Jeffrey Santos Essays (1232 words) - Literature, Comics, Raw

Jeffrey Santos Professor Shrivastava Experiencing Literature 10/15/17 The Complete Maus Essay Prompt In English class we read a book called "The Complete Maus" by Art Spiegelman. I have been given an assignment that is based off of Spiegelman's use of the famous comic strip. He uses the comic in many different ways but with one main way being, to help the reader fully engage into his thoughts. The Washington Post stated that what Spielgelman did was "impossible to achieve in any medium but comics." Comic strips help the reader dice into the small but important details of the story by giving them interesting drawings that spark their attention. Comics also come with words to give the reader more of an easy understanding of what he or she is reading. This being said, my goal of this paper is to prove the Washington Post in a positive way and to help their statement be correct. To help explain my stand on this, in my first paragraph I will talk about Spielgelman's representation and reliability of his story. Since he relies on his father's thoughts, some may think that the reliability of the drawings may not be valid enough to fully believe. In the second paragraph I will discuss the multiple time frames and how he shifts from one time frame to another but also has multiple present things within one time frame. And in my final paragraph I will discuss the shifts of point of view and how he runs two parallel points of views and still achieves his goal in the story. Representation and reliability is something all if not most people worried about with Spiegelman's comic strip. The main difference in Spiegelman's representation of memory vs other authors is his use of drawings and intriguing images. Even though he relies on his father's thoughts and memories, he also uses real images to help us understand and solidify his father's memories to be true. On page (75) in Spielgelman's book he draws his father's family sitting around a dinner table discussing the hardships of the time that they were living in, and shortly after that there is an image of his son dumping his food onto the table. Clearly his father and his family are very self-giving and protective of everyone still breathing. Although Artie and his father had a rough relationship in the beginning, the comic helps us understand that by the second comic story, Art and his father become close again and begin to understand each other like they used to. With the two of them bonding through hi s father's memory filled talk, it helps us believe that Artie actually helped us readers understand his father's memories and a more diverse and interesting way. He represents his father to his best ability and helps us readers understand fully. He uses his representation within the comic extremely well and it would be hard to tackle all of these things in a written novel. When writing a comic strip you must pay attention to your use in change of time frames and Spiegelman does that and then some. The reader moves through several different historical positions throughout the whole story. They also move through narrative events such as pre Holocaust, the Holocaust, and the post Holocaust, but also, within one time frame there can be multiple times present and co-resent. Maus intertwines the past and the present extremely well to the point where they are simply parallel to each other. He combines the different subject histories of each protagonist, and the different Nazi views located in Rego Park, New York. Artie manages to add many small narratives within the bigger pictures throughout the story. For example, Arties struggles to understand his family's origins and himself as well. Although Artie was talking about the Holocaust through the whole story, he uses small examples to show his struggles in the story as well. Artie asks Vladek for Antje's diaries and Vladek then tells him that the diaries are gone. The interesting part of this story is that Artie then remembers that he burned them himself and this memory puts him into a deep depression. The way Artie showed us his depression through the comics really showed how hurt he

Concept Essay

Concept Essay Steps for Writing Concept Essays The aim of Concept Essays is to inform readers about a particular topic. The purpose of such an essay is to explain a concept without influencing your readers. When you write this type of essay, you do not adopt a stance or provide a point of view on the essay topic. Even if you write about a controversial topic, you need to explain all the sides of the controversy instead of taking one particular side. This type of essay can be written on any essay length. If you are writing a concept paper for the first time, follow these simple steps to get started: 1. Select a Topic You may be given a specific essay topic or you may be told to write your essay on a topic of your choice. If it is the latter, look for a topic that you find interesting. Writing about an interesting theme will lead to you writing your essay in a way that interests your readers. Keep in mind that topics for Concept Essays are more abstract than other types of essays. Examples of such topics would be racism, wisdom or communication. 2. Conduct Research Make a note of the information you possess on your topic and then start collating information on the parts that are missing. As you will be educating your readers on your chosen topic, it is important that you know all that you can find out about it. After carrying out all the research, decide what information you are going to use. You don’t have to write about your topic in extensive detail; however it should be detailed enough to provide thorough understanding of the concept. 3. Determine your Audience Before writing your Concept Essay, you must have an idea of who your target audience is. It is not possible to write an essay effectively without determining the type of readers you are writing for. Knowing who your readers are will help you decide what materials to include, the order of ideas and the best way to support the arguments made. 4. Create an Outline Creating an essay outline is a great idea as it will help you organise your thoughts and information. Once you organize your thoughts, you will get an overall view of how your essay will look. This will help you group similar ideas together and eliminate unnecessary ones. 5. Begin Your Essay The introduction to an essay is very important. The essay intro introduces readers to the subject of the essay and indicates the areas of importance. This opening paragraph must contain your thesis statement. This statement must be explained briefly in one or two sentences and must convey the main idea of your essay. Follow your introduction with the essay body paragraphs in which every paragraph discusses one main point. 6. Write Your Conclusion Conclude your Concept Essay with a paragraph that reminds readers of your essay’s main idea. This paragraph must summarize the main points in a fresh and interesting way. If you find it difficult to write this type of paper, you can buy an essay or read a couple of free sample essays online for guidance.

Book Report Assignment Example | Topics and Well Written Essays - 500 words

Book Report - Assignment Example They believed this would be achieved only when the power was shifted back to the worker, consequently, ending the country’s inclination to a being run by the capitalist elite rather than a democratic state. Foner shows how the public’s sensed of a power imbalance in the country leading to the populist movement, which sought to address the problem by ensuring there, was equality. This will mean that the public will have more voice in the crucial sectors in the country in that there were reforms in the country’s economic systems and policies. The populist movement, which can be traced to rural America, involved both whites and the black populace. The movement aimed to make certain that the apprehensions of both parties were addressed and that there was equality in the land. This was through uniting the interest of both parties and presenting them through a united front. The mobilization of this movement was done mainly during social events like picnics among other social avenues (Niemi, William, and Plante 217). These meetings provided a platform for the spread of the populist agenda. The women were also involved in the process hence removing the gender barrier. The populist movement ensured that the society was equal in that the interests of all the parties were encompassed in the movement’s agenda (Foner 213). The populist movement attempted to bring equality to America. With the country’s rise to being a super, power its responsibilities in term of ensuring equality in and outside its boundaries. This wa s through the stop of imperialist expansion, which was a threat for the liberties of other nations. Through this America ensured that there was equality for the small nations and the mighty ones. Foner also explores the significance of the progressive era. The progressive era involved idealists who aimed to reform the political process. They noticed

Definition Argument Essay Example | Topics and Well Written Essays - 750 words - 1

Definition Argument - Essay Example The thought of a private word used in my generation is awesome. If an older person gets online, they will not know what woot means. The term "w00t" (pronounced, and sometimes spelled, "woot"; IPA pronunciation: [wuË t]) is a slang interjection used to express happiness or excitement, most often expressed via the Internet. (Wikipeida 2006) An interjection similar to "YAYE!" or "Woohoo!" used to express joy or excitement, usually about some kind of accomplishment. Primarily used by gamers, spreading rapidly to anyone who chats online. (URBAN dictionary 2006) The current-day use of the word w00t stems from hackers in the early to mid 80s.While communicating with each other groups of hackers such as Razor1911 would need lingo which nobody else would be able to understand to express milestones in their hacking. One such milestone was gaining root access, but the term rooted or "gained root access" was easily understood so the term was changed to w00t to help disguise. Because of the difficulty of "rooting" many times the term w00t would be much in a celebratory tone. It later evolved to simply be a celebratory remark rather than a hacking milestone. (URBAN Dictionary 2006) One game on the Internet is â€Å"World of Warcraft†. I enjoy playing this game. Whenever someone wins, they furiously typed woot. Even though at first I did not know what it meant, I would reciprocate. Eventually woot has become part of my online vocabulary. Woot became a word with meaning to me. Even if it is not in the dictionary, woot is real to me. That makes it a word to me, but not everyone plays games online. The reason I chose and like woot is its conveyance of my exact emotion, even though it is absent from the dictionary. How do you explain the ecstasy of defeating unseen people on the Internet? I know all of my friends’ screen names, but most I only know online. That feeling cannot be articulated by the â€Å"real world’s† dictionary. All of gamers my age use this

The presentation for nursing research PowerPoint

The for nursing research - PowerPoint Presentation Example Even though the author does not directly communicate a research question for the study, this can be deduced from the research objective and the title. The research question would therefore be, ‘what are the effects of alcohol consumption on sexual behaviour of young women, between 16 and 24 years?’ The article also lacks a research hypothesis but this can be implied from the research question and the research objective. The implied null hypothesis is the statement that alcohol consumption does not affect sexual behaviour of young women between, 16 and 24 years (McMunn, 2008). The article’s literature review is explorative and establishes sufficient background information for the research. It for example explores literature on alcohol consumption by age and gender to identify a specific interest in young women, and impacts of alcohol on their behaviour. The review’s findings are also consistent with existing literature that the group of women between the age of 16 years and 24 years are heavy drinkers. The literature review is therefore comprehensive enough to identify the research problem (Plant, 2009). Strengths and weaknesses of sampling procedures The research applied simple random sampling approach, based on attendance to a given care facility. This is defined by the fact that the young women who attended the facility were a sample of the entire population of women of the particular age group. Simple random sampling has a number of strengths and weaknesses in its application in a research. One of its major strengths is its simplicity that allows a researcher to implement a research design with ease. It therefore offers no technicality that may further induce inefficiency in the data collection process (Ellison, Barwick and Farrant, 2009). The sampling design also has the ability to be used even without a prior knowledge of the target population by the researcher. This also facilitates its ease of application (Aday and Cornelius, 2 011). Simple random sampling also has the strength of eliminating bias in sampling as the each element in the sample space has equal chance of being included in the sample and the researcher lacks control on specific members of the population to be sampled. In the case for instance, the research was limited to those women who attended the facility and the researcher could not study other women who did not register for the facility’s services (McMunn, 2008). The applied sampling procedure also has a number of limitations. While it is simple to apply, it may fail to generate a representative sample. Especially in cases where the target population has identifiable sub groups. Consequently, the applied sampling approach, simple random sampling, may not be suitable for making inferences. This is because in differentiated subgroup and in case the random approach only selects members of a few sub groups, then the generated results would be limited to such groups and not the entire p opulation (McMunn, 2008). Another weakness of the applied approach is the fact that it might not yield efficiency in sampling. This is a consequence of the possibility of a non representative data, especially in a quantitative research (Aday and Cornelius, 2011). Simple random sampling is also a weak approach in a time series research as well as in handling data whose

How Do Financially Distressed Companies Overcome Decline Economics Essay

How Do Financially Distressed Companies Overcome Decline Economics Essay The present paper analyzes the recovery process of 526 US firms facing an initial financial distress situation in order to determine the variables of influence on their final survival status. The proposed model of this recovery process implies that severity and reaction capability should be understood as initial conditions that will impose restrictions in the selection of strategies which will drive the performance during recovery, thus, determining the final resolution of long term financial distress process. We found that these variables have an impact on i) the ability of a company to overcome decline; ii) the efficiency of the selected strategies and iii) the results of these strategies on post-distress fit position. Keywords: Recovery process, financial distress, severity, Data Envelopment Analysis Introduction Every organization is inevitably exposed to ups and downs during its lifecycle (Krueger and Willard, 1991; Burbank, 2005) and failure is not a sudden event (Agarwal and Taffler, 2008). The ecological theory of organizations states that in a continuous process of firms, those who survive are better capable to compete. Kahl (2001) defines fittest firms as the ones that have greater chance to survive. In this way, the financial distress process should be understood as a selection mechanism by means of which good performers survive and bad performers do not. In this same line, Sheppard and Chowdhury (2005) consider that failure is a firms misalignment with its environment. Failure is a reversible process and not necessarily degenerative if the company is able to detect signs of underperformance and to achieve an effort in its economic performance. Firms facing a distressed financial situation usually share a series of common patterns which make it difficult to estimate a possible outcome of this situation (Barniv et al., 2002). Among the distressed firms, there are little divergences in the financial weakness indicators in the different failure processes (Ooghe and Prijcker, 2008). The dissimilarities between the failure stages and the turnaround effectiveness as well, become evident on the how quickly the indicators evolve and on the ability of the management to react when distress signals are detected. Ignoring these alert signals may lead to a continuous decline process which may end up in failure without even trying any recovery strategy (Burbank, 2005). Managing a crisis situation is a fundamental issue as it is not a spontaneous process. Moulton and Thomas (1993) affirm that the reorganizations during a financial distress situation are not a simple matter and the probability of a successful exit is very low. However, the percentage of firms that succeed in getting through decline cannot be disregarded. Barniv et al. (2002) found that 50% of the sample firms which filed bankruptcy from the Office of the General Council of SEC resolved their situation as emerged firms. One third of the financially distressed firms in Kahls (2001) study survived as independent companies. Moreover, Gonzà ¡lez-Bravo and Mecaj (2011) found that 22.5% of sample firms presenting a strong crisis situation were still active in the market 10 years later. Yet, we should consider that the exit from a difficult condition, as Moulton and Thomas (1993) sustain, is only the beginning of the story. Not all the successfully exiting firms manage to keep the new situa tion stable. For some firms, operating in a crisis situation constitutes their normal state of environment with crisis periods that can attenuate or loose up. Anyway, being able to maintain this kind of condition is also a manner to survive. In this sense, Kahl (2002) states that the financial distress should be considered a long term process that makes firms end up debilitated even after having recovered from decline. This weakness is observed in poor performance that inevitably may again drag the firms to a new financial distress situation. Hotchkiss (1995) attested that during the first five years after exiting a bankruptcy, 35 to 40% of firms show negative operating income and up to one third of the firms that manage to ease their distress through debt restructuring re-enter a financial distress situation a few years later. Several studies have shown that different factors may determine the exit from a crisis situation. These factors may have a direct influence on the recovery process or on the capacity of the company to develop appropriate redirection strategies. The initial severity degree is considered an important hurdle in implementing successful actions. In this line, Smith and Graves (2005) found that, among all variables of the study, severity and firm size were the only variables significantly important during a turnaround process. Other authors (Robbins and Pearce, 1992; Pearce and Robins, 1993; Harker and Harker, 1998) state that strategies oriented towards cost reduction and efficiency improvement were safe bets for a favorable outcome. However, Castrogiovani and Bruton (2000), Sudarsanam and Lai (2001) or Smith and Graves (2005) affirm that no positive relation could be found between certain strategies and successful outcome. These results indicate that severity, through its influence on th e selected strategy, could be an indirect factor in the turnaround process (Robbins and Pearce, 1992). More consensual results were obtained when stating that the performance in-distress is fundamental for the outcome of the difficult situation. In particular, it is observed that successful companies show better returns when compared to unsuccessful firms (Routledge and Gadene, 2000; Pearce and Doh, 2002; Kahl, 2001). The present paper analyzes the recovery process of 526 US firms facing an initial financial distress situation in order to determine the variables of influence on their final survival status. The proposed model of this recovery process states that severity and reaction capability should be understood as initial conditions that will impose restrictions in the selection of strategies which will drive the performance during recovery, thus, determining the final resolution of long term financial distress process. These variables have an impact on i) the ability of a company to overcome the difficult situation; ii) the efficiency of the selected strategies and iii) the results of these strategies on post-distress healthy position. The proposed model considers that final survival status measures the welfare quality of a firm based on its risk to re-enter in distress, so it discriminates well performers and best performers during the management of a crisis process. Overcoming a financial distress: Determinant factors Even though some weak crisis situations tend to show a natural evolution throughout the exit and may be solved by simply making routine decisions (Gonzà ¡lez-Bravo and Mecaj, 2011), recovery process is not a spontaneous event. The distressed firms will face a long term scenario involving a continuous effort of adaptation to the diverse situations through which a firm passes during the upturn. The effort invested in this process will allow the reestablishment of stakeholders trust, while the variables related to solvency and profitability gain stability (Burbank, 2005). Companies that do not have a long term orientation and just adopt patch strategies do not usually reach successful exits (Pretorius, 2008). However, certain initial conditions may affect the reaction capacity as well as the effectiveness of the measures taken by managers. Severity Similar to a disease process, the gravity of the initial crisis position not only conditions the measures to take but also their success possibilities. Firms that face worse starting situation need to make greater efforts. In this sense, Robbins and Pearce (1992) affirm that there exists a relationship between retrenchment strategies and performance in firms having a severe starting situation while this relationship is not observed in firms facing a weak crisis state. Although Smith and Graves (2005) indicate that the gravity of the starting situation is strongly associated with the probability of recovery, Kahl (2002) sustains that the financial distress diagnosis is an imperfect indicator of the economic feasibility of a firm. In the same line, Gonzà ¡lez-Bravo and Mecaj (2011) affirm that the severity of the initial situation, observed in widely accepted indicators, does not have to be a crucial factor in the outcome of the crisis. Perhaps, following Moulton and Thomas (1993), th e initial gravity status has an influence over the process of recovery more than on the final resolution. Thus, severity determines the rate of recuperation, so that the harder the severity, the greater the effort to react and the slower the process of healing the levels of solvency and profitability. This effort during the process, and not the starting situation, may be the main determinant of the final outcome. Moreover, solvency and profitability indicators such as continuous negative results, inability to generate income by means of operating activity, continuous solvency and/or liquidity problems or incapacity to generate cash flow which reflect problems in the health of the company, are widely accepted as measures of severity degree (Mutchler and Williams, 1990; Gilbert, Menon and Schwarz, 1990; Ponemon and Shick, 1991; Poston, Harmon and Gramlich, 1994; Geiger, Raghunandan and Rama, 1995; Raghunandan and Rama, 1995; Davydenko, 2007). Reaction capability The possible effect of severity on the initial state may be mitigated if the firm counts on appropriate resources which increase the probability of a successful recovery. The structural reaction capability may ease the recovery process to a safe position cushioning the possible actions to implement. The capacity to obtain additional funds or generate additional incomes to implement treatment strategies can soothe the prior pressure imposed by a deteriorated financial distress position. In this sense, Barker and Duhaime (1997) associate successful turnaround processes with increases in sales that make companies have more options to undertake change strategies. Similarly, Pearce and Doh (2002) affirm that firms in distress that used debt and supported their sales to improve profitability successfully solved their difficult situation. They also state that changes in activity and in leverage level are associated with different phases of a turnaround process. In turn, Jostarndt (2006) ide ntifies three factors which could be helpful to measure the risk of becoming financially troubled. An excessive leverage level, a poor firm performance, and an industry downturn may inhibit firms from obtaining the right amount of cash flow to operate normally. Firm operating performance trend dominates as the reason causing financial distress showing that a firm may fail but not only for financial reasons. This allows the author to consider an association between financial distress and economic distress. These results are comparable to the patterns evidenced by Gonzà ¡lez-Bravo and Mecaj (2011) when distressed firms with remarkable financial reaction capacity and/or a solid financial structure evolve mainly toward a healthy zone. However, concerning debt structure Kahl (2001) did not find evidence on if the debt level or the debt structure of a firm influences the final outcome of a crisis situation. Severity Status and Reaction Capability, as initial restrictions, could be moderated by firm size when considering the exit from a crisis situation (Moulton and Thomas, 1993; Barniv et al., 2002; Schutjens, 2002). Altman and Hotchkiss (2006) found that one of the most obvious factor that discriminates between firms that successfully restructure and those that liquidate, after being classified inside Chapter 11, was the firms size. Nevertheless, other works observe that this variable did not present any clear relation with the survival chance (Kahl, 2001; Ooghe and Prijcker, 2008). Possibly, firms size does not determine the final resolution of a distress situation but it influences the reaction capability to confront it, moderating /strengthening the drawbacks when additional support should be guaranteed and restructuring decision must be made. Performance in-distress Regardless of the initial state restrictions, the adopted strategies and the behavior of companies during a financial crisis are crucial for the exit process (Sun and Li, 2007). An inappropriate diagnosis of the firms weaknesses in order to act and react quickly may lead to a fast deterioration of the financial indicators (Barker and Duhaime, 1997). Beaver (1966) already stated that if a difficult situation was properly detected, measures that lead to an improved position could be taken, avoiding so a state of ultimate failure. A series of strategies and action plans should be implemented aiming to reduce the detected weaknesses of the company (Smith and Graves, 2005; Krueger and Willard, 1991, Robbins and Pearce, 1992; Pearce and Robbins, 1993; Arogyaswamy et al., 1995; Castrogiovanni and Bruton, 2000, Pearce and Doh, 2002 and Pretorius, 2008). The operating performance during the recovery process drives a successful evolutionary route towards a new healthy scenario (Kahl, 2001; Routledge and Gadenne, 2000). Improving efficiency through some actions like cost cutting and/or asset reduction is crucial in this sense, having a positive impact on firms performance despite the underlying weaknesses (Robbins and Pearce, 1992; Pearce and Robbins, 1993; Harker and Harker, 1998). Firms facing a distress situation and carrying out a retrenchment strategy are more likely to survive, even though the performance was statistically not greater than that of not retrenched firms (Castrogiovanni and Bruton, 2000). In this sense, Sudarsanam and Lai (2001) showed that the strategies applied by firms successfully recovering were not that different from the strategies applied by firms that did not recover. So, the implementation efficacy was the cause of these differences, even though more intensive restructuration was done by firms that could n ot redirect their situation. The effectiveness of efficiency oriented strategies is supported by the results showing that firms resolving a situation of financial distress are statistically more profitable than those who did not settle (Campbell, 1996; Routledge and Gadenne, 2000; Pearce and Doh, 2002). These authors found that operating efficiency was the only variable used in distinguishing successful turnarounds from unsuccessful ones that significantly persisted during the recovery process. Kahl (2001) also stated that, in-distress, operating performance has a strong positive relation with the survival prospect. In particular, the author shows that an improvement in the standard deviation of ROA during a crisis period can increase the survival probability up to 0.62. In the same line, Gonzà ¡lez-Bravo and Mecaj (2011) found evidence that the companies positioned in a safety zone, starting from a situation of failure status, are characterized by a strong managerial action measured by ROA ratio, generating fu rthermore higher operating cash flow. However, other authors such as Barniv et al. (2002) or Laitinen (1993) found that the ROA coefficients were statistically not significant in predicting the outcome of a crisis situation. The post-distress status The main objective of a firm facing a distress situation is to heal the crisis state. Some researches, oriented to modeling the variables that influence a recovery process, identify the final stage of this process when a firm objectively exits a failure situation emerging as an independent firm, leaving Chapter 11 classification or keeping a defined period of positive income (Smith and Graves, 2006; Barniv et al., 2002; Altman and Hotchkiss, 2006; Kahl, 2001). However, the accomplishment of this objective should have one necessary quality condition. The new post-failure position should be achieved in suitable conditions that would permit an appropriate and continuous growth and performance rate. A financial distress process could place a firm in a weak position, even if it had managed to solve its difficulties, inciting a poor performance that inevitably makes it enter again in an emergency situation (Kahl, 2002). If a firm does not emerge profitably in the restructuring phase, in order to achieve a long term success, the probability of a successful exit process is very low (Burbank, 2005). In this sense, Hotchkiss (1995) showed that up to one third of the firms that relieve their conditions by means of debt restructuring tend to go into a financial distress situation few years afterwards. With regard to post-distress position, Robbins and Pearce (1992) affirm that industry indicator variations should be considered in order to better identify the good performers or the exceptional good performers during turnaround. Despite of the assessment of Altman and Hotchkiss (2006) stating that the firms overcoming a Chapter 11 situation perform below firms of the same industry that di d not pass through that same situation, Kahl (2001) found that the post-distress operating performance of firms getting through a crisis situation is similar to the industry performance. The model of recovery When a firm is facing a distress situation and considering all the above analyzed dimensions, severity and reaction capability should be understood as initial conditions that will impose restrictions in selecting the strategies which will drive the performance during recovery, thus, determining the final resolution of long term financial distress process as shown in Figure 1. (Figure 1 here) The left side of the diagram gathers the initial determining factors to initiate the recovery process, outlining the firms ability to improve its future and overcome the difficult situation. Severity Status offers valuable information about the initial degree of gravity of a firms situation. This degree will condition the actions to be taken in a deteriorated situation and the possible outcome as well. Reaction Capability measures the firms capacity to apply such actions through: i) the possibility to obtain further resources without worsening its position, ii) the capacity of debt negotiation or iii) the ability to generate additional incomes which may facilitate the application of strategy changes. The right side of the above Figure 1 defines the final subsequent status of firms, once specific actions have been taken. Post-distress Status shows the effectiveness of the management effort in a crisis situation, not only because the firm solves the initial state, but also since the new position is reached evidencing a well performance to set a suitable continuity in the new balanced situation. Accordingly, Post-distress status assesses the quality of firms welfare accounting for the risk to re-entry into distress discriminating well performers and best performers in a crisis management process. In a distress context, a well-performer just achieves the objective (i.e. exiting the crisis situation) while best-performers are located in a new healthy scenario minimizing the likelihood to reenter in distress. Hence, considering the above model, the following hypotheses will be tested: H1: Severity degree of financially distressed firms is likely associated with the post distress status. H2: Reaction Capability of distressed firms is positively related to a fit final position after recovery process. H3: Performance in-distress is positively related with the welfare of the post distress status. H4: Retrenchment strategies have a positive influence on the outcome of a distressed situation. H5: Size of financially distressed companies is associated with the final position after recovery process. Methodology, sample and variables To test the hypothesis we use the financial data of US firms derived from the Compustat Database in an eight year period: 1993-2000 which is considered to be economically appropriate for the analysis. Smith and Graves (2005) affirm that in an economic expansion context distressed firms could easily perform a successful turnaround. Particularly, the US economy experienced an economic expansion during the analyzed period. According to the National Bureau of Economic Research (2001), a peak in business activity occurred in the U.S. economy in March 2001. A peak marks the end of an expansion and the beginning of a recession  [1]  . So, the year 2001 was marked by events like the Dot-Com Bubble, Stock Market Crash, the loss of investors confidence in the Stock Market or the emergence of corporate fraud and corporate governance. The September 11, 2001 attacks also, may have been an important factor in turning this decline in the economy into a recession. The financial data for the year s after 2000 would be, to a greater or lesser extent, influenced by all these external factors. From a total of 1721 companies that offer complete data in their financial statements during all years, only the ones that presented a crisis situation in the first year of analysis, 1993, were selected. We consider a crisis status as a variety of enterprise adversity situations that threaten the future viability of the company (Turetsky and Mcwewn, 2001; Graveline and Kikalari, 2008), which show some incapacity to generate resources and/or to fulfill the payment of debts in time. This incapacity can be transitory and of a major or minor gravity and it can be observed through a series of symptoms alerting that the health and the future of the company are at risk. Considering this general approach and following Gonzà ¡lez-Bravo and Mecaj (2011), we classify a firm as financially distressed if, in the first year of our analysis, it presented one or more of the following criteria: Negative Net Income, Negative Operating Income, Negative Retained Earnings, Negative Working Capital, Negative Cash Flow, Negative Operating Cash Flow and Negative Shareholders Equity. In agreement with Gilbert, Menon and Schwartz (1990), to prevent the selection of firms that only had a poor performance in t he starting year firms presenting merely a Negative Net Income for the year 1993 were not selected. This criterion made possible that poor performers were selected only when they also showed a continued instable situation such as losses in previous years or solvency problems. As a result, our study is performed on a total of 526 companies that satisfied all the previous conditions. Table 1 shows the principal features of the analyzed sample. (Table 1 here) The number of observed symptoms permits an objective a priori classification based on the gravity of the starting situation. A firm would experience a weak crisis if it presents three or less criteria and, on the contrary, a strong crisis if it shows 4 or more. Following this further, in the first year of the analysis 77.38% of the firms encounter a weak crisis while 22.62% are facing a situation of strong crisis. Variables Severity Status, Reaction Capability and Fitness Status, as representative indicators of post-distress position, in the above proposed model (Figure 1) are built by gathering information given by some individual variable-indicators according to the features evaluated. The complete picture integrating the model and variables is showed in Figure 2. (Figure 2 here) Severity status (SEV_STAT) should be understood as an index assessing the degree of severity distress by seven financial ratios. These ratios correspond to the 7 symptom-indicators used to classify a firm as being in financial distress previously described, all divided by Total Assets in order to eliminate the size effect. Ratios such as: Net Income/Total Assets, EBIT/Total Assets and Retained Earnings/Total assets, representatives of the economic performance, are also commonly used to determine the existence of a decline phase in turnaround and recovery research (Pearce and Robins, 1993; Arogyaswamy et al., 1995; Smith and Graves, 2005). Negative Operating Cash Flow is also an indicator of liquidity deterioration and of financial distress probability (Anandarajan et al. 2001; Bell and Tabor, 1991; John, 1993). These seven indicators should be considered in a negative direction with respect to financial distress. That is, the lower value of the indicators, the worse the starting situ ation of the firm. In the same way, the more the number of negative indicators in a firm, the higher the crisis severity degree will be. Reaction capability is evaluated through three indicators: Sales/Total Assets (TURNOV), Shareholders Equity/Total Liabilities (FIN_AUT) and Current Assets/Current Liabilities (SOLV). The first one reflects the capacity of the company to enhance profitability while the other two indicators are linked to the financial structure of a firm and enable us to value its self-sufficiency and solvency. Together, these three variables measure the capacity of a firm to obtain external and additional funds or to reorganize its debts, the short term response capacity and the ability to generate resources. Fitness status (FIT_STAT) is defined as an index measuring the final health position on an objective and on a quality base as well, by means of 4 variables. Final Position is a categorical variable which indicates the existence or not of a crisis situation, when the firm still presents any symptom of distress. This variable takes value 0 if the firm exits successfully and doesnt present distress signals or value 1 otherwise. Additionally, to measure the health quality of this position, we follow the approach of Jostarndt (2006) when he identifies three factors that could cause financial distress: excessive leverage, a poor firm-specific operating performance and an industry downturn. These factors could be interpreted as indicators of the incapacity of a firm to generate cash flow which may influence a continuous economic and financial deterioration. The variables are defined as follows: (For further details on all variables calculation refer to Appendix B): Debt payment level: it permits the evaluation of the effects that a higher debt level of a firm has on cash flow generation, with respect to the industry where it operates. It indicates the level of interest payment the firm is paying compared to the median of the sector. If the level is above the median, the firm is paying more than other firms, so it should reduce it. Firm Performance: It measures the effects that a poor performance, lower than the median of the industry, has on cash flow generation. It measures the operating income of a firm compared to the median of the sector. It indicates if the firm is performing above or below the median of the sector. Sector performance: it allows analyzing to what extent the trend of the performance of the sector where the firm operates influences its capacity to generate cash flow if it behaved as the industry average. This item measures the improvement or the deterioration of a sectors performance, compared to its performance the year before. These three variables measure the risk of distress which could be the consequence of leverage problems or economic issues, including the downturn of the industry. The former three defined ratio-indicators should be understood in a negative sense, thus, the higher the three ratios are, the worse the quality position of the firm and the greater the probability of financial distress. Therefore, Fitness Status variable measures the position of a firm t years after the financial distress has been detected, allowing to evaluate the performance in managing a difficult situation. Severity Status and Fitness Status indexes could be interpreted as two composite indicators gathering the information of 7 and 3 individual ratios, respectively. To overcome some of the drawbacks of aggregated indexes, such as the degree of subjectivity in attribution of weights to each individual component (Munda, 2005; Messer et al., 2006; Munda and Nardo, 2009; Ramzan et al., 2008), we decided to use Data Envelopment analysis to summarize the complex information in just one index (Nardo et al., 2005a; Cherchye et al. 2008; Dyckhoff and Allen, 2001). DEA is a non-parametric performance measurement technique, based on a productivity approach, widely used to evaluate the relative efficiency of Decision Making Units (Cooper et al., 1999; Seiford, 1997; Gattoufi et al. 2004; Sherman and Zhu, 2006). However, this methodology has also been used to create indexes combining different components by means of an optimization process, when the structure of weights of these components is not kn own, and without making any assumption concerning the internal operations of a DMU (Cherchye et al., 2006; Zhu, 2000 and 2001; Puig-Junoy, 1998; Sexton and Lewis, 2003). Thus, both Severity Status and Fitness Status scores are obtained applying a DEA model without explicit inputs, called DEA-WEI models by Liu et al. (2011). This formulation, discussed by Lovell and Pastor (1999), considering a model with only outputs and a single constant input, has been used by Chen (2002) and Cooper et al. (2009), and it is similar to other approaches as DEA-R (Despic et al., 2007) or DEA-Index composite (Cherchye et al. 2008). Fitness Status use as DEA variables a series of indicators that measure negative features of a firm and they are also linked to the possibility of presenting a marked financial distress situation. This consideration is in agreement with the called pessimistic DEA approach, where the efficiency frontier contains, using Azizi and Ajirlu (2011) terminology, the worst-practisers as efficient in being poor-performers. In this way, DMUs scoring unity or close to unity levels will be the ones with higher degree of severity in their financial distressed situation. Furthermore, Fitness Score DEA manages a categorical variable Final Status indicating the existence or not of distress symptoms. In this sense we follow the approach of Banker and Morey (1986) concerning the treatment of exogenously fixed data. To measure the strategies and the behavior of firms during distress, profitability and downsizing actions have been included in the analysis. With regard to profitability, we use ROA in the last year of the analysis (ROA) and the average of its variations in the previous years (ROA_AVG) to measure the impact of efficiency oriented strategies to the final post-distress position. Concerning downsizing actions, variations in total assets during previous year are included to measure the impact of retrenchment strategies (RET_STG) Finally, to control the size effect (SIZE), natural logarithm of sales [ln(sales)] is included in the analysis in order to assess the influence of size on the possibility to return on a healthy scenario. Methodology The DEA score Fitness Status will be treated as a dependent variable in order to analyze to what extent post-failure position could be explained by issues such as severity, reaction capability or certain strategies implemented by the firms. Many different approaches can be found in the literature when a DEA score is used as a dependent variable of a regression to relate efficiency to the factors and study their influence on the former. The consideration of the DEA score as a censored variable (showing values between zero and unity) has been the argument for using regression censored models such as Tobit. On the other hand, Mancebà ³n and Molinero (2000) do not share this opinion and affirm that efficiency takes natural limits of zero and one and they estimate a model of the log type to explain inefficiency. In the same line, Puig-Junoy (1998) considers that DEA scores do not fit the theory of sampling censoring for Tobit models explaining inefficiency by a multiplicativ

Essay --

Christmas Markets around the World Christmas is a magical holiday and it is celebrated everywhere in the world by creating a fantasy scenery on the streets and in every shop and house. Around Christmas time, all the big cities in the world turn into a magical place, decorated with huge Christmas trees and with thousands of Christmas lights. But that is not all. In many cities around the world, no matter whether they are the capital city of a country or a small town, there are organized Christmas Markets every year. The Christmas markets fill the streets with a wonderful smell of traditional delicacies related to Christmas and so everybody is attracted to the markets by the wonderful, fantasy-like smell coming from there. In these markets, people can also find original, unique ideas to buy as gifts for their loved ones, as merchandisers usually sell hand-made items in these markets. And let’s not forget about the beautiful Christmas decorations, which you can also find at any of these markets. Austria is one of the countries in which Christmas Markets are an old tradition. There, you can find at least one Christmas Market in any major city or town, but the most famous of all remains, of course, Vienna’s Christmas Market. There are also plenty of other cities where the magical atmosphere of Christmas is sustained by the Christmas Markets, such as: Innsbruck, Graz, Salzburg and Linz. Belgium is another country which celebrates Christmas by organizing Christmas Markets in some of the greatest cities in the country. The smell of traditional Christmas food and the beautiful coloured Christmas trees attract the visitors to Christmas Markets in Belgium. Some of the most famous Markets opened for Christmas Holidays in Belgium are in A... ...er cultures. In the last few years, the Christmas Markets became popular in the USA as well, so that today you can enjoy the wonderful celebrations of Christmas at Christmas Markets in USA, where you will be delighted by beautiful music, tasty food and lots of entertainment. Canada is least famous for its Christmas Markets, yet it owns some. In the last few years, Christmas Markets flourished in Toronto, Vancouver, Quebec and other regions in Canada. People can find wonderful Christmas themed presents to buy from these Markets. The magical atmosphere of Christmas is flourishing with these very special and wonderful Christmas Markets around the world, where people can enjoy the beautiful Christmas Carols, huge Christmas Trees, amazing decorations and lights, tasty food delicacies for Christmas, as well as unique Christmas gifts that they can buy from the Markets.

Group Working Positivity

Group Work Participating in Group Work Participating in group work is an important skill to develop as it is something you will do in your student life and in your working career. Job advertisements often highlight ‘good team worker’ as a crucial skill for potential recruits. These may involve a group presentation or a group report followed by a reflective piece of writing and/or an individual assignment. Take notes or record your lecturer’s assignment briefing. Module Handbooks usually includes the assessment criteria (see Appendix 1) so it is important that you work well together to achieve success.It will be quite obvious to your lecturer whether you have worked well as a team and whether you prepared your assignment as a group. Groups formed by students to discuss case studies or discuss an assignment can help improve your grades and make the task more manageable. Keep a journal and record your progress, hindrances, issues and successes, plus any pitfalls to a void next time! Working in a TEAM? Together Everyone Achieves More Successful group work will involve: †¢ Clear, shared goals. †¢ Good communication amongst members of the group. †¢ Agreed ways of working towards the group goals. Support and cooperation, rather than competitiveness. †¢ Listening to one another. †¢ Autonomous team working. †¢ Arrangements for monitoring progress and taking corrective action, if necessary. †¢ Keep to deadlines – it is unfair to let others down who are depending on you, in order for the whole group to succeed. †¢ High levels of motivation. †¢ Plan – do – review. Why work in groups? Team building is vital to any organisation and by working in groups you can: †¢ Share resources. †¢ Share ideas and information. †¢ Share abilities. †¢ Learn from and help each other. Stimulate creativity and innovation. †¢ Increase motivation. †¢ Solve complex problems. †¢ C an help you get better grades. You will need to identify your strengths, which you can contribute to the group. You will also identify your weaknesses, and ideally the group will support and help you work on turning these weaknesses into strengths. IH have some useful DVDs on group work that may be helpful to watch (Assert yourself: learning to be assertive; Building the perfect team: Belbin’s team-role theory in action; Does the team work? Improving effectiveness through teamwork; It’s a deal!Win-win negotiation deals; Team leading: how to become an effective team leader; The great communicator: communication skills for all). Getting started †¢ It is up to the members of the group to make the first contact with one another. Exchange telephone numbers and email addresses so the group can meet. †¢ An icebreaker task is a good way to make each member feel comfortable with others that s/he does not know (see Appendix 2). †¢ Ensure you understand the instruc tions in the assignment. Each group member should have read the assignment brief and prepare to discuss it at the first meeting. Break the assignment into practicable chunks. Agree deadlines to complete each part. †¢ The group needs to compile and agree set ground rules (see Appendix 3). These rules can be reviewed and renegotiated from time to time – keeping useful rules in practice, amending or creating new ones as solutions to unanticipated problems that arise. †¢ Set realistic aims and targets within a given timeframe that all members understand and agree with. †¢ Negotiate roles and tasks: Who will be the leader? Who will do what? When? With what resources?Allocate tasks according to the experience, expertise or strength of each member. However, task allocation can also be allocated to build on a student’s inexperience and areas of weakness. †¢ Establish a regular programme of meetings to review task progress and group process. The group should keep in regular contact so plan where you will meet. Will it be at the University, will you alternate between group members’ homes, will you set up a site in ‘Your Groups’ in StudyNet or a group in Facebook or any other social networking site? †¢ Agree to keep good records (Group Log of meetings etc. see Appendix 4). You might also want to keep a blog, for self reflection of group work. It is compulsory at Level 5 and Level 6 to keep records of group work. Each member of the group needs good personal management skills and good time management skills to complete their part of the task, including taking corrective action. This means being honest with the rest of the group – let them know if there is a problem, seek help from the group, share information with others. The group needs to make a contract based on the above points and stick to it so ground rules are obeyed.Establish Group Roles In order for the group to function successfully to achieve thei r goal and to maximise the group’s time in meetings, roles have to be taken on by each member of the group. Belbin (1981 & 1993, cited in Blundel, 2004) and others have identified numerous roles within a team, usually in keeping with individual personality and strengths. Many university student groups have five or six people, and their suggested roles are below. These roles may be rotated amongst members or a member holds onto his/her role for the duration of the assignment.Whatever the size of your group, ensure that someone carries out the following: |Team role |Contribution | |Project/team leader/ Chair |Organises rooms, agendas and chairs meetings, co-ordinates and keeps the group focused and involved. Stops the group from | |person |going off at a tangent. Initiates, leads and drives the group towards achieving their task. | |Innovator &/or Evaluator |Creates novel ideas and solutions to support the task. | |Assesses ideas and proposals. | |Investigator/ Info. gatherer | Collects information and resources to support the task and the group takes up and develops his/her contributions. | |Team worker/ harmoniser |Encourages others, fosters team morale and reduces negativity. | |Record keeper |Keeps records, shares information. Provides facts, ideas, feedback, and/or alternative proposals to finish the task. | | |Summarises what has been done. Lists what else needs to be done to complete the task. |Completer |Keeps track on objectives meeting deadlines making sure the group is on target to complete the task and achieve the goals | | |set. Judging whether the task is being completed successfully and efficiently | Group dynamics All group work consists of both task and process elements. Attention is often focused on the task, i. e. a report or presentation, and the process is neglected (how you get the task done, i. e. working in groups), which can be a major reason for ineffective group working.Individuals need to focus on the group needs rather than the ir own personal needs. Encourage and support others and try to facilitate harmony. Self-seeking roles to avoid are: dominator, cynic, clown, aggressor, blocker, group humourist, recognition seeker, avoider, politician, etc. (based on Benne & Sheats, 1948 cited in Barker et al, 1991). Keep to the responsibilities you were given – do what you said you would do. Ensure there is co-operation between members, if the team is to succeed. Listen to one another and acknowledge one another’s ideas and suggestions. Listen actively and you will hear.Buzan (2000) states that listening is a top management skill. So improve your listening skills now and you’ll be more prepared for any job interview! Listen and DON’T: Pretend to pay attention – do so! Do other things at the same time. Decide it’s uninteresting. Have your mobile on in meetings. Hogg the conversation – be aware of others’ need to talk. Be distracted by someone’s way of sp eech or mannerism. Get over-involved and so lose the thread of conversation. Let emotion filled words arouse personal anger, antagonism, etc. Focus on distractions instead of what’s said.Take linear one colour notes (instead, use different coloured pens, draw diagrams, mind maps, lists, tables). Just listen for facts (also consider the speaker’s emotions, feelings, body language). Turn off when it is complex or difficult. Plan what you’re going to say next. All group members need to agree any changes, e. g. to meetings, content of the assignment, etc. if the group is to be successful. Keep to the deadlines given. If you cannot manage your time well, be aware that you are letting others down. Meet and keep in contact regularly, where progress and any changes are tracked.Cohesiveness, good communication, commitment and cooperation are essential. Misconduct, unethical behaviour, rule breaking, must be avoided. At times the group will be affected by pressures of dea dlines, absence of an influential member, a traumatic experience, or a new member joining. Disperse any cliques that may form. There should be no ‘outsiders’ involved in the group or have input in the group. Antagonistic or contentious individuals need to be dealt with by the group early on, so conflict is avoided. Consensus in decision making helps make all group members feel they have a say. Try the questionnaire ‘Are We a Team? in Appendix 5 to assess the extent to which your group is cohesive and how well you work together, at some stage in the second half of the process. Groups can access a small room for their meetings, by booking a study room. Virtual meetings may form part of your plan and if so, you need to make sure that everyone has suitable access. An agenda has to be agreed by the group for each meeting, otherwise the group may waste valuable time during the meeting by chatting or straying from discussing the issues. Decide how long you will spend dis cussing each item. Respect one another’s opinion – everyone is entitled to their say.A ‘talking stick’ could be used during meetings, where the person holding the stick gets to speak. Others must listen until another person gets to hold the stick, and has his/her say. Another useful idea for effective discussion at meetings is to follow de Bono’s Six Hats Model (1985). See Appendix 6 for the full details. The ‘6 Thinking Hats’ helps generate critical thinking, to brainstorm or reflect, as these six ‘hats’ are metaphors for thinking about different aspects of a task/experience, at different times. Break down your thinking into 6 areas; use all six hats, to explore effectively and thoroughly with less confusion.De Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. He says this parallel thinking method allows the subject to be explored fully by considering one view at a time and accepting that they can be viewed as parallel, not necessary contradictory. It can be used constructively by all cultures. It allows you to find positive or constructive elements in negative or difficult situations and so helps to create a sense of perspective about it.A variant of this technique is to look at problems from the point of view of different professionals, or roles, or customers. Evaluate your progress as you go and keep a record of the meetings, which will be useful later when you have to carry out reflective writing based on the group work. If a group member is going to be absent (with good reason), let the group know beforehand. Ask questions of the other group members in order for you to proceed with your task or to clarify an issue. Be honest with peers – if you do not know something, say so or if you are not on target with your work, tell the group.The group will not function if everyone is not working openly, together towards the same goal. Behaviours serving task needs: †¢ Clarifying objectives †¢ Seeking information from group members †¢ Giving relevant information †¢ Proposing ideas and building on ideas or proposals contributed by others †¢ Summarising progress so far †¢ Evaluating progress against group objectives †¢ Time keeping †¢ Identifying a group member to take responsibility to ensure agreed actions are taken †¢ Setting up a way of reviewing progress after the meeting Behaviours serving group needs: Encourage members to contribute and value all contributions. †¢ Check that you have understood a point by summarising that understanding, before giving reasons for disagreeing †¢ Help to resolve conflict without making others feel rejected †¢ Change your view in light of arguments or information given by others †¢ Help to control those who talk too much †¢ Praising group progress towards obj ectives †¢ Dissuading group members from negative behaviour Behaviours interfering with task or group needs: †¢ Not preparing for the meeting/not doing your job Talking too much and/or focusing your attention on yourself †¢ Reacting emotionally to points made †¢ Attacking others points by ridicule or unreasoned comments †¢ Not listening to others †¢ Interrupting others and/or talking at the same time as them †¢ Introducing a completely different point of view while productive discussion of something else is taking place †¢ Chatting to others privately during the meeting †¢ Using humour to excess †¢ Withdrawing from the group and/or refusing to participate †¢ Being late for meetings/not turning up at all/leaving early Cameron (2005) BrainstormingBrainstorming is a useful way of generating ideas as well as problem-solving. A ‘facilitator’ needs to be appointed for the session. S/he will write everyone’s ideas d own and encourage all members to participate. Then, collect ideas from all members of the group. Ideas or opinions should not be criticised or rejected at this stage. Acknowledge and record all ideas and suggestions. Once the brainstorming has been exhausted, move on to link ideas and themes, and synthesise them. The group should then agree on which ideas should remain and which should be discarded. Using Post-its and Flip ChartsPutting things down on paper is an essential part of keeping the group going. †¢ Brainstorming session: one member of the group puts ideas on the flipchart OR individuals note their ideas on post-its and these are collected and examined. Ideas are easily prioritised using post-its as they are easily re-arranged. †¢ Resolve conflict: each member notes their opinion on a post-it and posts it on the board. The group can examine and consider the points made by the group. †¢ Equal opportunities: all members have a ‘say’ by writing down their ideas and suggestions, rather than a dominant vocal member ‘taking over’ the session.Virtual Group Work It is not always easy for groups to meet regularly; however, an arrangement must be made to keep in regular contact. There is no excuse if students cannot meet face-to-face, because they can meet virtually. There are a number of ways they can do this: You could chose email updates, a which anyone can set up through ‘Your Groups’ in the top black menu. For instructions to set up a group discussion forum, see Appendix 7. The wiki facility in ‘Your Groups’ could be a useful way of developing your work in such a way that all members have access to it.See YouTube – Wikis in Plain English for a quick demonstration of a wiki in use for a collaborative group task. Or you could all agree to use a social networking site, such as Facebook, to work on. Lecturers sometimes monitor and assess the level of communication that occurs in these gr oups. E-mails can be sent to group members, with files attached to share your part of the task with the other group members. Note: Virtual group work should NOT replace regular face-to-face meetings; rather it should be used in addition to it and as a way of keeping in contact between meetings to support one another.Group Diversity Be aware that some people initiate ideas, motivate, co-ordinate, maintain standards, seek opinions, and keep the group working towards their goal. Personality clashes, cross-cultural differences, discrimination, bullying and blocking people out can be issues that arise in groups. Difficult team members can be aggressive, try to be the centre of attention, waste time joking around, compete with other members, reject ideas without good reason, be ‘hard done by’. Cross-cultural differences can sometimes cause conflict.Hofstede (1991) and Morrison et al, (1994, cited in Levin, 2005: 89-91) identify cultural traits that may cause conflict: |Indivi dualism Vs Collectivism | |People brought up in individualist cultures see themselves as individuals, taking it for granted that they can say what they think, take decisions on | |their own and confront others with their view. | |People brought up in a collectivist culture view themselves as members of a family and/or wider group.To them, the preservation of harmony within the | |group is very important. Decisions are made by consensus within the group and confrontation is avoided. | |Tolerance of Uncertainty | |In some cultures there are authority figures to whom everyone else defers, everyone knows their place and rote learning is the method of education. | |People from this culture would feel uncomfortable in situations of uncertainty, or when they do not know where their place is and what the rules and | |regulations are, and where there is no ‘right answer’. |On the other hand, there are cultures where authority comes under challenge, and independent and critical thinking are encouraged. People do not have a| |clearly defined place in society, rules and expectations of a ‘right answer’ are absent but this is seen as an opportunity and a challenge. | |Issues of Embarrassment and ‘loss of face’ | |Embarrassment and loss of face are to be found in all cultures.However, the reasons for embarrassment vary. People from some cultures may find it hard| |to admit they are unable to perform a particular task whereas a person from another culture would not be embarrassed by this. Revealing emotion may be | |unnatural; to express disagreement; to refuse something; to be able to understand something said to you more than once; to be discovered to have lied; | |and/or to renegotiate an agreement in the hope of getting a better deal. |In some cultures losing face happens when you feel challenged, when your contribution to a discussion is not acknowledged, if someone makes a joke at | |your expense or if you suffer a public-let-do wn. What one person feels as teasing, another might feel it as insulting. | |Gender Issues | |In every culture roles and places are assigned to men and women. People from different cultures have different assumptions, expectations and habits | |towards men and women.Some men may find it difficult to deal with assertive women and some women may find it difficult to be assertive. Often people | |feel more comfortable in same gender groups where they can say what they think and feel. | |Codes of Behaviour | |There are codes of behaviour in all cultures. Certain behaviour is seen as acceptable in one culture but unacceptable behaviour in another and is | |viewed as rude, immodest, lacking respect, etc.Some examples are: | |Standing very close to someone you are talking to | |Gesturing a lot when talking (moving your hands and head) | |Expressing impatience | |Confrontational behaviour, especially outright disagreement | |Interrupting someone who is speaking | |Boasting | |Silence during a conversation. Failure to respond immediately may cause discomfort or may imply agreement or disagreement. | |Failure to make eye contact with someone who is speaking or listening. This could be mistaken for insincerity or lack of attentiveness, whereas it is | |intended to show deference. |Lack of punctuality | Other differences may be how a person is treated according to their age, social status, occupation and/or educational background. Working with people of other cultures and ethnic backgrounds is a great opportunity to learn about others, and indeed learn about yourself. Make ‘understanding group members’ backgrounds and points of view’ an explicit group objective. Care will have to be taken with group rules (ways of operating) where less assertive students will have their say, and regular checks on how members feel about other members’ responses to their contributions. Addressing ConflictDue to groups involving people of different personal ities, cultures, gender, etc. it is quite common for conflict to occur. Problems should be discussed in the group, i. e. a group member not working, non-attending group member, etc. and decisions on how to proceed should be considered in light of the ground rules set in the first meeting. This needs to be resolved without creating bad feeling amongst group members. Resolution is achieved by addressing the issues through discussion amongst the whole group. Do not leave problems to fester and grow. It is important that the group tries to address this conflict themselves before involving a third party, i. e. your lecturer or an ASU adviser.Here are some steps to try to resolve the conflict within the group, before seeking a negotiator: †¢ Set a rule of how disagreement will be resolved, i. e. if someone is not participating, if someone misses meetings, if there is a personality clash, etc. †¢ Encourage an environment of openness and honesty – say if you are unhappy/wri te it in the group site. Be honest about where you are at with your task. †¢ Agree for all members to participate fully – always put your view forward. Consider other members’ feelings. †¢ Agree to put group needs before personal needs. Others are depending on you to provide your input and complete your task. †¢ You do not have to like people to work with them – however, you have to learn to work with them in the group.This will help you to develop good interpersonal skills. †¢ Develop and practice listening skills – everyone deserves to be heard, even if you disagree with their point-of-view. †¢ Keep to deadlines – others are depending on you. †¢ Keep track of progress, so things do not fall behind and thus putting the group under pressure. †¢ Establish the nature of the disagreement. Do members perceive facts differently? Do they disagree about ways of working? Are members operating with different values? By exp loring the cause of the disagreement, the group may be able to come to a better understanding of the task and its context. Solutions can then be suggested by the group.In dealing with conflict you need to use your talking, listening, assertiveness and interpersonal skills to reach a resolution. Try not to give up until you have resolved the issue(s) as a group. If you are unable to resolve the conflict, then you MUST speak to your lecturer about it. Do NOT put it off until your report is due in or until the day of presentation. Group Presentations It is important that the group present themselves as a team. This can be done in the following way: †¢ Prepare the slides using the same format and ensure the presentation is well structured. The team will need to meet regularly to ensure this occurs. †¢ Practice the presentation together so you can ensure your presentation is completed within the time limit.By practicing regularly as a group, the presentation should be coherent, polished and well executed on the day. †¢ Have a back up plan incase one of the group is absent on the day; is unable to present their section or takes too long presenting their section of the talk. †¢ The first presenter should introduce the whole group and say what they will talk about. †¢ Be supportive to other students in your group while they are presenting by looking interested; using positive non-verbal communication, i. e. nod; help with using visual aids. You should not sit down after your section has been done. †¢ At the hand-over stage, the current speaker must introduce the next presenter and what they will say.The next person to speak should thank the previous speaker before beginning his/her part of the presentation. Group Reports †¢ Advice given above on group roles, meetings, etc. applies when preparing your report. †¢ You need to meet regularly to assess progress and to put the tasks together. †¢ The report must be compiled as one piece of work, rather than having obvious separate parts of different font styles and writing style. At the end†¦ Ensure the group meet before presenting/submitting their work to check that the work is well structured, clear and coherent and shows that you worked closely as a group. Submit on time. Reflection on Group WorkYou may be asked to reflect on what happened, your role within the group, what you have learned from it and what you need to work on in the future. Ensure you have clarified with the lecturer what is expected of you and what the assessment criteria is. Complete the reflection by considering the following questions: †¢ What went well? Why? †¢ What went wrong? Why? †¢ How did you solve it? †¢ What would you do differently next time? †¢ What contribution did you make? †¢ What did you learn from others? †¢ What did the other members learn from you? †¢ What strengths did you identify? Did the group utilise your strengths? â € ¢ What weaknesses did you identify? How did you and the group address them? Did you improve on your weaknesses to turn them into strengths? †¢ What do you plan to do about the weaknesses you have identified? †¢ How does this link to the theories on successful group work? Who did what, when, problems or difficulties encountered, etc. Analyse the group activities: (What was the group trying to achieve? What were the different views? Who said what? What was left unsaid? How were decisions made? How did you feel about this? How did the others feel? What was the energy levels and motivation like? Did anything unexpected happen? ). Action planning: Identify what you contributed to the group, difficulties you experienced, and from this assess your strengths, weaknesses and action points.Focus on critical incidences – which were turning points for the group or which demonstrate particular difficulties / successes. Use the checklist in Appendix 9 at the end of each meeti ng to reflect on strengths and weaknesses. Avoid Academic Misconduct When participating in group work, you must avoid any academic misconduct, i. e. you must not plagiarise (use another’s work as your own by not acknowledging it by making reference to the author’s work in your assignment) or you are not accused of collusion (you work it not your own individual work but rather it has been undertaken jointly with another students, where you shared ideas or your material with another student and their work (or any part of it) is a replica of yours).Academic misconduct is identified when your coursework is passed a software programme that detects and identifies cheating. Such misconduct can occur when you ‘share’ your work with another student, where you may send him/her an electronic version of your work, share materials or you do your write-up together. References Barker, L. , Wahlers, K. , Watson, K. & Kibler, R. (1991) Groups in Process. 4th edn. New Jerse y: Prentice Hall. Belbin, R. M. (1993) Team Roles at Work. Oxford: Butterworth-Heinemann. Belbin, R. M. (1981) Management Teams: why they succeed or fail. Oxford: Butterworth-Heinemann. Benne, K. D. & Sheats, P. (1948) ‘Functional Roles of group Members. ’ Journal of Social Issues. 4. pp. 41-49. Blundel, R. 2004) Effective Organisational Communication. 2nd edn. Harlow: Pearson Education Limited. Buzan, T (2000) Use Your Head. London: BBC Active Cameron, S. (2005) The Business Student’s Handbook. 3rd edn. Harlow: Pearson Education Limited. De Bono, E (1985) Six Thinking Hats. Harmondsworth: Viking Elluminate (2010) Window Descriptions. Available at: http://www. elluminate. com [Accessed: 18 October, 2010] Hofstede, G. (1991) Cultures and Organisations: Software of the Mind. London: McGrawHill. Levin, P. (2005) Successful Teamwork! London: Open University Press. Morrison, T. , Conaway, W. A. , Borden, G. A. (1994) Kiss, Bow or Shake Hands: How to do Business in Six ty Countries. Adams Media.Race, P. (2000) 500 Tips on Group Learning. London: Kogan Page. Stuart, R. , (1998) Team Developmental Games for Trainers. Gower Publishing Limited. In Levin, P. (2005) Successful Teamwork! London: Open University Press. Appendix 1 – Assessment of Group Work Group work is not always formally assessed. However, in some modules at the overall assessment of a group report or group presentation may include an assessment of the process of preparation. This may include the following considerations: †¢ Progress of preparation (e. g. meeting of milestones; numbers of meetings; progress of preparation) †¢ Relative inputs of members of the group (e. g. ocumentation of input; peer assessment of input) †¢ Roles of group members in preparation (e. g. project manager; reporter, etc) †¢ Resolution of conflict situations †¢ The level of team building Appendix 2 – Icebreakers The following icebreakers are a quick way of helping members of a group get to know one another a little better. †¢ What’s you name? Members of a group tell what their name is and provide the group with a little background of why they were given that name. †¢ What I like and what I hate – Members of the group introduce themselves and share a like and a dislike they have, i. e. I love coffee but I hate people who talk too much, I love jazz music but I hate queuing, etc. †¢ What’s your hidden secret?Each member of the group introduces themselves and tells the group one thing not many people know about them, i. e. I met Madonna, I play the piano, I dived in the Red Sea, I walked the Great Wall of China, I ate frogs legs once, etc. †¢ Triumphs, traumas and trivia* – Each member of the group identifies a triumph, a trauma and a trivia about themselves, which they will share with the group, i. e. I won a gold medal for running at school, I was in a car accident when I was 12, I do crosswords; I won ? 10 in the lotto last year, I lost my suitcases when I came to the UK, I tell terrible jokes; etc. *Note: Care needs to be taken with this activity as deep feelings can emerge about traumas suffered. Interview your neighbour* – Group splits into pairs and one member of each pair spends about three minutes listening to the other tell some of the above mentioned information, as well as the person’s background information. Notes should be taken. Swap roles for next three minutes. Then each person feeds back to the group some information about their neighbour. * Note: Care needs to be taken not to ask questions that may intrude on an individual’s privacy and the amount of information s/he wishes to divulge about themselves to the group. †¢ What do you already know about the topic? Members of the group jot down the most important thing they know about the topic on a Post-it and put it on a flipchart. Members can read what they know about the topic or the group c an read it from the flipchart. This is a useful starting point for the task.Adapted from: Race (2000:37-39) Appendix 3 – Ground Rules Here are some suggested rules to be set by a group – these are by no means the only rules a group can adopt. Honesty and truthfulness is fostered in the group. †¢ You do not have to like someone to work with them. Members have to work together despite their personal feelings about individuals in the group. Affirm collective responsibility. Once issues have been raised, aired, and solutions provided, the group lives with the decisions made by the group. †¢ Everyone listens while someone speaks and everyone has a say. Members are entitled to their opinions, which should not be ignored, put down or belittled by others. Full participation is required. All members need to participate in discussion, complete their tasks, etc. †¢ Fair share – everyone participates equally in the task. †¢ Meet deadlines. †¢ Agree and set up a regular programme of meetings. †¢ Keep records. Record progress and milestones reached, minutes, agendas, self reflective logs. †¢ Flexibility in meeting members’ needs. Sometimes a member’s personal needs may interfere with the group working – allowances must be made. Dealing with conflicts in the group. Appendix 4 – Group Work Log Module: _______________________________________________________________________________________________________________Assessment Aim: _______________________________________________________________________________________________________ Group Objectives set: 1. ________________________________________________________________________________ 2. _____________________________________________________________________________ ____ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _______ __________________________________________________________________________ The group should agree roles for each of the members at the beginning of the task and this group log should be complete by the end of the task. |Member’s Name |Role/s |Assigned Tasks |Deadline date |Deadline met |No of meetings attended |Individual comments | |1 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |2 | | |- | | | | | | | | |- | | | | | | | | |- | | | | |3 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |4 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |5 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | Details of all group meetings |Meeting Date |Discussion topic/s |Actions & deadlines agreed |Attendees signatures/date | |1. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |2. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |3. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |4. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |5. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |6. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | Appendix 5 – Questionnaire: Are We a Team? First, each individual member of the group fills in the questionnaire below. Then the sheets are collected and the scores collated to the table below. = never; 2 = rarely; 3 = sometimes; 4 = mostly; 5 = always 1) We all show equal commitment to our objective1 2 3 4 5 2) We all take part in deciding how the work should be allocated1 2 3 4 5 3) We are committed to helping each other learn1 2 3 4 5 4) We acknowledge good contributions from group members1 2 3 4 5 5) We handle disagreements and conflict constructively within the group1 2 3 4 5 6) We are able to give constructive criticism to one another and accept it1 2 3 4 5 7) We all turn up to meetings and stay to the end1 2 3 4 5 8) We are good at making sure everyone knows what is going on1 2 3 4 5 9) When one of us is under pressure, others o ffer to help them1 2 3 4 5 10) We trust each other1 2 3 4 5 11) We remain united even when we disagree1 2 3 4 5 12) We feel comfortable and relaxed with one another1 2 3 4 5 13) We refer to our ground rules and review them when necessary1 2 3 4 5 Stuart (1998, cited in Levin, 2005) |1 |2 |3 |4 |5 |TOTAL | |1. We all show equal commitment to our objective | | | | | | | |2. We all take part in deciding how the work should be allocated | | | | | | | |3. We are committed to helping each other learn | | | | | | | |4. We acknowledge good contributions from group members | | | | | | | |5.We handle disagreements & conflict constructively within the group | | | | | | | |6. We are able to give constructive criticism & accept it | | | | | | | |7. We all turn up to meetings and stay to the end | | | | | | | |8. We are good at making sure everyone knows what is going on | | | | | | | |9. When one of us is under pressure, others offer to help them | | | | | | | |10.We trust each other | | | | | | | |11. We remain united even when we disagree | | | | | | | |12. We feel comfortable and relaxed with one another | | | | | | | |13. We refer to our ground rules and review them when necessary | | | | | | | Action planning can occur as a result of the findings. Appendix 6 – De Bono's (1985) ‘6 Thinking Hats’ ModelEdward de Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. White Hat:[pic]Facts, figures, laws, information, neutral, objective†¦ With this thinking you focus on the data available and are non-judgmental. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and identify what you need to get or take account of. You consider past trends and historical data. You may consider philosophical aspects such as whose truth it is, whose fact is it? Data may need to be supported by evidence.R ed Hat: [pic]Feelings, emotions, hunches, intuition about †¦ Wearing this hat, you consider the issues using intuition, gut reaction, and emotion. This may be feedback about your feelings and preferences but also consider how other people might react emotionally. Try to understand the responses of other people who do not have the same information or understanding as you. Black Hat: [pic]Negative, drawbacks, disadvantages, careful, cautious, defensive†¦ This highlights the weak points in a situation or plan. By identifying them, it allows you to eliminate or alter them, or prepare contingency plans to counter them. Consider why something might not work (give reasons, consider past evidence).Black Hat thinking may play ‘devil’s advocate’. It helps you to plan carefully, be prepared and more resilient. This way of thinking helps spot fatal flaws by considering safety and risks before embarking on a course of action. (Some successful people get so used to t hinking positively that often they cannot see problems in advance. This leaves them under-prepared for difficulties. ) Yellow Hat: [pic] Positive, speculative, advantages, benefits, savings of†¦ Consider what is right, why it is good and be constructive. Even in a very difficult or stressful situation find positives, e. g. learning will have taken place. It is an optimistic, sunny viewpoint that is often speculative.It helps you to see the benefits of a situation/decision and the value in it. Yellow Hat thinking is supportive when things seem gloomy and difficult. It finds reasons and logical support, and often links to creativity. Green Hat: [pic] Creativity, ideas, innovation, growth, exploration, alternatives†¦ Green Hat thinking is developing creative solutions to a problem. It may generate completely new ideas and developments or consider possible changes to a situation. It is a freewheeling, non-judgmental way of thinking. Blue Hat: [pic] Organise, control, plan (pro cess, people, agendas)†¦ This hat is often the view of a director or the chair at meetings.They often choose the order or process, summarise the situation and offer conclusions which can be put into practice in the future. This way of thinking is generally cool and considered. When others’ ideas cease, Blue Hat thinking may direct activity to other hats! For new ideas Blue may pass to Green Hat or when contingency plans are needed Black Hat thinking will be engaged, etc. | | Appendix 9: Group Work Check List (to be used after every meeting) Please reflect on the group meeting and check/cross the boxes as appropriate, in order to identify strengths and weaknesses: ? Each member was present at the meeting ? Everyone turned up on time Every member did their part of the work & brought it along ? Every member took a role in the meeting ? Each member in the group had a turn to speak ? Each member in the group participated ? The group members respected and appreciated one anot her’s contributions ? Members of the group were polite to one another ? Disagreement / conflict in the group was resolved during the meeting ? Everyone was clear what they had to do next ? Everyone was clear what they had to bring / present at the next meeting ? It was clear how members could communicate with one another between meetings ? The next meeting date, time and venue was agreed by all members

Women in the Great Depression

The Great Depression was a time of extreme hardship for many around the world especially within Australia. It began before the market crash in prices and lasted until World War 2. Many people became unemployed with a record at 29%. Many lost their houses forcing families, women and men to relocate to alternative accommodation. Women were especially affected by the disastrous depression. The importance of their roles within the household increased. Women were kept busy finding food, providing for their family, working and Juggling between children.Food What was the most common food available? Food In the Great Depression was very limited and scarce. Flower gardens were converted to vegetable gardens, mushrooms and blackberries were collected and fishing or rehabbing also became important if one lived in an appropriate area. The men usually took on the role of hunting, while the women stayed at home and cooked. For women It was particularly difficult, It was hard to create filling meal s due to lack of ingredients. Bread and dripping, mince and soup was the most common food served in a variety of ways, it was the staple diet of many unemployed.Another common and popular meal known throughout many Australian households was Golden syrup and treacle. Housing How did housing styles and architecture change through the great depression? During the great depression, there was a shortage of tradesmen. Ceilings of houses were lowered and the paneling became larger. The floor plan was much more simple and houses were smaller. Most were only one storey In height. The style of roof construction also changed. Many houses In that era had a â€Å"sleep out. † A â€Å"sleep out† was an outside patio or area allowing people to sleep on, on a hot summer night.It was also used for a healthy alternative to fresh air, as a common disease known back then was Tuberculosis and there was no cure. The front bricks were usually a very dark blue/black brick with brown â€Å"co mmons† on the side. The houses were very functional and well built for their time. Many people were evicted of their homes because they were unable to pay the landlord. The houses were left empty which then resulted in most situations becoming vandalized and damaged. What was the most common type of housing known throughout this time and seen In many suburbs across Australia?The most common types of architecture included the California Bungalow, Agrarian, Spanish Mission and the Old English. Clothing Where did women shop and what did they wear during this era? The clothing of women during the sass's reflected highly upon their social status and the levels of unemployment and poverty. Many high-class women shopped at large department stores including Grace Brothers and Meyer. They were influenced upon the high-end fashions seen throughout films. Charity balls were a perfect occasion to show off their new outfits.In an autumn catalogue called Sears, It quotes â€Å"Thrift Is th e spells of he day, reckless spending is a thing of the past. † For the poor, clothing was usually hand-me-downs make from simple fabrics like cotton and wool. Women also began to 1 OFF How did women in particular entertainment themselves through the great depression? Much of the entertainment was centered within the home. Evenings were spent singing round the piano or playing cards. For those who were unable to afford outings, the radio was extremely popular. Sporting events became a main activity for many including Cricket and horse races such as the Melbourne Cup.For the wealthy r those who were able to source full time work, charity balls and parties were held on Friday and Saturday nights in the city or middle-class suburbs. The poor did not attend these events; however for those who could, enjoyed the luxurious scenes, lavish food, tasteful drinks and extravagant dancing. Another popular source of entertainment included going to the cinemas. For many it was a place to es cape their everyday life and sit back and relax. 95% of the films came from Hollywood. Live theatre was a cheap and effective source of entertainment. Many attended a performance by the comedian the clown Roy Rene.Work How was finding work difficult for women? Throughout the great depression many women struggled to earn income and provide for their families. In 1932, the level of unemployment in Adelaide, South Australia was 29% according to http://aura. Anis. Du. AU/R/? Fun=dobbin-Jump- full=unisa25993 written by Rosemary Green. For women it was particularly difficult to find employment, wages were low and many found it hard to make a living. Most married women were expected to devote themselves to household work and caring for children, while on the other hand men worked to earn an income.They also received a greater burden even after working all day they were expected to cook dinner and maintain house order. Loss of Job could've been disastrous, unemployment was a major issue cau sing poverty and the government did not fund women during the depression. What was the most common area of employment? Most women were restricted to only certain areas within the workforce. Women were still concentrated in traditional Jobs, the major area of employment being domestic service, industrial work in clothing and textile manufacturing, consumer goods, commerce and fiance and public and professional administration.

My Small Thoughts in This Huge essays

My Small Thoughts in This Huge essays A year ago I was sitting in an Environmental Science AP class preparing for an assignment that was quite similar to the Personal Environmental Audit. Instead of writing down what we used and threw away, we carried trash bags with us for a week. Putting inside it everything that was a waste product of what we used. We did record what we ate for a period of time as well, we just did it for a weeks time. Since these projects were more thorough, they created even stronger thoughts of how I felt about the environmental issues dealing with the actually quite not-so-common man. After completing them, I felt that the world as a whole has a big problem and it wont be able to be fixed by a few environmentalists in each country. When lugging around a pile of paper, plastics and metals, it is hard not to think of how much energy was put into making all of the objects in my bag come into existence. Now that energy is gone and forever lost as a usable energy source in the form of heat. The same is with all of the stuff I brought with me to spend its usable life with me here at college. These are things that will eventually run its due and be buried under land some day. All of these thoughts lead to one dominating thought in my mind, If ninety-percent of our energy use is from non renewable sources, then what will we do when these sources run out?. As a person who uses a significant amount of more land than what is available per person, it is still tough to imagine what affect you are having on the world. Everyday we have the opportunity to use and consume many things that we think were so easy to come. These computers we all type our papers on, they are made of precious metals and we just think that we could get a computer any time we want. It amazes me when I think about it how we think as well, how when we throw away something we never think, oh well there is one less of that in the world now&q...

The evaluation of the methods used by US Airline Company to increase Essay

The evaluation of the methods used by US Airline Company to increase customer sales in the competitive market - Essay Example The challenges range from high fuel prices to entry of smaller industry players offering lower introductory prices to clients (Pfeffer, 2012). What makes some register more sales over the others is the customer satisfaction initiatives employed to encourage repeat business. This proposal analyses and evaluates the methods used by American Airlines, Southwest Airlines, Air Tran and Virgin America to increase customer sales in this increasingly competitive market. Airline companies under study, the operational challenges facing this industry, methods used by one major Airline Company to increase sales and the methods used by two smaller companies to increase sales. Interviews with the top company management on the methods used to increase customer satisfaction and eventual sales. This is used as it allows for clarity on information that is not so clear for instance, obtaining clarity on company strategic plans and other documents. The sampling strategy used reflects diversity in operations between the bigger and smaller players in the American airline industry. To clarify on this, American Airlines and Southwest Airlines enjoy economies of scale in sourcing for resource inputs while Air Tran and Virgin America are smaller players who get these operational resources in relatively smaller quantities. These are big companies experiencing the same hindrances to growth, as well as same opportunities for success and so, just having one from the major airline segment and two from smaller airline group gives a holistic view of what is happening in the American airline industry. There are 11 major airline companies, 3 major cargo operators and 30 smaller companies operating within American and global airspace. Given that the number of small airlines is almost double of those listed as major companies, a ratio of 2:1 is therefore appropriate for this qualitative research. The purpose of the research is to