of Lulu to changes in the external environment such as the one caused by the current global economic crisis. Systems Thinking Systems thinking is the vital element for learning organisations that aim to continually have organisation renewal (Senge, 1990). And the use of systems thinking discipline implies that the organisation and its managers in question are willing to adapt to changes and meet the challenges posed by those changes to overcome them successfully. Systems thinking presupposes (although not necessarily) the use of shared vision, mental models, personal mastery, and team learning disciplines. The above SSM study for Lulu from Part A can be used to illustrate these disciplines in order to obtain a better understanding of the reduced spending arising from the impact of the global economic crisis. Shared Vision The formation of the Review-Group for applying the SSM process brought together the participants from Lulus different locations in Oman, though many of them were sharing similar job responsibilities, in a face-to-face and peer-to-peer contact with one another as a group as well as workshop participants, allowed direct personal and open interactions with the members of the top management (the Purchasing Director and the Purchasing Manager). During the entire period of each of the workshop debates within the SSM process the open interactions helped one another to share their ideas and opinions regarding the problem situation, more so due to the close proximity of the factors that revealed the inventory management problem. In doing so the Review-Group members and the members of the top management and thus Lulu were on the same track to address the problem situation. Mental Models The exercise of

William Kinmond’s What a newsman found who got into red China and Mark

William Kinmond’s What a newsman found who got into red China and Mark Salzman’s Iron and Silk In William Kinmond’s â€Å"What a newsman found who got into red China† and Mark Salzman’s Iron and Silk, the reader experiences a mental ride of China. Both Salzman and Kinmond use subtlety and skill to write about what they found in Red China. The texts’ have somewhat different subject matters because each writer visited China with different motives and at different time periods. As the title suggests, Kinmond who goes to China in 1957 is there to report for the Canadian newspaper ‘The Globe and Mail’. On the other hand, Salzman goes to China in 1982 to teach English. Nonetheless, both writers’ construction of Red China and its people can be zeroed in with the help of one important issue; their coverage of train transport. Trains are by far the main means of transport in China and most people’s lives are centered around them. Although, through the analysis of train travel, both Salzman and Kinmond construct the C hinese people, Salzman concentrates on the government connection in train transport while Kinmond concentrates on the actual conditions aboard a train. Salzman’s first point about government interference is that travel officials are on a power trip when it comes to dealing with travelers. Since the communist government controls and governs all aspects of train business, Salzman vividly constructs the relationship between the people and the government. He shows that unlike in his home country of USA, travel officials in China go out of their way to deliberately interfere with people’s travels. After two years of teaching English and learning kung-fu in China, Salzman’s received lots of gifts from hi... ...r the reader through their coverage of train travel although they each largely concentrate on the different aspects of it. Salzman illustrates that the government is present in all aspects of train travel in china and people have to put up to its way of running the show. Kinmond shows that the train accommodation is of so low key, but the Chinese people put up to it anyway. Their similar observation concerning government propaganda soliciting should show the ‘the cause and effect’ relationship between government interference and bad accommodation. Works Cited List: Chui, May. Student at Lafayette College. An interview with her in the library. April 11, 2001. Kinmond, William. â€Å"What a Newsman Found Who Got into Red China†. US News and World Report. New York. August 9th, 1957. Salzman , Mark. Iron and Silk . Vintage Departments . New York (1986).

Compare and Contrast the Presentation of Love in the Relationships Between Edgar and Catherine and Catherine and Heathcliff

The two most significant relationships in Catherine's life are with Edgar and Heathcliff; however, they could not be more different. Her relationship with Heathcliff is one of raw, natural passion not social stamina, whereas her marriage to Edgar is one based on convention. Her two lovers come to represent the two conflicting parts of her identity and it is the internal struggle between these conflicting impulses that can be said to lead to her death. As the novel opens, Mr Lockwood says that Heathcliff is a ‘dark-skinned gypsy in aspect in dress and manners a gentleman†¦ He also observes that Heathcliff will ‘love and hate equally. ‘ His description of casual violence lack of manners or consideration for other people which characterizes Heathcliff is only a hint of the atmosphere of the whole novel, in which that violence is contrasted with more genteel and civilized ways of living represented by the Lintons. When Nelly Dean begins to narrate the story of Heathcliff's past, she describes him with discrimination. When Heathcliff is first introduced, Mr Earnshaw says ‘†¦ ut you must e'en take it as a gift of God, though it's as dark almost as if it came from the devil. ‘ Bronti implies early on that Heathcliff has gifts from both God and the Devil (good and bad characteristics). Nelly Dean describes him as a ‘dirty, ragged, black-haired child; big enough to walk and talk†¦ ‘ she also constantly refers to Heathcliff as ‘it'- ‘†¦ Mrs Earnshaw was ready to fling it out of doors†¦. [He's a] Gypsy brat', Heathcliff is constantly referred to as if he weren't human. Nelly talks of how he ‘repeated over and over again some gibberish that nobody could understand†¦ ‘ this portrays him as a wild animal/beast. Catherine and Hindley don't automatically get on with Heathcliff. Catherine ‘showed her humour by grinning and spitting at the stupid little thing†¦ ‘ However later on Mrs Dean describes the friends to be ‘very thick. ‘ Heathcliff's origins are obscure; he was ‘found' and ‘Not a soul knew to whom [he] belonged. ‘ Nelly says ‘†¦ they had christened him Heathcliff†¦.. nd it has served him ever since, both for Christian and surname'; this emphasizes the idea of how low Heathcliff's class is because in the 18th century, the absence of a persons surname exposed a lack of background. Hindley hates Heathcliff from the beginning and the writer comments on how he sees Heathcliff ‘as a usurper of his parents' affections†¦ ‘ This conveys how Heathcliff was favoured above the children. Bronti describes Heathcliff to be ‘as uncomplaining as a lamb†¦ ‘ which persuades the reader to think he is innocent. It is also a biblical phrase as in the bible; lambs were used to portray the innocence and purity of life. Hindley fiercely calls Heathcliff ‘an imp of Satan' in contrast to the original idea that he was innocent and corresponds to the idea that Heathcliff has gifts from both God and from the devil. In the next chapter, Catherine and Heathcliff become extremely close. ‘She was much too fond of Heathcliff. The greatest punishment we could invent for her was to keep her separate from him†¦ ‘ says Nelly showing that the two were inseparable. When Catherine's father dies, Nelly Dean comments on how ‘they both set up a heart breaking cry†¦ ‘ this shows that Heathcliff is the only person Catherine can now turn to and that they only have each other to get through the sorrow. In Chapter VI when Heathcliff describes Thrushcross Grange, he says ‘it was beautiful, – a splendid place carpeted with crimson and crimson-covered chairs and tables and a pure white ceiling bordered by gold†¦ ‘ This description creates a heavenly image of splendour especially to Heathcliff who has never seen anything like it before. Bronti uses the drawing room window to symbolize the boundary between the two classes since it divides the two sets of children. The window is the barrier motif shown throughout the novel. When Catherine is accepted into the house and Heathcliff is rejected, this is the end of their childhood innocence and the beginning of their awareness of the difference of class: ‘†¦ and I would have been there too, but they had not the manners to ask me to stay†¦ ‘ Earlier on in the novel, Mr Lockwood's describes Wuthering Heights; the house and its furniture are described as plain and ‘nothing extraordinary†¦ he floor was of smooth, white stone; the chairs high-backed†¦ ‘ This contrast with the description of the Grange and perhaps Bronti uses this as a metaphor to describe the social context of the inhabitants of both houses. The meeting of the two families begins the ‘tug of war' for Catherine between Edgar and Heathcliff. Heathcliff describes Catherine to be attracted to the Lintons and ‘full of stupid admiration' for them suggesting that Catherine's love for Edgar was built on admiration and for what he represents rather than his innate qualities. At the moment when Heathcliff and Catherine's intimacy is on the verge of blossoming into love, social class intrudes into the novel and their affection. As Heathcliff says- ‘†¦ I resumed my station as a spy; because, if Catherine had wished to return, I intended shattering their great glass panes to a million fragments, unless they let her out.. ‘ This conveys that his love for Catherine is protective and possessive. If the window through which Catherine and Heathcliff first view the Lintons is a metaphor for class division, then Heathcliff vows to smash both the literal and metaphorical boundary between him and Catherine. When Catherine comes back, it is evident that her stay at the Lintons' house was the beginning of the wilting of their relationship because although she is still extremely fond of him, she has realized ‘how very black and cross' and how ‘funny and grim†¦ ‘ he appeared, and she has also realized that he is ‘†¦ so dirty†¦ ‘ Heathcliff ‘did not stand to be laughed at' and ran away. Catherine has begun to think like the Lintons, and thus begins a thaw in their love. ‘Heathcliff was hard to discover at first- if he were careless and uncared for before Catherine's absence, he had been ten times more so, since†¦ says Nelly, emphasizing the fact that Catherine had defended and protected Heathcliff in their home. Heathcliff was only cared for if she was there. When Catherine returns home her behaviour is acquired; her attitude and appearance as a ‘very dignified person' show that she has moved into a different sphere; that of the ‘genteel' Lintons. Heathcliff cannot follow her. He tries to follow her, ‘†¦ Nelly make me decent†¦ ‘ and he wants to have the effect Edgar has on Catherine: ‘I wish I had light hair and fair skin, and was dressed and behaved as well, and had a chance of being as rich as he will be†¦ Although Cathy still cares for the things she did with him during their childhood, she is still under a lot of pressure to become a lady and she is vain enough to enjoy the admiration and approval she receives from Edgar, Hindley and his wife. Just as the window separated the Wuthering heights children from the Lintons in the last chapter, a material object separates Catherine from Heathcliff. The fine dress she wears is a very real boundary between the old friends: it must be sacrificed (smudged and crumpled) if she is to embrace Heathcliff. The dress is also a metaphor for the fact that id Catherine is to associate with Heathcliff, the wildness of her character will be exposed. As Catherine is wants to enjoy both Edgar's admiration and Heathcliff's love, this leads her to ‘adopt a double character without exactly intending to deceive anyone†¦ ‘ Edgar represents the side of Catherine that satisfies her vanity and her yearning for social consequence; Heathcliff represents her natural and real emotions. Catherine has to change in order to be loved by Edgar. During one of his visits, she shows her impulsive and impetuous side when she ‘snatche[s] the cloth from [Nelly's] hand, and pinche[s] [her]' to the great shock of Edgar who only knows her as ‘a very dignified person†¦ ‘ It seems as though Catherine's love for Edgar is based on external considerations ‘†¦ you love Mr Edgar because he is handsome and young and loves you†¦ ‘ says Nelly. Her love is based on his appearance, his wealth and how he feels towards her. Her love for Heathcliff however is internal; in her heart: she loves him ‘not because he's handsome, but because he is more myself than I am. This suggests that Heathcliff represents the person who Catherine actually is whereas Edgar is who Catherine wants to be in terms of social aspirations and consequence. When Catherine tries to explain why she feels she is wrong to marry Edgar, she says she feels it ‘Here! and Here! ‘ striking ‘one hand on her forehead and the other on her breast' as she does so. This creates another metaphorical boundary, between the external and internal: Catherine's love for Edgar is based on internal qualities but her love for Heathcliff is felt within her body. Cathy's description of her love for Heathcliff shows the contrast between Linton's softness and Heathcliff's wildness: ‘Whatever our souls are made of, his and mine are the same and Linton's is as different as a moon beam from lightning or frost from fire. ‘ This is an interesting contrast as ‘moon beam' and ‘frost' are calm and beautiful images, however, they are completely opposite to ‘lightning' and ‘fire' which are both dangerous and wild things. gall, I never would have raised a hand against him†¦ I never would have banished him from her society, as long as she desired his. ‘ Correspondingly, he imagines Catherine's affection for Edgar in terms of property: ‘He is scarcely a degree dearer to her than her dog, or her horse. It is not in him to be loved like me. ‘ Material wealth has always been associated with the Lintons, so Heathcliff extends ideas of property and ownership to their emotions as well. Heathcliff's reunion with Catherine is presented as bittersweet: though passionately glad to be reunited, Catherine accuses Heathcliff of having killed her. Heathcliff warns her not to say such things when they ‘will be branded in [his] memory and eating deeper eternally' after her death. He also says that she had been at fault for abandoning him: ‘why did you betray you own heart Cathy? You deserve this†¦ ‘ This passionate scene between Catherine and Heathcliff in this chapter is probably the emotional climax of the novel though it only marks the middle of the book. It is as though they were members (who belong together) of a different species from other humans. Ellen says: ‘the two, to a cool spectator, made a strange and fearsome picture. ‘ Catherine tears Heathcliff's hair, and he leaves bruises on her arm. Later, ‘he foamed like a mad dog, and gathered her to him with greedy jealousy. ‘ ‘[Ellen] did not feel as though [she] were in the company of a member of [her] own species. ‘ What Ellen considers as bestial, the lovers would probably consider transcendent; their love sets them apart from others but in what way is open to interpretation. When Catherine dies, Bronti creates a contrast between the ways the two men react to her death. Edgar Linton had his head laid on a pillow and his eyes shut†¦ ‘ this shows that he is mourning silently and calmly but, Heathcliff ‘dashed his head against the knotted trunk, and lifting up his eyes howled not like a man but like a savage beast getting goaded to death with knives and spears†¦ ‘ This harsh diction portrays Heathcliff's pain, torment and anger at Catherine's death. Bronti uses this language to show that Catherine was Heathcliff's other half; without her (his beloved), half of his soul was missing. The comparison between Edgar's peaceful mourning and Heathcliff's declaration of love again refers to the difference of their emotions and their contrasting natures. The question of what happens after death is important in this chapter and throughout the novel; though no firm answer is given. Ellen is convinced that Catherine went to heaven, ‘where life is boundless in its duration, and love in its sympathy, joy in its fullness. ‘ Heathcliff however, cannot conceive of Catherine finding peace whilst they are still separated, or of his living without her. In the chapter before, Catherine said ‘I'm wearying to escape into that glorious world and to be always there; not seeing it dimly through tears and yearning for it through the walls of an aching heart, but really with it and in it. ‘ It is as though she had in mind a heaven that was like the moors in everyway but with the spirits of natural freedom. Eighteen years after her death, Heathcliff's continued love for Catherine's dead body paradoxically emphasizes the physical, yet non-physical nature of their relationship. This all-consuming love is revealed when he explains how he tried to dig up her body on the day she was buried. Heathcliff is pleased to see that Catherine still looks like herself after eighteen years but claims that if she had been ‘dissolved into earth or words,' he would have still been happy. His idea of heaven is to be completely united with Catherine in body, as well as in spirit and this could just as well mean to disintegrate into dust together as to be joined in the act of love. In the final two chapters, we are given an extraordinary window into Heathcliff's mind in the chapter. Whenever he looks at something, he sees Catherine in it; he hears her voice in every sound. This is Bronti's idea of true haunting, which seems to resemble madness rather than scary noises in the dark. If the ghost of Catherine is at work, she has found her home in Heathcliff's mind and her vocation is distorting his perception and his ability to communicate with the outside world. The presentation of love in the relationships between Catherine and Edgar and Catherine and Heathcliff are clearly profoundly contrasting. Heathcliff represents passion and nature, whereas Edgar represents culture. These two characteristics symbolize the duality in Cathy's own personality and it is her struggle between the two conflicting impulses that eventually consumes her. However, when Heathcliff and Edgar die and are both buried alongside Catherine, we can see how Bronti portrays that the two men will always have a place in her heart.

Bacteria & History and ecology

The word ‘bacteria’ is normally associated with disease-causing organisms, like the Streptococcus bacteria. While there are a considerable number of pathogenic bacteria that are notorious for such diseases as cholera, tuberculosis, and gonorrhea, such disease-causing species are a comparatively tiny fraction of the bacteria as a whole. There are approximately five nonillion (5? 1030) bacteria in the world. Bacteria are so widespread that it is possible only to make the most general statements about their life history and ecology (Berkeley Free Clinic, 1).There are bacteria that plays important role in the global ecosystem. They may be found on the tops of mountains, the bottom of the deepest oceans, in the guts of animals, and even in the frozen rocks and ice of Antarctica. One feature that has enabled them to spread so far, and last so long is their ability to go dormant for an extended period. There are specific methods in order to study and observe bacteria because th ey are not visible to the naked eye. Even with the use of microscope they are very difficult to spot without adding some stains that would render them visible.DETAILS Properties Bacteria are prokaryotic (no membrane-enclosed nucleus) that do not contain mitochondria or chloroplasts. They have single chromosome that are composed of close circle of double-stranded DNA with no associated histones. If flagella are present, they are made of a single filament of the protein flagellin; there are none of the â€Å"9+2† tubulin-containing microtubules of the eukaryotes (Users. rcn. com, 1). Their ribosomes differ from those of the eukaryotes. Bacteria have a rigid cell wall made of peptidoglycan that allows them to survive at long periods of time.They do not perform mitosis and mostly reproduce through asexual reproduction. Any form of sexual reproduction varies differently from the eukaryotes because they do not perform meiosis. The plasma membrane is a phospholipid bilayer but conta ins no cholesterol or other steroids (Users. rcn. com, 1). Most of bacteria form a single spore when their food supply runs low. This is the reason why pathogenic bacteria become infectious at the later part of the attack. Most of the water is removed from the spore and metabolism ceases.Spores are so resistant to adverse conditions of dryness and temperature that they may remain viable even after 50 years of dormancy (Users. rcn. com, 1). Environmental and Nutritive Requirements Most bacteria can be classified according to their response to oxygen. These are consist of three distinct group, Aerobic bacteria which thrives in the presence of oxygen, Anaerobic which cannot tolerate gaseous oxygen, and facultative anaerobes which prefer growing in the presence of oxygen but are able to survive without it. Aerobic bacteria require oxygen for their continued growth and existence.On the other hand anaerobic cannot survive in the presence of gaseous oxygen. These bacteria live in deep unde rwater sediments, or in oxygen deprived environment such as those that cause bacterial food poisoning. Bacteria also differ in the mode and source of their energy. There are Heterotrophs that derive energy from breaking down complex organic compounds that they must take in from the environment. This includes saprobic bacteria found in decaying material, as well as those that rely on fermentation or respiration.The other group, the autotrophs, fix carbon dioxide to make their own food source; this may be fueled by light energy (photoautotrophic), or by oxidation of nitrogen, sulfur, or other elements (chemoautotrophic) (Berkeley Free Clinic, 2). Chemoautotrophs are uncommon while photoautotrophs are more common and quite diverse. One particular bacteria offers a very interesting behavior because they use hydrogen sulfide as hydrogen donor, instead of water like most other photosynthetic organisms, including cyanobacteria.There are green sulfur bacteria and purple sulfur bacteria, Oth er Bacteria include the cyanobacteria, and purple nonsulfur bacteria. Role in the Global Ecosystem Bacteria play a very important role in maintaining the balance of our ecosystem. Through their ceaseless labor, they cycle nutrients such as carbon, nitrogen, and sulfur. For example without bacteria to decompose rotten objects, our CO2 would have been depleted and all our plants would have ceased to exist. The process of decomposition releases nutrients back into the environment for plants and other living organisms.Bacteria also cycle nitrogen in the soil. Nitrogen is important for plants health and growth. Without these cycling processes all our plants would die and then humanity would have ran out of food. Gram Stain Bacteria happens to have a refractive index similar to water, therefore they are very difficult to spot from an aqueous sample. To solve this problem, biological stains are added so that microorganisms can be visualized. Stains are classified as either simple or differ ential.Simple stains impart the same color to all structures whereas differential stains contain more than one dye and impart different colors to various structures(Delost, 39). One very important method is the Gram Stain, which was first introduced by Hans Christian Gram in the late 1800s. It has been modified and adjusted numerous times. The Gram stain will differentiate gram-positive bacteria from gram-negative bacteria (Delost, 39). Gram stain is one form of a differential stain that is widely even in the methods.It consists of several reagents such as crystal violet, Gram’s iodine, ethyl alcohol or acetone, and safranin O or carbulfuchsin. Bibliography Unknown. (2000). Bacteria: Life History and Ecology. Retrieved on February 18, 2007 from the Berkeley Free Clinic website: http://www. ucmp. berkeley. edu/bacteria/bacterialh. html Unkown. (2006). Bacteria. Retrieved on February 18, 2007 from the Users. rcn. com website: http://users. rcn. com/jkimball. ma. ultranet/Biolog yPages/E/Eubacteria. Delost, M. Introduction to Diagnostic Microbiology. (1997). Harcourt Brace & Company Asia Pte Ltd. .