Business studies Just desserts case study Essay Example

Business studies Just desserts case study Essay LTD has grown rapidly recently, and Martha Barnes, who runs the business, is reluctant to delegate authority meaning the workforce is growing but their are not any new managers. This will create a flat organizational structure with wide spans of control for each manager. Therefore there will be a large workload for each person. It says that some of the managers are overworked. If they wont delegate any authority they will need to recruit some new managers as overworked will not be motivated and their output will not be as high as it could be. Martha is inflexible about training her current staff. This is likely to denominate staff as they will be working with the company and not progressing. Denominated staff are likely to have a negative effect on the effectiveness of the workforce instead of a positive one and this could in turn affect the whole business if she does not motivate the staff the quality of their output could drop and that would in turn affect the businesses name as they emphasis that they are good quality. Another thing is that Just Desserts is cash position has gotten worse not improved and instead of improving their current staff they are just going to get new staff so the tiffs may start to worry about their job security. However this could be good because they can get new staff with skills that their staff currently dont have. If they employ the right people as they seem to be adamant to do, they may employ the right type Of person who will uplift the workforce and may be able to motivate staff To summaries then I think that recruiting is not the best option because it is likely to denominate staff also their cash position is getting worse not better the recruiting cost will is not worth it considering the fact that instead of better their staff. We will write a custom essay sample on Business studies Just desserts case study specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Business studies Just desserts case study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Business studies Just desserts case study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Erich Hartmann - World War II Ace - Luftwaffe

Erich Hartmann - World War II Ace - Luftwaffe Erich Hartmann - Early Life Career: Born April 19, 1922, Erich Hartmann was the son of Dr. Alfred and Elisabeth Hartmann. Though born in Weissach, Wà ¼rttemberg, Hartmann and his family moved to Changsha, China shortly thereafter due to the severe economic depression that struck Germany in the years after World War I. Residing in a house on the Xiang River, the Hartmanns lived a quiet life while Alfred established his medical practice. This existence came to an end in 1928 when the family was forced to flee back to Germany following the outbreak of the Chinese Civil War. Sent to school in Weil im Schà ¶nbuch, Erich later attended schools in Bà ¶blingen, Rottweil, and Korntal. Erich Hartmann - Learning to Fly: As a child, Hartmann was first exposed to flying by his mother who was one of Germanys first female glider pilots. Learning from Elisabeth, he received his glider pilots license in 1936. That same year, she opened a flying school Weil im Schà ¶nbuch with the support of the Nazi government. Though young, Hartmann served as one of the schools instructors. Three years later, he earned his pilots license and was permitted to fly powered aircraft. With the beginning of World War II, Hartmann entered the Luftwaffe. Commencing training on October 1, 1940, he initially received an assignment to the 10th Flying Regiment in Neukuhren. The following year saw him move through a series of flight and fighter schools. n March 1942, Hartmann arrived at Zerbst-Anhalt for training on the Messerschmitt Bf 109. On March 31, he violated regulations by performing aerobatics over the airfield. Sanctioned to confinement and fines, the incident taught him self-discipline. In a twist of fate, the confinement saved Hartmanns life when a comrade was killed flying a training mission in his aircraft. Graduating in August, he had built a reputation as a skilled marksman and was assigned to Fighter Supply Group, East in Upper Silesia. In October, Hartmann received new orders assigning him to Jagdgeschwader 52 in Maykop, Soviet Union. Arriving on the Eastern Front, he was placed in Major Hubertus von Bonins III./JG 52 and mentored by Oberfeldwebel Edmund Roßmann. Erich Hartmann - Becoming an Ace: Entering combat on October 14, Hartmann performed poorly and crashed his Bf 109 when it ran out of fuel. For this transgression, von Bonin made him work for three days with the ground crew. Resuming combat flying, Hartmann scored his first kill on November 5 when he downed an Ilyushin Il-2. He shot down an additional aircraft before the end of the year. Gaining in skill and learning from skilled compatriots such as Alfred Grislawski and Walter Krupinski, Hartmann became more successful in early 1943. By the end of April he had become an ace and his tally stood at 11. Repeatedly encouraged to get closer to enemy aircraft by Krupinski, Hartmann developed his philosophy of when he [the enemy] fills the entire windscreen you cant miss. Using this approach, Hartmann began rapidly increasing his tally as Soviet aircraft fell before his guns. In the fighting that occurred during the Battle of Kursk that summer, his total reached 50. By August 19, Hartmann had downed another 40 Soviet aircraft. On that date, Hartmann was aiding in supporting a flight of Ju 87 Stuka dive bombers when the Germans encountered a large formation of Soviet aircraft. In the resulting fight, Hartmanns aircraft was badly damaged by debris and he came down behind enemy lines. Quickly captured, he feigned internal injuries and was placed in a truck. Later in the day, during a Stuka attack, Hartmann jumped his guard and escaped. Moving west, he successfully reached German lines and returned to his unit. Erich Hartmann - The Black Devil: Resuming combat operations, Hartmann was awarded the Knights Cross on October 29 when his kill total numbered 148. This number increased to 159 by January 1 and the first two months of 1944 saw him shoot down another 50 Soviet planes. An aerial celebrity on the Eastern Front, Hartmann was known by his call sign Karaya 1 and the distinctive black tulip design that was painted around the engine cowling of his aircraft. Feared by the Russians, they gave the German pilot the sobriquet The Black Devil and avoided combat when his Bf 109 was spotted. In March 1944, Hartmann and several other aces were ordered to Hitlers Berghof in Berchtesgaden to receive awards. At this time, Hartmann was presented with the Oak Leaves to the Knights Cross. Returning to JG 52, Hartmann began engaging American aircraft in the skies over Romania. Clashing with a group of P-51 Mustangs on May 21 near Bucharest, he scored his first two American kills. Four more fell to his guns on June 1 near PloieÅŸti. Continuing to run up his tally, he reached 274 on August 17 to become the top-scorer of the war. On the 24th, Hartmann downed 11 aircraft to reach 301 victories. In the wake of this achievement, Reichsmarschall Hermann Gà ¶ring immediately grounded him rather than risk his death and a blow to Luftwaffe morale. Summoned to the Wolfs Lair in Rastenburg, Hartmann was given the Diamonds to his Knights Cross by Hitler as well as a ten-day leave. During this period, the Luftwaffes Inspector of Fighters, Adolf Galland, met with Hartmann and asked him to transfer to the Messerschmitt Me 262 jet program. Erich Hartmann - Final Actions: Though flattered, Hartmann declined this invitation as he preferred to stay with JG 52. Galland again approached him in March 1945 with the same offer and was again rebuffed. Slowly increasing his total through the winter and spring, Hartmann reached 350 on April 17. With the war winding down, he scored his 352nd and final victory on May 8. Finding two Soviet fighters performing aerobatics on the last day of the war, he attacked and downed one. He was prevented in claiming the other by the arrival of American P-51s. Returning to base, he directed his men to destroy their aircraft before moving west to surrender to the US 90th Infantry Division. Though he had surrendered to the Americans, the terms of the Yalta Conference dictated that units that had largely fought on the Eastern Front were to capitulate to the Soviets. As a result, Hartmann and his men were turned over to the Red Army. Erich Hartmann - Postwar: Entering Soviet custody, Hartmann was threatened and interrogated on several occasions as the Red Army attempted to compel him to join the newly formed East German Air Force. Resisting, he was charged with bogus war crimes which included killing civilians, bombing a bread factory, and destroying Soviet aircraft. Found guilty after a show trial, Hartmann was sentenced to twenty-five years of hard labor. Moved between work camps, he was finally released in 1955 with the aid of West German Chancellor Conrad Adenauer. Returning to Germany, he was among the last prisoners of war to be released by the Soviet Union. After recovering from his ordeal, he joined the West German Bundesluftwaffe. Given command of the services first all-jet squadron, Jagdgeschwader 71 Richthofen, Hartmann had the noses of their Canadair F-86 Sabres painted with his distinctive black tulip design. In the early 1960s, Hartmann vigorously opposed the Bundesluftwaffes purchase and adoption of the Lockheed F-104 Starfighter as he believed the aircraft to be unsafe. Overruled, his concerns proved true when over 100 German pilots were lost in F-104-related accidents. Increasingly unpopular with his superiors due to continued criticism of the aircraft, Hartmann was forced into early retirement in 1970 with the rank of colonel. Becoming a flight instructor in Bonn, Hartmann flew demonstration shows with Galland until 1974. Grounded in 1980 due to heart problems, he resumed flying three years later. Increasingly withdrawing from public life, Hartmann died on September 20, 1993 in Weil im Schà ¶nbuch. The highest scoring ace of all-time, Hartmann was never downed by enemy fire and never had a wingman killed. Selected Sources Aces of World War II: Erich HartmannLuftwaffe: Erich HartmannWorld War II: Erich Hartmann

How to Find Adult Education and Earn Your GED in Texas

How to Find Adult Education and Earn Your GED in Texas The Texas Education Agency, known as TEA, is responsible for adult education and high school equivalency testing in the state of Texas. According to the website: The high school equivalency assessment serves as the basis for the Texas Education Agency (TEA) to issue the Texas Certificate of High School Equivalency (TxCHSE). TEA is the only agency in Texas authorized to issue the Texas Certificate of High School Equivalency.   Tests may only be administered by authorized testing centers. Four Testing Options The state allows adult learners to take the High School Equivalencyhttp://tea.texas.gov/HSEP/ exam, the GED exam or, alternatively, to take the HiSET or TASC exam. Each exam is a little different, so its worth your while to take a look at all three. You may find that one or the other is a better match for your skills and knowledge. Its important to know that: All three tests may be taken in English, Spanish, or a combination  All three tests use a computer for at least part of the examAll three tests include sections on language arts, math, science, and social studies; the HiSET and TASC have additional sections as wellThere is a fee for taking the tests; the GED costs $145 while the other two cost about $125. You may be able to get help funding the cost of the testIf you have any type of documented disability that could make it difficult to take the test, you can ask for and receive accommodations Texas Virtual School Network TEA manages a virtual school network that provides Texas students with access to online courses. You can take these courses to prepare for high school equivalency tests, or take a test prep course. Test prep is offered free through online programs and through the Adult Education and Literacy Teachers program. Job Corps Also under Related Content on the Certificate of High School Equivalency Information page is a link to Job Corps. The link takes you to a map of Texas with job corps centers identified. Click on the homepage for information about how to take advantage of this opportunity. There is an eligibility quiz on the landing page, and the links on the top navigation bar are also helpful. Under FAQs, youll learn that Job Corps is a nationwide program that offers hands-on training in more than 100 career technical areas, including: Automotive and machine repairConstructionFinance and business servicesHealthcareHospitalityInformation technologyManufacturingRenewable resources You can also earn your GED through Job Corps and participate in college level courses. ESL courses are also available through Job Corps. Texas Workforce Commission Adult education and literacy help in Texas is also available from the Texas Workforce Commission. TWC provides help with learning the English language, math, reading, and writing with the goal of helping students acquire the skills they need to find a better job or enter college. Good luck!

Contract of Service or Contract of Employment Research Paper

Contract of Service or Contract of Employment - Research Paper Example In another recent case namely Express and Echo Publications Ltd v. Tanton (1999), the Court of Appeal held that if a person is not required to work personally, he was not an employee. In yet another case of 2001, MacFarlane v Glasgow City Council (2001), the Employment Appeals Tribunal distinguished the above Tanton case. The Glasgow City Council had engaged gymnast trainers at the various centres of the council. If a trainer was unable to take a class, she could substitute herself by another gymnast who was on the approved list of coaches maintained by the council. The substitutes were paid by the council and not the gymnast trainer. In Tanton case, the substitute could be from outside and he was paid by the individual and not the employer. Thus he was not expected to turn up for work and could send a substitute for a lesser price and make a profit out of it. He himself became the master. In an earlier case of O’Kelly v Trusthouse Forte Plc (1983), regular casuals were held t o be not employees since there was no mutuality of obligation and they were only kept as standby. Although the court of Appeal tried to give a finding that they were employees, since they had no business of their own, that the employer had effective control over the casual workers, that there were discipline and grievance procedures, that they should take permission to take off from rostered duties, the fact that they were self-employed, revealed that there was no mutuality of obligation i.e the workers did not have the right to claim work if not offered nor they were under obligation to accept work if offered with work.

Preschool Literature Program Research Paper Example | Topics and Well Written Essays - 1250 words

Preschool Literature Program - Research Paper Example My effort in this regard would be to introduce literature-based instructional program to promote a combination of learning techniques including behavioural, cognitive and constructivist approaches. Selecting literature titles Developing literature-based instruction primarily involves selecting age appropriate literature material for children (Assessing Children’s Literature, 2003). When selecting a title it is important to consider how far children of that particular age group could connect to it. The title needs to make sense to them so that they can understand its meaning. It has to be kept short and simple and tell about the main subject of the story. As children of this age are not aware of abstract concepts, it is wise to have titles that describe concrete objects that children see around them, love to have and that would appeal to their imagination. A teacher could select a title depending on what she/he wants to teach them. So that children start learning values of life through literature and start associating with them from an early age. In this respect it has to be seen that the titles do not harp at any stereotypical ideas, prejudices and biases (Assessing Children’s Literature, 2003) as the main purpose of having literature-based learning is to inculcate liberal values in children. Selection of media When it comes to literature-based instruction for preschool children it is best to opt for an interactive media. Interactive media in this case would mean instructor-led teaching mode. For so small children the teacher would be the best medium for facilitating learning. The teacher or the instructor plays the pivotal role in building up an interactive learning environment either through reading storybooks or providing with audio-visual treat of a story. So whatever media she/he chooses, it is her/his interpretation of the text that the children will eventually pick up. Vygotsky (1985) claims that reading aloud makes way for an interactive p rocess between the adult and the child that helps the child comprehend the meaning of the text. Therefore the teacher has to ensure proper interaction in the class whether it is reading storybooks or audio-visual story-telling. Developmental goals in introducing literature based instruction Language development For preschool children the first step of learning is language learning. Language is best learnt in a given context. Literature provides the context for learning language. When the teacher reads out a story in a class and enacts it too where necessary, the children are introduced to a sea of new words used in a particular context. They not only learn a new word but its specific usage too. Had the word been taught independently, its significance would have been lost on the child. In this way the child’s vocabulary increases and also his ability to comprehend meaning in a given situation (Clay, 1976). Intellectual development Literature helps in developing critical thinki ng and heuristic skill. After reading out a poem or a story, or showing them a visual representation, the teacher should ask open questions about what the children saw or heard and through probing questions encourages the child to think about other alternatives. The teacher’s focus is to develop the child’s intellectual capacity. Personality development The process of interaction involves in forming and

An Inspector Calls & play Essay Example for Free

An Inspector Calls play Essay Written by J. B. Priestley in 1945, An Inspector Calls is a play that follows the story of the Birling Family and their dealings with a woman, Eva Smith. The Birlings are a wealthy family and are happily celebrating an engagement when their evening is rudely interrupted by a police Inspector investigating the death of a working class girl. Throughout the course of the evening, the Inspector deftly uncovers their dirty little secrets and each of their involvements in the girls death. The play is set in an industrial town in the Midlands called Brumley. During 1912 in the Edwardian era, when the play was set, life was hard for the poor and even harder for women. There was very little help available for people and only the very desperate were given aid and even then they were sometimes not given enough. The local workhouse was available for the sick, old or handicapped but this was an unpleasant place. Women in 1912 were treated as inferior and they could not often do what men could; they were not allowed to vote, they were unlikely to go to university and get decent job and they were expected to give up their jobs once they were married. They did not have the same rights as men. The play starts with a long set of stage directions from which we learn a lot about the Birling family. They are wealthy as they employ a maid. It is also suggests that they are strongly ruled by their social duties and roles because it is said that Mrs Birling is socially superior to Mr Birling suggesting that society plays a big role in the familys life. This is further suggested by the fact that the men wear tails and white ties to a family dinner signifying that the family are very proper and must be formal at all times even in an informal setting. Even though it is quite formal, they are quite happy and cheerful as they have been celebrating a special occasion. The atmosphere is shown by the lighting which should be pink and intimate hinting at a happy care-free family feel. However, when the Inspector comes in, the lighting should be harsher as the entrance of the Inspector destroys the family atmosphere and creates a harsh atmosphere.

How Personal, Organizational, and Cultural Values Affect Decision Making :: Gandhian Movement Socialization Society Essays

How Personal, Organizational, and Cultural Values Affect Decision Making Self-limiting Conflict: The Gandhian Style I have mentioned two basic categories of conflict regulation scholarship. In the preceding section we concerned ourselves with the first, specialists engaged in third-party intervention research and experimentation-intermediaries, negotiation, conciliation, communication control and modification. The second involves the study of ways of waging conflict that tend both to keep it within bounds and to limit its intensity or at least the possibility of violence-nonviolent social movements, nonviolent resistance on the part of individuals and groups, nonviolent alternative national defense strategies. Let us look at conflict processes that are self-regulating in nature, i.e., that have built-in devices to keep the conflict within acceptable bounds and to inhibit violent extremism and unbridled escalation. Socialization is an important determinant of the style and effectiveness of conflict regulation in any society. If Tolley (1973) is correct in placing the formative period for attitudinal and behavioral patterns concerning peace/war issues and conflict regulation styles at ages 4-12, then learning creative approaches to conflict regulation through family, school, mass media, and other primary learning environments is essential. There are a few sources dealing with this problem (Nesbitt, 1973; Abrams and Schmidt, 1972). There are societies and groups within societies that socialize their members in effective conflict regulation. Bourdieu (1962) describes Berber Kabyles of North Africa as a society held together by a process of balanced and strictly controlled conflict Self-Limiting Conflict in which members are socialized to avoid violence: Elise Boulding (1974) observes that there are certain types of family environments and child-rearing practices that tend to produce persons with nonviolent proclivities and creative response patterns to conflict. Ultimately the socialization process, political socialization in particular, is probably the most important conflict regulation device. We should soon learn some interesting things about the impact of a decade of involvement in an unpopular war on the attitudinal and behavioral patterns of America's youth. Etzioni's self-encapsulation concept is very useful here. It is a process in which certain conflicts are increasingly limited by their own nature and by the nature of the host system, so that the "range of expression of the conflict is curbed." Certain modes of conflict and weapons are excluded by mutual, sometimes tacit, consent, and the conflict becomes ritualized-the game is played by the rules, so to speak. Dahrendorf's analysis of the institutionalization of labor/management conflict over the past half century is an excellent illustration of self encapsulation.