buy custom Development of Saudi Education essay

buy custom Development of Saudi Education essay Places of education in the early era; In Saudi Arabia there were a number of learning places in the early times but a few of the places were identified before the Islam state. These few main learning places in the early era of the Peninsula are; Kuttab; This learning place was open to all people in the society regardless of their societal status. There was the separation and grouping of people according to age. The aged people were given there own Kuttab. Education here is generally free. The teacher will not ask for anything but some parents may decide to give something such as money, food or clothing. Before the coming of Islam there were few Kuttabs in few places where kids could memorize the Quran apart from learning basic reading, writing, arithmetic and morals,(Ho,2011). Halqah (Study circle); According to earlier information from Britannica Encyclopedia each mosques used to have a number of study circles. The teacher used to be seated on a dais while the pupils gather themselves in a semicircle in front of him and listening to him. Circles in the mosque had variety in approach, course content, size, and teaching quality. The teacher used the method of instruction that emphasized on lectures and rote memorization. Teachers were respected by the learners as were seen as the final people in education as their lectures were meticulously recorded in notebooks by the learners. Sometimes students could from one place to another in search for good teachers more especially those teaching the Hadith (sayings of Prophet Mohammed). There you could find a large number of them that additional teacher was required. Palaces schools; These are Special classes for special wealthy classes of people who wanted special and qualitative education for their children. These palace schools used to choose good lectures to teach their children in a more advanced reading, writing and good morals in the society, (Ho, 2011). Badiah (Rural or Bedouins places and life); In these places people were allowed to learn the strong basis of Arabic language this is because people used to meet in the cities with different languages and culture. Therefore, there was the need to a uniform Arabic language for all, (Oberon, 2001). Bookstores; This was a place where people used to sell and buy books, but it was also a place for discussions and meetings between scholars and educators in the Peninsula Scholars houses; This was a house open to all student scholars who wanted to continue with this scholarship for long time. It also refers to the special classes that were held for gifted and special cases students besides the public classes organized in Halqah. Mosques (Masjed in Arabic); The mosques was also used as the court, conferences, learning centers, meeting points and early Kuttabs and Halqah used for teaching, up to then there are still a number of Halqah in Saudis mosques,(Ho,2011). Thus one can say that these places were helpful in the past in satisfying the peoples educational needs. However these places each had its limitations that could not allow efficient services. Places of education before the establishment of Saudi Arabia; Ottoman Empire: ending 1916; This was a great empire which involved each part of the country including the Arabian Peninsula. It later on became a problem in the whole area. The empire had put more emphasis on the Islamic region than the western region because of the importance that was associated with Mecca and Maddinah in Islamic world. The empire began schools in the wheaten regions which later became grounds for their supporters. They also changed the school language from Arabic to Turkish. The few people accepted and continued learning in these schools as majority turned them down, (Ho, 2011). Hashemy era: 1916 1924; This is when Shareef Hussein Bin Ali led Arab revolution against Turk and Ottoman Empire which had humiliated the people. Then he led the people into dropping any kind of Turkish influences in their lifestyle especially in education. He facilitated for the closure of all Turkish schools as he involved the scholars in establishing new educational systems. In a period of one year there was a great and changed system that started from preparing school, then advance elementary school and finally high secondary school. This made People find there way to education. He made the people aware of the importance of education thereby motivating them. Early Saudi; By 1926 the Arabian Peninsula was still divided into several portions. King Abdul-Aziz Ibn Saud in 1926 became the king of the Hejaz and Sultan Nejd and Dependencies While On September 18, 1932, Ibn Saud was proclaimed king of Saudi Arabia. It marked the final unification of the divide country into empires. Formal and organized education systems in Saudi Arabia did not exist until 1948. Before then there existed a traditional educational system called Kuttab in the Arabian Peninsula. During this period, these schools were only meant for boy-child only. The girl-child was taught by the mothers at home and boys were taught by men in Kuttab schools. The Kuttab schools were situated in the mosque or in the homes of teachers. These teachers used to be the Imam. When the kingdom of Saudi Arabia was established, public education in the Arabian Peninsula was limited to only elementary schools. The traditional curriculum of this education was reduced to rote memorization of the Quran as well as to reading and writing Arabic. In 1925, Kuttab schools were replaced by the formal schools controlled by the government. But this time round literacy of the people had spread almost all over the Arabian Peninsula, (Ho, 2011) The Educational System in the Kingdom of Saudi Arabia; During the era of Hashemy, King Abdulaziz started the first formalized education in 1925 at a place called the Directorate of Education. This was first placed within the Ministry of the Interior. This was due to the fact that there was limited educationist to start and run the department on its own. The Egyptians ere called in for assistance in teaching and financing the curriculum. On the other hand the Egyptian educational model was following the footsteps of the English educational model thus it indirectly introduced it to the Saudi Educational model. Due to the increased demand for education new educational regulations were introduced by the General Directorate of Education. The Directorate was now allowed to control the Saudi educational affairs for the first time. As a result of all this development, in 1925 the first government school in Saudi Arabia was started. Several of these schools were established in 1936 which became full-fledged elementally schools three years later. The entire school population at this time was only 2319 pupils in the whole country. But the demand for education grew further as the country advanced to the new era. The number of elementary schools grew up to 182 in 1949, carrying a total number of 21,409 pupils, (Ho, 2011). In 1963 the supreme committee for education was established to supervise educational activities in the country. The spending on the education sector has been tripling from 1970 to 2000.in 2004 the public spending on education was 6.8 per cent of the GDP The Structure and Curriculum of Public Education; Public education in Saudi consists of three levels of education. This levels are; elementally, intermediate and secondary level. The school year consists of two semesters which have fifteen weeks each. Length of the lesson in a class is forty five minutes, (Bibme, 2007). Pre-primary education; Children aged between 3-5 years can join Kindergarten. Kindergarten is not considered as the pre-requisite for joining intermediary level and its not part of the education ladder in Saudi. However some nurseries have been developed by the government plan to alleviate this level of education. According to information from the government sources, up to around 100,714 children were schooling in pre-primary school as per the 2007 records. Elementary education; This level consists of six grades; students begins going to school at the age of six years. The curriculum here focuses on the Islamic education, Arabic language, mathematics, history, geography and sciences. Instead of physical education, the girls take feminine education, (Warlick, 2010). Subjects Hours Per Week First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Islamic Studies 9 9 9 9 9 9 Arabic Studies 12 9 9 9 8 8 Social Studies 0 0 0 2 2 2 Science 1 2 2 2 3 3 Mathematics 2 4 4 5 5 5 Art Education 2 2 2 1 1 1 Physical Education 2 2 2 2 2 2 Total Hours 28 28 28 31 31 31 Table of the elementary school curriculum Intermediate education; To enter the intermediate education one has to pass the sixth grade in the elementary education the ages of entry is between 12-15 years. Here students add more general education courses besides Islamic and Arabic languages,(Warlick,2010). This level goes for three years. Upon passing of the examination the student is made to select among the following three options to advance in; (1) regular secondary school, (2) vocational education, (3) Quran schools. The following is the table detailing the curriculum in this level of education; Subjects Hours Per Week First Grade Second Grade Third Grade Islamic Studies 8 8 8 Arabic Studies 6 6 6 English 4 4 4 Science 4 4 4 Mathematics 4 4 4 Art Education 2 2 2 Physical Education 1 1 1 History 2 2 2 Geography 2 2 2 Total Hours (Boys) 33 33 33 Secondary Education; The first secondary education was established in 1926. This came as a result of the development of the foreign preparatory school in 1937. The main aim of this education was to prepare the students for higher education in Egypt universities. Thus most of the teachers were hired from Egypt together with their curriculum structure. It takes a maximum of three years. Due to economic development in the oil, commercial and industrial sectors, secondary education expanded between1950s and 1960s, (Oberon, 2001). Higher Education Higher education in Saudi lasts for fours in humanities and social science fields while in medicine, engineering and pharmacy takes five to six years. Upon completion and passing of secondary education, one joins university education. The first university was developed in 1957 and was called King Saud University. It was the first of its own in the Arab states. Currently there are twenty four public universities and many private colleges and universities in Saudi. This university also consists of colleges and departments that offer diplomas, bachelor, master and PhD degrees in various specializations and community services as well. Some offers distance learning programmes, (Oberon, 2001). The demand for higher education has been increasing from one year to another. In the year 2005, King Abdullah introduced a government scholarship program to sponsor Saudi students to study in western foreign universities. They mostly studied in United States, Canada, France, and German among others. Conclusion The development of the Saudi education has been a long process. The process has led to the renovation of the traditional education systems to the modern efficient education systems. The study of this development in education began from when the country had not been formed into an independent state and through this we are made to see the way the people were organized into informal learning systems. Due to devotion and willingness of the people of Saudi to learn more and know more, they together with their government developed their system of education that suits their religious, commercial and industrial needs. They borrowed some of its curriculum and teachers from Egypt in order to facilitate positive educational growth. Today, the country being an Islamic state has seen the importance of the Western education. Thus it has incorporated within its education programs resources to send their learners into foreign western universities to learn new technologies. This clearly indicates the characteristics of a developing nation. Buy custom Development of Saudi Education essay

Managing for ethical conduct in a global business environment

Managing for ethical conduct in a global business environment Since customs, culture and norms can be very different from their own, managers need to learn how to adapt to different cultures. .A good way to do this is by learning their language. In fact, according to this chapter, "language is an essential part of cultural learning and contributes to productive international business experience."(pg.318)In addition, learning about how people behave and conduct business in other countries is essential. Therefore, companies need to provide language training and guidance for the expatriate managers because this will help them be more effective in foreign assignments. In fact, being in a foreign country can present many challenges for the expatriate manager. Some of these challenges have to do mainly with ethical issues. For instance, employers in the United States usually hire employees with whom they have no personal relationship, but who have high skill and qualifications rather than a friend or relative who is less qualified for the job.Corpora tion: PeopleThis is part of our culture. But people from Spanish countries and Asia will consider this kind of practice unethical since they place more value on hiring family members or friends.Another challenge is the fact that some cultures consider gift giving as okay. For instance, in Japan gift-giving can be an important part of conducting business. But in the United States gift giving is considered to be a bribe. That is, "an attempt to influence an individual's business decisions."(pg.319) In fact, these cultural differences can be challenging. So it is important that managers be discreet and wise when dealing with other cultures. Their goal should be of making it a positive experience instead of tense and nonproductive.According to this chapter, if a company is doing business abroad, the company needs to develop guidelines and policies for their employees. Some of these guidelines...

Exploring how HR practice can drive the innovation in Abu Dhabi Dissertation

Exploring how HR practice can drive the innovation in Abu Dhabi Education Council - Dissertation Example These factors are important for the EI: motivation among employees, coordination skills, and knowledge sharing and employee empowerment. This study was carried out on an educational organization in UAE named as ADEC. The respondents were the employees of the organization, selected from two specific departments. To accomplish the objective, a survey questionnaire was designed in relation to the factors mentioned above. The sample of 70 employees from the two departments namely, human resource department and the department for policy planning and management were taken. Stratified sampling technique was used to select samples because the purpose was to obtain quick information. Acknowledgments I would like to thank Almighty Allah for His endless blessings and providing me with the much needed courage and inner help especially during this difficult phase of my life. I would like to thank my supervisors and I am highly indebted to them for their constant support and help. Firstly, I would like to thank Mr. / Ms ----. My teacher has been a great source of guidance during this task and helped me to complete this work. ____ has been a constant source of inspiration, very encouraging and supportive at every step of the task. My teacher has been willing to give continuous, timely and quality feedback which is unmatched in my experience. I am obliged to my Department â€Å"--------† from where I completed my Masters studies and attained more advanced knowledge regarding HRM and training. My deep gratitude is extended to -------- for his/her immense support and cooperation which helped me a lot in timely completion of study. Also I am thankful to ------- for her/his generous and tremendous support. My sincere thanks are due to the employees of ADEC working in Abu Dhabi whose cooperation in terms of filling up the questionnaires has made this effort successful. Finally, I would like to thank my family, my parents, friends and siblings for their unconditional love, su pport, prayers and optimism – without you all, I would not be able to reach this destination which I am today. Contents Abstract 2 1.1 Objectives of the Study 11 1.2 Rational of the study 12 2.0 Literature review 12 2.1 Definition of Training 12 2.2 Training process 13 2.3 Learning Theories about Training 14 2.4 Employee Empowerment 15 2.5 Knowledge Sharing 16 2.6 Co-ordination Skills 17 2.7 Employee Motivation 19 2.8 Employee Innovativeness (EI) 20 2.8.1 Definition of Innovativeness 20 2.8.2 Innovativeness and Theory 21 2.8.3 Innovativeness Driving Factors 22 2.8.4 Anti-innovativeness Factors 24 2.9 Conceptual framework 26 2.10 Relationship between Training and Innovativeness (Li, Zhao and Liu, 2006) 27 3.0 Research Methodology 27 3.1 Research Question 27 3.1 Research Method 28 3.2 Research Strategy 29 3.3 Data Collection Sources 30 3.4 Target Population 31 3.5 Sample Design 31 3.6 Sample size 32 3.7 Data Collection Instruments 32 3.7.1 Questionnaire 32 3.8 Fieldwork 33 3.9 Data Analysis 33 3.10 Ethical Consideration 34 3.12 Aadvantages of the Research Method 35 3.13 Disadvantages of the Research Method 35 4.0 Results and Discussion 35 4.2 Training and innovativeness 36 4.3 UAE work culture and its influence on training and innovativeness 37 4.4 Analysis 38 5.0 Conclusion 63 5.1 Organizational Overview 63 5.2 Review of Hypothesis Development 64 5.2 Review of Research Problem and Objective 65 5.3 Explanation 66 6.0 Recommendation 67 6.1 Managerial Implication 69

Improving Perioperative Care through IT Research Paper

Improving Perioperative Care through IT - Research Paper Example This has also been as a result of the complex nature of surgical information systems, implementation challenges, resources to make them work as well the lack of sound practices required to automate perioperative systems yet it is believed that whatever enhancements will greatly improve care delivery process and the quality of care in the long term. Case studies: Adoption and success Recent adoption on implementation of IT through perioperative health care has been evident in two hospitals which are Basset Healthcare located in Cooperstown, New York and the University of Connecticut Health Care Center in Farmington, Connecticut. In both cases automation has been adopted and this has resulted in notable improvements in patient’s safety as well as clinical productivity and process efficiency (David Green 821). It has been reported that there have been improvements as a result of automated perioperative system at Mary Imogene Bassett Hospital which is the Basset Healthcare’ s core patient facility that yielded a 33% turnaround time improvements and a supply cost reduction of $200 per case. As for University of Connecticut Health Center there has been strong enhancement in the efficiency of anesthesia management following its implementation of surgical information system just a few years after Bassett’s adoption of the same. This is more specifically in charge capture for billing which has since shown improvement. Perioperative technology: what it entails The technology that is required for the perioperative environment must be supported from a holistic point of view. In this case each component must be integrated with a larger set of technology that will be used in or throughout the perioperative process this is inclusive of perioperative information technology and clinical facilities (Karen A. Wager 253). To facilitate this, data sharing must be enabled in this case all perioperative data and knowledge bases must share common metadata. It is al so paramount that the technology supports all clinical and administrative data for perioperative care, from the initial identification of surgical case all through surgery, recovery and ongoing outcome analysis. Database that support these processes must be modernized so as support all types of data, and equipment usage in the surgical process. Clinician’s workflow must also be enhanced to make it easier, faster and less complicated. Data entry should be facilitated at once with real time precision and facilitate sharing ubiquitously as needed (Kenneth Laudon 92). This must be made possible by high level of surgical equipment and software application interoperability throughout the entire perioperative process. Data interoperability is important so as to reduce cases of data redundancy as well as errors. The use of management information systems should facilitate automated data entry without the need for manual re-entry so as to enhance clinical acceptance and accuracy of dat a by minimizing user workloads and errors in transcription. To better illustrate how the perioperative requirements have been less addresses we have to consider the much anticipates software support computerized physician order entry (CPOE) which was created with the sole intent of making possible direct, online order entry by physicians (Paul J. St. Jacques & Minear). CPOE software is highly focused for

The Impact of Project Management in Information Systems Essay Example for Free

The Impact of Project Management in Information Systems Essay The explosion in the computing field in the last twenty years forced the organisations to be computerised for achieving most of their operations using Information Technology (IT) systems. The implementation of the systems requires a management program for the IS applications development. Susan Brock (2003) supports that as the data into valuable corporate information has become more viable through information technologies, the application of IT based projects has risen too (Susan Brock, 2003). The organisations use Information System Projects for either updating, or either upgrading or changing the existing system in order to meet users or customers’ requirements. It is supposed that the tools and techniques used in such IS projects will differ independently based on the projects’ requirements. The roles and responsibilities of each contributor to the projects differ as well. The organisations responded to this new challenge by putting into place project management teams that take into account the technological and organisational complexity of their Information System Projects (Vital Roy, 2006). The management of a software development project presents many difficulties. Most Information Systems projects are considered less than successful or many are simply cancelled. Project Management has been introduced as a major factor for controlling and tracking their projects in order to avoid these project failures. On the other hand many IS projects are successful when are completed on time, on budget, on scope and met the customers and users needs and requirements. This could happen by investigating and analysing the key elements of project management required for the successful implementation of these projects. 2. Project Management in IS projects As it stated above, Project Management is the most important tool for managing, tracking and controlling the projects. David Dixon (1988) defined Project Management as the management tool for estimating, planning, scheduling the activities needed to achieve the expected levels of functionality, quality and performance within the specified constraints for cost, time, schedules and resources (David Dixon, 1988). These activities divided into different tasks which must be assigned to the project team and be controlled by the project manager. Although most of the projects are successful, delivered on time and covered the appropriate requested requirements, some of the projects are considered less than successful and many are simply challenged or cancelled. According to the study of Susan Brock (2003), projects’ failures have reduced significantly considering the number of projects has almost doubled between 1994 and 2002, however almost half of the projects remain â€Å"challenged† (Susan Brock, 2003). During the years, IT professionals researched and studied different situations and suggest some key elements and theories for the successful implementation of IS projects such as the documentation of the Project Initiation Document (PID), the important role of the project manager, the project planning, project quality, etc. 1. Organisational Framework First of all an important section to be investigated and analysed is the organisational framework which considers the organisational structure for IS project work. The organisational framework is established at the outset and well understood by all concerned since otherwise it will be impossible to get important decisions made and to get a clear idea about the project (James Cadle and Donald Yeates, 2001). It is very important to know the customer, sponsor and project manager of each project because they are all responsible to make the most important decisions for the project. The other various roles may be organised in different ways, depending on a number of factors including the type of the project and culture of the rganisation. The other principal roles for an IS project could be the analyst, designer, administrator, programmer, testing team and project office. The PRINCE project management method is suggested for the best organisational framework either in the start or during the process of the project. Projects in Controlled Environment (PRINCE) is a structured approach to project management developed by the UK government (James Cadle an d Donald Yeates, 2001). It was originally intended for the management of IS projects and offers a number of beneficial documents in the management of IS projects such as Project Initiation Document (PID), Risk Log Document, Project Quality Plan, Stage Plan Document, Work Plan Document, etc. 2. Project Manager Another key element, may be the most important, is the project manager. The project manager is appointed by the project board of the organisation and is responsible for the management of the project on a daily basis and for the achievement for the project objectives and expected results. . Role and Skills The project manager is totally responsible for the success or failure of the whole project. The role of the project manager is very important, serious and complicated. James Cadle and Donald Yeates (2001) believe that project manager must track, monitor and check the project every day through to completion and also has to: ? Achieve the project’s objectives on time, on cost and quality constrai nts imposed by the project board. ? Take or make timely decisions to assure the project’s success ? Select project team members Create the project team and be ready for any changes in the team during project process. ? Keep the project board and senior management informed of progress and alert them to problems especially if these could affect the organisations’ or business objectives. ? Recommend the termination of the project if necessary. ? Take role of the communicator between the project board, senior management and project team. ? Select, manage and control subcontractors. ? Give permissions about the internal and external resources decided to be used in the project. ? Face and solve any problems or conflicts during the project’s process Generally, the project manager in an IS project has to create a product usually a new IS system incorporating hardware and software. As it stated above project manager should go through a difficult role to achieve the project’s objectives, however some skills are required in order to be a successful project manager such as: ^ Leadership: project managers must be able to stimulate action, progress and change. ^ Technological: project managers need to have a clear idea and accurate perception of the technical requirements of the project so that business needs are addressed and satisfied. Evaluation and decision making: project managers should have the ability to take serious decisions and evaluate alternatives. The members should be developed from a group of individuals, each with their own interests, style and goals, into a project team that works together to achieve the project’s objectives and requirements using the each other’s strengths. The most original and useful method of team effectiveness is Belbin Test, created by Dr. Meredith Belbin, which includes questionnaires for measuring aspects of personality completed by project team’s members. The scores from the questionnaires will help the project manager to assign the team members into the eight â€Å"team roles† suggested by the Belbin Method. According to the definitions given in the Belbin Test Document the eight project team roles are: ? Coordinator: provides consensual leadership, coordinating project team’s effort however lacking in originality. ? Shaper: A dynamic leader of the team, pushing activities forward and bringing â€Å"shape† to the team. The Shaper can be inspiring but can also be abrasive. ? Innovator: A source of original and a creative team member but sometimes forms a personal attachment to impractical ideas. Resource Investigator: Team’s link to the outside world and another source of ideas with the responsibility to identify and investigate resources that will help the team. ? Monitor/ Evaluator: Keeps the team on the right track and separates the practicable ideas from that are not, however sometimes is insensitive to the team members’ feelings. ? Team Worker: Sensitive to personal needs and upsets, works hard and maintains positive atmosphere in the team. ? Implementer/C ompany Worker: Takes an idea and produces a schedule. The company worker works well with plans and milestones but can be inflexible with any project’s changes. ? Completer/Finisher: Worries about what can go wrong in a project, checks up on detail and focuses the team on project’s deadlines (Belbin Test Document, 2006). If all the key roles of the project team are filled, project team stands a very good chance of success. On the other hand if some key roles of the project team are missing, it weakens the team and may lead to failure. 4. Project Plan Another key element of the project management required for the successful implementation of an IS Project is Project Plan. Planning is very important and essential in order to get the expected results and meet all the objectives and goals after the execution of the IS Project. It involves thinking hard about the IS project, what to achieve and how the team will go about it. The beginning for a good Project Plan is the understanding of the project’s requirements and the project manager must be sure that this is available before the start of the planning. The analysis of the work to be done has been made using the work breakdown structure or product breakdown structure. Work breakdown structure is the method that used to break down project progressively into smaller parts until the end up with individual tasks and work packages. After that project manager may create a Gantt chart using Microsoft Project as the tool for assigning the duration, milestone, resources, cost and staff required for each tasks as identified in the Work Breakdown Structure Diagram. Dave Martin (2004) states that â€Å"Of course ‘slippage’ from the plan is ‘a normal, natural trouble’ and its importance or magnitude is measured against the schedule. Where ‘slippage’ does occur, contingency plans are made by reference to possible implications† (Dave Martin, John Mariani and Rock Rouncefield, 2004). According to the above statement, the planning project breakdown should be revised easily especially when the project manager may need to re-estimate and reschedule some tasks in order to meet some missed requirements or to improve the progress of the project in case of ‘slippage’. Project Plan is also a way of communication between the project manager with the users, project team, project board and senior management so they can be informed anytime about project’s progress. James Cadle and Donald Yeates (2001) are suggested that the project plan must always be in electronic version using either Microsoft Visio for the work breakdown structure or Microsoft Project for Gantt chart or network action diagram. Most of the planning tools have facilities to track progress on an IS project. The data may have to be input manually by the project manager or it may be possible to link the planning tool to a time recording system and capture the input that way (James Cadle and Donald Yeates, 2001). The project manager will be able to compare the actual progress with the plan in order to identify where problems seem to be arising and decide how to solve them. 5. Project Risk Management Information System projects are becoming increasingly complicated and are subjects to various risks. Risks cannot be avoided at all but they can be managed in such a way that they are recognised and their impacts are avoided or reduced. First of all the team has to identify the risks of the project, however each project is unique so its risks will arise from the factors that may not have been seen before in the project. There are a lot of project’s areas in which risk could arise and it is difficult for the project manager to be sure that all the possible risks have been identified. All risks must be highlighted even if some of them are unpopular or never arise in similar projects in the past. After the identification and analysis of each possible risk, they need to be described so that it is clear exactly what each risk is all about (Jamie Smith, 2005). Once there is a brief description of the risk, the project team is in a better position to understand its impact and what needs to be done to mitigate it. The following list, introduced by James Cadle and Donald Yeates (2001), provides the starting point for the identification of possible risks in an IS project:  ¦ The Commercial Background- it may be a new business area in which the organisation has little experience or no market research. The possible identified risk is the lack of information about the background and requirements of the projects  ¦ The Contract- is the formal, legal stipulation of the responsibilities and agreement between the organisation and the project team (Dave Martin, John Mariani and Rock Rouncefield, 2004). There may be the risk of delay or underperformance of the project, unclear terms in the contract about the payment or not linked tangible milestones.  ¦ The users- may be unfamiliar with the new technology or unwillingness to change working practises to fit with the new system such as the London Ambulance System (LSA). The management of the organisation and users may hold very different view of what the system supposed to do.  ¦ Acceptance Criteria – The acceptance criteria may not have been clearly defined in the contract or the customer may not accept some or all of the new system. The Project Plan- possible tight timescales, milestones may be too far apart or deliverables may not have been defined enough to work so the product is not the expected result, the project may be bigger so more staff is required than the estimation at the start of the project. After completing the risk identification the project team should take some actions against those risks like the avoiding actions, try to prevent the risks from occurring, and the mitigation actions where the project teams try to reduce the impact of the risks if they occur. Finally the project teams register the identified risks either using the Risk Log Document which is part of the PRINCE or the risk map if they want to highlight only the very important and dangerous risks. 3. Conclusions The impact of Project Management in the Information Systems Project improved the percentages for the successful projects. It is the management tool for planning, monitoring, tracking and controlling the whole process of the project. The IS project to be considered will be the delivery of a specified information system within given constraints of time, quality, resources and cost, however the project organisational framework is also important because the project team has the chance to get a clear understanding of who the customer, the project’s scope and the purpose of the project is. The PRINCE project management method offers an effective structure for the management of IS project. The project manager plays the most important roles in a project team and is the main reason for the success or the failure of the project. Project manager is responsible for the build of the project teams using the most popular method of Belbin Test. Project Plan is also required in order to track, monitor, control and compare tasks with the time. The suggested tool for planning is work or product breakdown structure for break down tasks into smaller subtasks. Project Manager must take decisions about the duration, cost and resources for each task which can be presented in a Gantt chart using Microsoft Project.

Management From The Corps :: essays research papers

I want to use this opportunity to discuss two things, both near and dear to my heart; The United States Marine Corps and Management. Throughout this paper I want to focus on how I think civilians can learn to be better managers by using what that corps has established over it’s illustrious 223 years as the â€Å"Best Management-Training Program in America† Inc. (Freedman).   Ã‚  Ã‚  Ã‚  Ã‚  The United States Marine Corps manages using a principle I learned in this course: Decentralization! Let me break this down. I learned it quite simply as the rule of three. But before I define this, I will briefly explain to you a small portion of the Marine rank structure. A Corporal is the first rank that an enlisted Marine is considered a leader due to his/her rank (though all Marines are trained to lead). The Corporal is the first of the Marine Non-commissioned Officers (NCO’S), then in ascending order is the Sergeant, Staff Sergeant, Gunnery Sergeant, and so on. Now back to the rule of three. Each Marine has three responsibilities. In our organizational structure, a Corporal has a three-person fire team; a Sergeant has a squad of three fire teams; and a Staff Sergeant has a platoon of three squads; and so on, up to the Colonels and Generals.   Ã‚  Ã‚  Ã‚  Ã‚  For the typical business, decentralizing and flattening organizational structure involves â€Å"gutting several layers of management, often leaving managers overwhelmed with as many as a dozen direct subordinates† (Freedman). In contrast, the Marine Corps has been able to push out authority but still maintain a â€Å"simple hierarchical structure designed to keep everyone’s job manageable† (Freedman).   Ã‚  Ã‚  Ã‚  Ã‚  What at first glance may seem rigid or narrow, the many layers between the Private and Colonel lend opportunity for innovation. At the same time, even the lowest ranking Marine, the Private knows that he or she is expected to do whatever it takes to accomplish the mission. An organization (civilian) may want to look at this a little further. We must have established managers, but the notion of delegation of authority should be expanded in the civilian world. Well considered delegation of authority not only lifts some pressure off the titled manager, but also gives some well-deserved leadership satisfaction to an employee who may never have had the chance to be a â€Å"manager†. The success of the Marine Corps Management strategy is apparent in the vast numbers of ex-Marines who hold the Chief Executive Officer, President, Vice President, Chairman, and Manager positions at all levels in top. Management From The Corps :: essays research papers I want to use this opportunity to discuss two things, both near and dear to my heart; The United States Marine Corps and Management. Throughout this paper I want to focus on how I think civilians can learn to be better managers by using what that corps has established over it’s illustrious 223 years as the â€Å"Best Management-Training Program in America† Inc. (Freedman).   Ã‚  Ã‚  Ã‚  Ã‚  The United States Marine Corps manages using a principle I learned in this course: Decentralization! Let me break this down. I learned it quite simply as the rule of three. But before I define this, I will briefly explain to you a small portion of the Marine rank structure. A Corporal is the first rank that an enlisted Marine is considered a leader due to his/her rank (though all Marines are trained to lead). The Corporal is the first of the Marine Non-commissioned Officers (NCO’S), then in ascending order is the Sergeant, Staff Sergeant, Gunnery Sergeant, and so on. Now back to the rule of three. Each Marine has three responsibilities. In our organizational structure, a Corporal has a three-person fire team; a Sergeant has a squad of three fire teams; and a Staff Sergeant has a platoon of three squads; and so on, up to the Colonels and Generals.   Ã‚  Ã‚  Ã‚  Ã‚  For the typical business, decentralizing and flattening organizational structure involves â€Å"gutting several layers of management, often leaving managers overwhelmed with as many as a dozen direct subordinates† (Freedman). In contrast, the Marine Corps has been able to push out authority but still maintain a â€Å"simple hierarchical structure designed to keep everyone’s job manageable† (Freedman).   Ã‚  Ã‚  Ã‚  Ã‚  What at first glance may seem rigid or narrow, the many layers between the Private and Colonel lend opportunity for innovation. At the same time, even the lowest ranking Marine, the Private knows that he or she is expected to do whatever it takes to accomplish the mission. An organization (civilian) may want to look at this a little further. We must have established managers, but the notion of delegation of authority should be expanded in the civilian world. Well considered delegation of authority not only lifts some pressure off the titled manager, but also gives some well-deserved leadership satisfaction to an employee who may never have had the chance to be a â€Å"manager†. The success of the Marine Corps Management strategy is apparent in the vast numbers of ex-Marines who hold the Chief Executive Officer, President, Vice President, Chairman, and Manager positions at all levels in top.

Decision Making Across the Organization

The Martinez Company has decided to introduce a new product and would like to evaluate the costs of manufacturing through capital intensive and labor intensive manufacturing methods to determine which of the two methods to employ. The values to be used in the evaluation for capital intensive manufacturing are direct materials at $5 per unit, direct labor at $6 per unit, a variable overhead of $3 per unit, and fixed manufacturing costs of $2,508,000. The values for material, labor, and overhead are summed to find the total variable cost of $14.The labor intensive values are direct materials at $5.50 per unit, direct labor at $8 per unit, a variable overhead of $4. 50 per unit, and fixed manufacturing costs of $1,538,000. The research department of Martinez recommended an introductory price unit sales price of $30. Incremental selling expenses are estimated to be $502,000 annually plus $2 for each unit sold regardless of the method used to manufacture. Capital Intensive To calculate ca pital intensive estimated break-even point in annual unit sales of the new product the contribution margin per unit and contribution margin per ratio are necessary.The equation for contribution margin per unit is Selling Price + Variable Cost, or $30 + $14, for a contribution margin per unit price of $16. The equation for contribution margin ration is Contribution Margin per Unit / Selling Price, or $16/$30, for a contribution margin ratio of 53%. The break-even point in units is calculated by dividing the fixed costs by the contribution margin per unit value, $2,508,000 / $16 = 156750 units as the break-even point. The fixed costs divided by the contribution margin ratio, $2,508,000 / 53% = $4,702,500 break-even point in dollars. Labor IntensiveTo calculate capital intensive estimated break-even point in annual unit sales of the new product the contribution margin per unit and contribution margin per ratio are necessary. The equation for contribution margin per unit is Selling Pric e + Variable Cost, or $30 + $18, for a contribution margin per unit price of $12. The equation for contribution margin ratio is Contribution Margin per Unit / Selling Price, or $12/$30, for a contribution margin ratio of 40%. The break-even point in units is calculated by dividing the fixed costs by the contribution margin per unit value, $1,538,000 / $12 = 128,167 units as the break-even point.The fixed costs divided by the contribution margin ratio, $1,538,000 / 40% = $3,845,000 break-even point in dollars. Unit Sales Volume of Indifference The volume of unit sales at which the Martinez Company would be indifferent between the two manufacturing methods is calculated as Sales = Variable Costs + Fixed Costs + Net Income. The value for sales is equivalent to the sales price, $30, multiplied by the number of units sold. Variable costs of $14 for capital intensive and $18 for labor intensive are also multiplied by the number of units sold.Fixed costs were provided at $2,508,000 for cap ital intensive and $1,538,000 for labor intensive. Net income is assumed to be $0. The equation values for 180,000 units under capital intensive manufacturing and 240,000 under labor intensive manufacturing is the volume of units for each method to equal sales of $2,880,000, the point at which the annual unit sales volume would be indifferent. Conclusion Evaluating the costs of manufacturing help management to make crucial decisions about methods of manufacturing that will result in profit for the business.Evaluating the capital intensive manufacturing method versus the labor intensive method provides the values necessary to make business decisions. The circumstances in which the Martinez Company would employ a capital intensive manufacturing method for the new product, based on the numbers provided in the scenario, would be if the contribution margin and per unit cost were cheaper than the labor intensive values. In this scenario, the labor intensive values offer a smaller break-ev en point value for units and dollars than the capital intensive method of manufacturing. Decision Making Across the Organization The Martinez Company has decided to introduce a new product and would like to evaluate the costs of manufacturing through capital intensive and labor intensive manufacturing methods to determine which of the two methods to employ. The values to be used in the evaluation for capital intensive manufacturing are direct materials at $5 per unit, direct labor at $6 per unit, a variable overhead of $3 per unit, and fixed manufacturing costs of $2,508,000. The values for material, labor, and overhead are summed to find the total variable cost of $14.The labor intensive values are direct materials at $5.50 per unit, direct labor at $8 per unit, a variable overhead of $4.50 per unit, and fixed manufacturing costs of $1,538,000. The research department of Martinez recommended an introductory price unit sales price of $30. Incremental selling expenses are estimated to be $502,000 annually plus $2 for each unit sold regardless of the method used to manufacture. Capital IntensiveTo calculate capi tal intensive estimated break-even point in annual unit sales of the new product the contribution margin per unit and contribution margin per ratio are necessary. The equation for contribution margin per unit is Selling Price + Variable Cost, or $30 + $14, for a contribution margin per unit price of $16. The equation for contribution margin ration is Contribution Margin per Unit / Selling Price, or $16/$30, for a contribution margin ratio of 53%.The break-even point in units is calculated by dividing the fixed costs by the contribution margin per unit value, $2,508,000 / $16 = 156750 units as the break-even point. The fixed costs divided by the contribution margin ratio, $2,508,000 / 53% = $4,702,500 break-even point in dollars. Labor IntensiveTo calculate capital intensive estimated break-even point in annual unit sales of the new product the contribution margin per unit and contribution  margin per ratio are necessary. The equation for contribution margin per unit is Selling Pri ce + Variable Cost, or $30 + $18, for a contribution margin per unit price of $12.The equation for contribution margin ratio is Contribution Margin per Unit / Selling Price, or $12/$30, for a contribution margin ratio of 40%. The break-even point in units is calculated by dividing the fixed costs by the contribution margin per unit value, $1,538,000 / $12 = 128,167 units as the break-even point. The fixed costs divided by the contribution margin ratio, $1,538,000 / 40% = $3,845,000 break-even point in dollars. Unit Sales Volume of IndifferenceThe volume of unit sales at which the Martinez Company would be indifferent between the two manufacturing methods is calculated as Sales = Variable Costs + Fixed Costs + Net Income. The value for sales is equivalent to the sales price, $30, multiplied by the number of units sold. Variable costs of $14 for capital intensive and $18 for labor intensive are also multiplied by the number of units sold. Fixed costs were provided at $2,508,000 for ca pital intensive and $1,538,000 for labor intensive.Net income is assumed to be $0. The equation values for 180,000 units under capital intensive manufacturing and 240,000 under labor intensive manufacturing is the volume of units for each method to equal sales of $2,880,000, the point at which the annual unit sales volume would be indifferent.ConclusionEvaluating the costs of manufacturing help management to make crucial decisions about methods of manufacturing that will result in profit for the business. Evaluating the capital intensive manufacturing method versus the labor intensive method provides the values necessary to make business decisions.The circumstances in which the Martinez Company would employ a capital intensive manufacturing method for the new product, based on the numbers provided in the scenario, would be if the contribution margin and per unit cost were cheaper than the labor intensive values. In this scenario, the labor intensive values offer a smaller break-even point value for units and dollars than the capital intensive method of manufacturing.

Resposibilities of a Team Leader Essay

My role is within the finance function and I supervise one Team Administrator but I do often take the lead within finance projects. I currently work in Personal Care and Support within Runnymede Social Care Team. The team delivers social care services for people aged 18 +. . Responsibilities of a Team Leader 1.To be responsible and accountable for the work and productivity of the team A team manager needs to be responsible for decisions made which guide the team to complete tasks. Decisions are normally made by gathering information and requesting feedback. However, there are time when it will be necessary, due to short time constraints that a Team Leader will need to make a decision on the spot using their own knowledge and experience. 2.To be aware of policies and procedures and to communicate any changes to staff Team Leaders need to be aware of policies and procedures to be able to guide staff to complete tasks within the remit of the department and County Council. They should also make staff aware of any changes. 3.Solve issues, conflict within the team and dealing with under performance. Team Leaders need to put measures in place to deal with underperformance. This should involve discussion with the individual involved, setting short term goals and monitoring progress. Any training needs should be identified and appropriate action taken to ensure the individual is equipped to complete the tasks required. 4.Chair Team Meetings Team Leaders should chair effective meetings by giving clear instructions when necessary, listening to and acting upon feed back and issuing a record of the meeting with action points for relevant staff with clear deadlines. Two examples which would need higher authority. 1. A team member wishes to undertake training which is not organised by Surrey County Council. The expenditure would have to be authorised by a senior manager. 2. If issues could not be solved with under performance in an informal basis then a senior manager would need to make the decision to take a formal route. Feedback on own performance I receive feedback on my own performance within my appraisal last April. Goals were agreed and monitored throughout the year. A strength that was identified was my ability to meet tight deadlines demonstrated by my completion on our â€Å"month end† process by the deadline each month. An area for improvement is my lack of confidence at public speaking. I am required to complete finance inductions with Care Managers and I found myself getting flustered and not sounding confident in my knowledge. Establishing Trust Trust can be established by effective communication and acting upon any issues with the team or individuals. Communicating openly and honestly without distorting information keeping promises and commitments.

Discover Trompe lOeil Art in Painting and Architecture

Discover Trompe l'Oeil Art in Painting and Architecture French for fool the eye,  trompe loeil art creates the illusion of reality. Through skillful use of color, shading, and perspective, painted objects appear three-dimensional.  Faux finishes like marbling and wood graining add to the trompe loeil effect. Applied to furniture, paintings, walls, ceilings, decorative items, set designs, or building facades, trompe l’oeil art inspires a gasp of surprise and wonder. Although tromper means to deceive, viewers are often willing participants, delighting in the visual trickery. Trompe l'Oeil Art Shading and perspectiveFaux finishes3-D effects Pronounced tromp loi, trompe-l’oeil may be spelled with or without a hyphen. In French, the  Ã…“  ligature is used:  trompe l’œil. Realistic artworks were not described as trompe-loeil until the late 1800s, but the desire to capture reality dates back to ancient times. Early Frescoes Fresco from the House of Meleagro, Pompeii,1st Century.   Photo  ©DEA / G. NIMATALLAH/ Getty   In ancient Greece and Rome, artisans applied pigments to wet plaster to create life-like details. Flat surfaces appeared three dimensional when painters added false columns, corbels, and other architectural ornaments. The Greek artist Zeuxis (5th century B.C.) is said to have painted grapes so convincing, even birds were deceived. Frescoes (plaster wall paintings) found in Pompeii and other archaeological sites contain trompe loeil elements. For many centuries, artists continued to use the wet plaster method to transform interior spaces. In villas, palaces, churches, and cathedrals, trompe loeil images gave the illusion of vast space and distant vistas. Through the magic of perspective and skillful use of light and shadow, domes became sky and windowless spaces opened to imaginary vistas. Renaissance artist Michelangelo (1475 -1564) used wet plaster when he filled the vast ceiling of the Sistine Chapel with cascading angels, Biblical figures, and an enormous bearded God surrounded by trompe loeil columns and beams. Secret Formulas Dresden Triptych, Oil on Oak, 1437, by Jan van Eyck. Dresden State Art Collections, Gemldegalerie Alte Meisterm.   DEA / E. LESSING / Getty Images By painting with wet plaster, artists could give walls and ceilings rich color and a sense of depth. However, plaster dries quickly. Even the greatest fresco painters could not achieve subtle blending or precise details. For smaller paintings, European artists commonly used egg-based tempera applied to wood panels. This medium was easier to work with, but it also dried quickly. During the Middle Ages and the Renaissance, artists searched for new, more flexible paint formulas. The Northern European painter Jan Van Eyck (c.1395-c.1441) popularized the idea of adding boiled oil to pigments. Thin, nearly transparent glazes applied over wood panels gave objects a life-like gleam. Measuring less than thirteen inches long, Van Eycks Dresen Triptych is a tour de force with ultra real  images of Romanesque columns and arches. Viewers can imagine they are looking through a window into a Biblical scene. Faux carvings and tapestries enhance the illusion. Other Renaissance painters invented their own recipes, combining the traditional egg-based tempera formula with a variety of ingredients, from powdered bone to lead and walnut oil. Leonardo da Vinci (1452-1519) used his own experimental oil and tempera formula when he painted his famous mural, The Last Supper. Tragically, da Vinci’s methods were flawed and the breathtakingly realistic details began to flake within a few years. Dutch Deceivers Tromp-loeil Still-Life, 1664, by Samuel Dirksz, vanHoogstraten. Dordrechts Museum Collection.   Fine Art Images/Heritage Images/Getty Images During the 17th century, Flemish still life painters became known for optical illusions. Three-dimensional objects seemed to project from the frame. Open cabinets and archways suggested deep recesses. Stamps, letters, and news bulletins were depicted so convincingly, passersby might be tempted to pluck them from the painting. Sometimes images of brushes and palettes were included to call attention to the deception. There’s an air of delight in the artistic trickery, and it’s possible that the Dutch masters competed in their efforts to conjure reality. Many developed new oil-and wax-based formulas, each claiming that their own offered superior properties. Artists like Gerard Houckgeest (1600-1661), Gerrit Dou (1613-1675), Samuel Dirksz  Hoogstraten  (1627-1678), and Evert Collier (c.1640-1710) could not have painted their magical deceptions if not for the versatility of the new mediums. Eventually, advanced technologies and mass-production made the painting formulas of the Dutch masters obsolete. Popular tastes moved toward expressionist and abstract styles. Nevertheless, a fascination for trompe loeil realism persisted through the nineteenth and twentieth centuries. American artists De Scott Evans (1847-1898),  William Harnett (1848–1892), John Peto (1854–1907), and John Haberle (1856-1933) painted meticulous still lifes in the tradition of the Dutch illusionists. French-born painter and scholar Jacques Maroger (1884-1962) analyzed the properties of early paint mediums. His classic text,The Secret Formulas and Techniques of the Masters, included recipes he claimed to have rediscovered. His theories reawakened interest in classical styles, stirred controversy, and inspired writers. Modern Magic Artist Tjalf Sparnaay with one of his megarealistic paintings. cc Tjalf Sparnaay   Merogers return to classical techniques was one of many realistic styles that emerged during the second half of the 20th century. Realism gave modern-day artists a way to explore and reinterpret the world with scientific precision and ironic detachment. Photorealists painstakingly reproduced photographic images. Hyperrealists toyed with realistic elements, exaggerating details, distorting scale, or juxtaposing figures and objects in unexpected ways.  Dutch painter Tjalf Sparnaay (shown above) calls himself a â€Å"megarealist† because he paints â€Å"mega-sized† versions of commercial products. My intention is to give these objects a soul and a renewed presence,† Sparnaay explains on his website. 3-D Street Art Mural for Fontainebleau Hotel, Richard Haas, Designer, Created 1985-86, Demolished 2002. Corbis Documentary / Getty Images Trompe l’oeil by contemporary artists  can be whimsical, satirical, disturbing, or surreal. Incorporated into paintings, murals, advertising posters, and sculpture, the deceptive images often defy the laws of physics and toy with our perception of the world. Artist Richard Haas made deft use of trompe l’oeil magic when he designed a six-story mural for the Fontainebleau Hotel in Miami. False finishes transformed a blank wall into a triumphal arch made of mortared stone blocks (shown above). The enormous fluted column, the twin caryatids, and the bass relief flamingos were tricks of light, shadow, and perspective.The sky and waterfall were also optical illusions, teasing passersby into believing they might stroll through the arch to the beach. The Fontainebleau mural entertained Miami visitors from 1986 until 2002, when the wall was demolished to make way for real, rather than trompe l’oeil, views of the waterside resort. Commercial wall art like the Fontainebleau mural is often transitory. Weather takes a toll, tastes change, and new construction replaces the old. Nevertheless, 3-D street art plays an important role in reshaping our urban landscapes. Time-bending murals by French artist Pierre Delavie conjure historic vistas. German artist Edgar Mueller turns street pavement into heart-thumping views of cliffs and caves. American artist John Pugh opens walls with eye-deceiving images of impossible scenes. In cities around the world, trompe loeil mural artists force us to ask: What is real? What is artifice? What is important? Sources Deceptions and Illusions: Five Centuries of Trompe LOeil Painting, by Sybille Ebert-Schifferer with essays by Sybille Ebert-Schifferer ... [et al.]; Catalog of an exhibition held at the National Gallery of Art, Washington, D.C., Oct. 13, 2002-Mar. 2, 2003.Historical Painting Techniques, Materials, and Studio Practice, by The J. Paul Getty Trust, 1995 [PDF, accessed April 22, 2017] ; https://www.getty.edu/conservation/publications_resources/pdf_publications/pdf/historical_paintings.pdfMusee du Trompe lOeil, museedutrompeloeil.com/en/trompe-loeil/The Secret Formulas and Techniques of the Masters by Jacques Maroger (trans.  Eleanor Beckham), New York: Studio Publications, 1948.

The Founding of Thebes

The Founding of Thebes The founder of Thebes is known as Cadmus or Kadmos. He was a descendant of the union of Io and Zeus in bull shape. Cadmus father was a Phoenician king named Agenor and his mother was named Telephassa or Telephone. Cadmus had two brothers, one named Thasos, and the other Cilix, who became king of Cilicia. They had a sister named Europa, who was also carried off by a bullZeus, again. The Search for Europa Cadmus, Thasos, and their mother went to look for Europa and stopped in Thrace where Cadmus met his future bride Harmonia. Taking Harmonia with them, they then went to the oracle at Delphi for a consultation. The Delphic Oracle told Cadmus to look for a cow with a lunar sign on either side, to follow where the cow went, and to make sacrifices and establish a town where the bull lay down. Cadmus was also to destroy the guard of Ares. Boeotia and Ares' Dragon After finding the cow, Cadmus followed it to Boeotia, a name based on the Greek word for cow. Where it lay down, Cadmus made sacrifices and started to settle. His people needed water, so he sent out scouts, but they failed to return because they had been killed by Ares dragon who guarded the fountain. It was up to Cadmus to slay the dragon, so with divine assistance, Cadmus slew the dragon using a stone, or perhaps a hunting spear. Cadmus Founds Thebes Athena, who helped with the slaying, advised Cadmus that he should plant the teeth of the dragon. Cadmus, with or without Athenas help, sowed the teeth-seeds. From them emerged fully armed warriors of Ares who would have turned on Cadmus had Cadmus not thrown stones at them making it appear that they were attacking one another. Ares men then fought with each other until only 5 worn out warriors survived, who came to be known as Spartoi the sown men who then helped Cadmus found Thebes. Thebes was the name of the settlement. Harmonia was a daughter of Ares and Aphrodite. The conflict between Ares and Cadmus was resolved by the marriage of Cadmus and Ares daughter. The event was attended by all the gods. Offspring of Cadmus and Harmonia Among the children of Harmonia and Cadmus was Semele, who was the mother of Dionysus, and Agave, mother of Pentheus. When Zeus destroyed Semele and inserted the embryonic Dionysus in his thigh, the palace of Harmonia and Cadmus burned. So Cadmus and Harmonia left and traveled to Illyria (which they also founded) first handing over the kingship of Thebes to their son Polydorus, father of Labdacus, father of Laius, father of Oedipus. Founding Legends Athena reserved some of the dragons teeth to give to Jason.Thebes was an Egyptian city, too. One story of the founding of Thebes says that Cadmus gave the Greek city the same name his father had just given to the Egyptian city.Instead of Polydorus, Pentheus is sometimes named as the successor of Cadmus.Cadmus is credited with bringing the alphabet/writing to Greece.The continent of Europe was named for Europa, the sister of Cadmus. This is the background for the first of three sets of stories from Greek mythology about Thebes. The other two are the sets of stories surrounding the House of Laius, especially Oedipus and those around the conception of Dionysus. One of the more enduring figures in the Theban legends is the long-lived, transgendering Tiresias the seer. Source Ovids Narcissus (Met. 3.339-510): Echoes of Oedipus, by Ingo Gildenhard and Andrew Zissos; The American Journal of Philology, Vol. 121, No. 1 (Spring, 2000), pp. 129-147/

What evidence do the narrative accounts provide for the diversity of Essay

What evidence do the narrative accounts provide for the diversity of early Christianity - Essay Example The idea of being a shepherd was considered hazardous, tiring, and demanding, but Jesus considered himself as the good Shepherd. According to John 10:11, a shepherd will lay down his life for the sheep while 1st Samuel 17: 34-35 asserts that Jesus is like spirit since he lays down his life for mankind. In addition, Jesus interaction with the Samaritan woman and subsequent telling the Priests that tax collectors and prostitutes would go to heaven drew a lot of controversy among early Christianity. Jesus taught the scriptures privately to a woman which was against the prevailing law and the woman agreed to tell the news to the town. Jesus demonstrated the he was a gift from God by telling a Samaritan woman to give him water according to John 4: 7-27. In the book of Matthew 2:1; 14, 21, Jesus was born in Bethlehem and he subsequently departed to Egypt and finally went to the land of Israel. On the other hand, Luke 1:26;2:1-7, the gospel is clear that Angel Gabriel was sent from God to c ity of Nazareth to Virgin Mary, but the gospel still asserts that Joseph also went from city of Nazareth to Judea in Bethlehem (Hurtado 109). Jesus healing parables attracted a lot of controversy among his followers.

Confrontation between the Germanic people and Romans Essay

Confrontation between the Germanic people and Romans - Essay Example To Germanic tribe, religion played an important role in the creation of alliances between tribes with other groups, and still it was the basis of the invasions. Following this, this paper seeks to evaluate how it would pay greater attention to the religious conflicts between the Germanic people and Romans. The confrontation between the Germanic people and Romans, and the religion clash led to the downfall of the Roman Empire and the commencement of German culture throughout Europe. In this case, it is hard to gain precise information about these tribes with their activities because they lacked written language thus; there was no account of events and people. With this in mind, Historians should regard the need of second-hand accounts of the Romans, who narrate stories through their own perceptive. Throughout history, Gordeeva (1) outline how Germans have retained the fundamental aspects of their religious culture and how they have absorbed essential elements of their race. Religion i s a crucial aspect of the German culture, which makes the country unique with its unique identity. With this in mind, religion is treated with reverence and openness. The German laws offer people freedom to choose their religion and faith. Christianity has been the prominent religion with over 55 million followers. However, half of the population are Protestants and Roman Catholic. For many years, religion has been paramount and amazingly, the liberal viewpoint of the nation has been commendable. Roman Catholicism is among the two important religions in German, and its origin can be traced in the 8th Century of Saint Boniface’s missionary work. After one century, Roman Catholicism made a difference in making more converts and spreading the gospel effectively. In 1517, Martin Luther transformed the world and European history when he formed the second faith in German â€Å"Protestantism†. This brought a lot of differences in beliefs and culture between the Protestants an d Romans, and these differences played a significant role in the World war. The legacy of the protestant reformation and conflict brought by religious differences brought â€Å"Confrontation between the Germanic people and Romans†. Still, the Germanic migration brought struggles and strife between Roman and Germanic. There were a lot of wars between the two tribes brought by differences in religion. Still, there was a concern in the year 496 of the baptizing of king of the Franks with his loyal followers. As a result, this conversion brought a great significance of Clovis, which expanded into southern and central parts of France. Mostly, the perception of migrations centres on confrontation between the Germanic people and Romans. Prior to the World War 11, a third of the German population was Roman Catholic and two-thirds the Protestants. In this case, Bavaria was among the Roman Catholic follower. Roman Catholics were populated in Saarland, Baden-Wurttemberg, and Rhineland. However, Protestants were the majority in the Northeast and North of Germany. During Hitler leadership, established churches could not air their challenges to the State. Hitler only respected the organization and power of the â€Å"Roman Catholic Church†. In late 1933, the opposition group under the ruling of Lutheran Martin and Dietrich Bonheoffer established a confessing church. Following this, Lutheran Church members were arrested and some executed such as Bonheoffer during the end of the World War 11. As a