Sun Tzu Strategic Management

Sun Assignment 2. Strategic Management . School of Strategy. According to Synder and Neil H. (1982) in their journal called ‘Strategic Management Journal’ , The school of strategy definition of strategic planning that are offered by Henry Mintzberg in 1981 concludes that strategic planning is a process involving all components of planning that integrated decision making, structured procedure with articulate results, and specific tactical objectives that should be seen as a whole process. In the school of strategy, there are 10 school of thought, it is divided into two parts which are prescriptive and descriptive.The details of the strategy are shown below. Prescriptive schools : consist of 3 schools which are Design, Planning and Positioning. Descriptive schools : consist of 7 schools which are Entrepreneurial, Cognitive, Learning, Power, Cultural, Environmental and Configuration. Also, Written in article called â€Å" An Overview of Strategy Development Models and the Ward-RIvani Model’ by Dr. David Ward (2005). In year 1977 another guy came along which a set of strategy alongside Mitzberg that called Whittington.He claimed that there are four criteria that will determine a strategy success which are Deterministic or Emergent, Single Goal or Pluralistic, Strategy Style, and Influences. The Link between Prescriptive schools and Descriptive schools. From what i understand from both of this schools, prescriptive schools are the first step of strategy that needed to be done If we would like to do something. For example, If you want to open your own business, the first step would be the prescriptive school where you need to design what kind of business you would like to do, plan how to do your business (business plan) nd also how you position your business(where do you want your business to be). In the other hand , Descriptive schools of strategies are the strategies and skills that are needed to bring forward you prescriptive schools . Where a ll components of this strategy can effect your business. For example, any successful business need to have a leader who can lead the organization forward where what has been designed, plan , and positioned and to be a leader, strategy as entrepreneurship is essential. The Differences between Prescriptive schools and Descriptive schools.In Prescriptive schools, design and planning are the aim of a company â€Å" to fit organizational capability with environmental ability and to best allocate resources to achieve any chosen goals within a specific timeframe† and to make the aim a success, a proper positioning strategy needed to be done. All of theses examples often using strategies such as environmental analysis such as SWOT analysis (design), forecasting (planning), Market segment & five forces (positioning). Therefore, we would understand here that prescriptive schools are used to understand more about the market.For instance, in strategic management, prescriptive schools are often used to determine who is your target market, understanding your competitors, defining your opportunities, and also what kind of strategy that our company would like to execute properly to gain competitive advantage especially if you are doing business globally or growing your business internationally. In the other hand, Descriptive Schools are more of all the things that needed to be in order within a company or organisation to execute the strategy that has been choose.For example, even with a proper planning but without a proper team to execute it, it will be hard for any business to sustain even in the early stage while making business. Its consist of leader needed, networking we have, culture reflects , economic cycle, environmental circumtances, ethics , and also cognitive psychology. Which means that, in descriptive schools , it is all the components that a company or firm need to have in order to execute any strategy perfectly. How to Profeciently Execute any strategy w hen we already understand about the schools of strategy?In the world business nowadays, understanding the theoretical area of a strategy such as schools of strategy would not be enough to execute a perfect strategy. As had been stated by Gamble and Arthur (2009) in their book called ‘ Essentials of Strategic Management’ , They have stated that there are three elements that needed to be have in order to execute any strategy. The elements are shown below : Human Capital – Intangible assets such as skills, knowledge, and values that are required by the strategy. . Information Capital – Intangible assets such as the systems, databases, and networks that support the strategy. 3. Organizational Capital – Strategy supportive intangible assets such as leadership, alignment of goals, and teamwork. Whittington’s Classification of Strategic Perspective. According to Whittington(2002), in his book called ‘ What is Strategy and Does it Matterâ€℠¢ , increasing profits is the highest goal of business and rational planning needed if we want to attain it.Meanwhile, the strategic aim in business would be earning a return on capital, and if in any particular case the return in the long run is not enough, the deficiency should be corrected or the activity should be abandoned. To sum up the idea of whittington : Classical Approach of strategy. – a classical approach to any strategy requires that the manager must be ready and capable of adopting profit maximizing strategies through long term planning. Besides that there are three more example of approach that are shown below : Evolutionaty Approach of strategy. oes not rely on top management skill to plan and act rationally. Instead, it will all depend on the markets which will determine the profit maximization. Also, in evolutionary perspective, the best selected strategy will determine the performance of the company. Processual Approach to strategy. Organizations and marke ts are wrought with confusion and mess. Therefore, the best Processual method is not strive for the ideal, instead, it needed to work with the reality offers where micro-political view has implied that firms are not united towards a single goal such as profit.Besides that, it will be up on the number of individuals with different interest and bring them to the organization. The main strategy for this approach is to simplify all the complex processes. Systemic Approach on Strategy. – The theorist for this approach believe that the organization is capable of planning and acting effectively. All the social factors such as family, state, and religion influences the means and ends of a systemic approach and will define what is the suitable behavior for each of their members.In this approach, the organization are not just made up by an individuals but of social groups with interests. For instance, class and professions, nations and states, families and gender can be determine as th e systemic variables. Hence, the strategy will depends on the social environment of the firm. Based on four approach on strategy by Whittington, these four theories of action in business will offer us an insight into the motivation behind any companies vision and what are the strategies that the companies would like to implement in order to gain competitive advantage in their market.Reference List : Ward, . (2005). An Overview of Strategy Development Models and the Ward-Rivani Model . . 1 (1), pg12-16. Gamble, Arthur,. (2009). Superior Strategy Execution – Another path of competitive advantage. In: Griffin, L. Essential of Strategic Management. America, New York: McGraw-Hill. pg116-136. Synder, Neil H.. (1982). Research Notes and Communications.. Strategic Management Journa. 3 (3), p265-267. Whittington, Richard (2002). What is Strategy- and Does it Matter?. UK: Thomson Learning. pg29-57.

Prevention of Medical Errors Essay Example | Topics and Well Written Essays - 750 words

Prevention of Medical Errors - Essay Example At whatever cost, appropriate preventive measures should be prevented to avoid the numerous adverse effects associated with medical errors. Indeed, medical errors have been noted to have adverse effects on the patient, the hospital and community at large. First, medical errors cause what the American Society of Registered Nurses, ASRN (2008) refers to as adverse medical events which basically include death and disability. The institution gives an example of a lawsuit in which Beverly Health Care centre in West Virginia was sued for causing the death of Edward Wilson’s wife through a medical error. It was alleged that the claimant’s wife died as a result of acute pneumonia contracted from multiple bacterial infections which developed because of the poor infection control measures while the patient was under assisted breathing. It was also noted that the nurse ignored routine safety checks conducted during assisted breathing. Other than such adverse effects and reputational damage, medical errors also have adverse economic implications to individuals and the government at large. As documented by Andel, et al . (2012), such errors cost the US government $19.5 billion in 2008. Of these, $17 billion was directly spent on additional medical cost. As such, proper measures should be undertaken to prevent medical errors. Understanding the causes of these medical errors would play a critical role in ensuring that appropriate preventive measures are adopted. A majority of these errors occur because of non-adherence to safety measures at the point of care. As such, ASRN (2008) observes that medical errors occur due to incorrectly computing drug calculations, fatigue, time pressures, understaffing, design deficiencies, inexperience, inadequate equipment and failure to follow or lack of knowledge on established protocol. Such factors cause errors involving infusion of high-risk

Economics in the World Essay Example | Topics and Well Written Essays - 3250 words

Economics in the World - Essay Example Between 2003 and 2006, trade in goods within these countries doubled. GCC states’ share of world trade increased to 2.7% from 1.9% during the same period. Total exports of goods in 1990 stood at USD 86 billion, but increased to USD 110 billion by the end of the 1990s. In 2006, total exports rose to USD 422 billion. In terms of imports, total imports were at USD 48 billion in 1990, and increased to USD 82 billion by the end of the 1990s. By 2006, the imports in the GCC states were at USD 238 billion. In 2006, the difference between imports and exports was 184 billion. The main consumer of GCC states’ exports is Asia, while the European Union accounts for nearly one third of the imports to the GCC states. In 2006, exports to Asia from the GCC states stood at 60%, with Japan accounting for 21% of the exports. Saudi Arabia and other Gulf states emerged as key global players in the first decade of the twenty-first century. This development facilitated by the enormous resources and capital that was accumulated by these countries in the course of the second oil boom experienced in the year 2002-2008. Through theinfluence of their resources, these countries started reshaping the economy of the world. This influence was more eminent in the wake of the 2007-2008 economic crisis. Partnerships with countries such as China, Russia, East and South Asian nations, and India diverted the Gulf States’ focus further eastwards (Ulrichsen 118). The global share of natural gas and oil is anticipated to increase by 5% by 2020 from 28% which was recorded in 2000. With most of these resources going to the Asian market, the GCC states will most likely increase their diversification and widen their economic interdependencies for the Asian market. According to statistics, 40% of the increase in global oil and natural gas consumption was traced to China from 2004 and 2007. In 2009, China’s import of oil from Saudi Arabia surpassed that of the United States

Mental Illness Research Paper Example | Topics and Well Written Essays - 750 words

Mental Illness - Research Paper Example This is one area that may have needed a change in the carrying out of the study. In my opinion, it would be best to have families record some of the behavioral changes that they have witnessed since the closing of the study. This would provide ample information about the progress of the education and techniques taught during the study. In light of the above, there are some things that I would strive to change, for instance; the focus placed on families would have to be increased. It is evident from the study that children do not have specific techniques that could help in diagnosing and treating their psychosocial disorders. Only adults are reported as having such techniques, which are designed to cater to their needs such as the expressed emotion model discussed in the study (Fristad, Goldberg-Arnold & Gavazzi, 2003). According to the study, the above mentioned technique deals with adults. However, it can also pave way for the understanding of children, and their relationships with their parents. This is by allowing researchers to connect with everyone in the families that are participating in the study. The concept of expressed emotion is a way in which researchers assume that individuals previously diagnosed with a mood disorder may relapse. In my opinion, trying to find a suitable model/technique that caters to both the parents and their children would be the best way to go about this study. Psychoeducation is a means of trying to reduce the levels of the EE (Fristad, Goldberg-Arnold & Gavazzi, 2003). This education involves trying to connect people; namely; the therapeutic team and the families being tested. This relationship may lead to understanding between the parties involved, hence; better management. This may be the best as it connects parents, families, and children together as they all try to comprehend the nature of their problems. Researchers can develop trust and establish a common ground on which everyone may understand what they need to do, an d when to do it. Population average may give a rough estimate of the entire area, and all that is required to come up with conclusive results from that area from selected participants. Setting up modern-day research facilities may work toward having families being studied keenly and monitored closely for any changes in behavior. The manic and depressive states of the affected parties may be easily monitored in these areas, which may allow research teams a better insight into how to deal with the participants. Children may also have different activities depending on their age-groups and characteristics. Sports and games are one way to do this. Having them interact with each other may determine the extent to which they might be affected by some of the common disorders that are present (Fristad, Goldberg-Arnold & Gavazzi, 2003). Developing research questions that are out to provide information on past and previous behavioral patterns may be part of the changes to be done. Past and prev ious behavioral patterns, for example; unexplained mood changes and behavior change in different time spans may assist in determining the level at which people are in terms of disorders These tendencies are checked to determine the possible psychological symptoms and relapse of individuals to their past disorders and psychosocial tendencies. This is a way of looking at how individuals, for example; children, may be affected

The Concept of Property Essay Example | Topics and Well Written Essays - 3250 words

The Concept of Property - Essay Example The elusive concept of property leads to the difficulty of defining what is property, and thus creates complexity for courts to use the concept of property as an analytical tool for deciding cases.2 In this paper I will discuss a frequently cited concept of property - the 'bundle of rights' theory of property formulated by theorist Wesley Hohfeld3 and complimented by theorist A.M. Honore4 and assess whether or not property is a bundle of rights. Section I of this paper will examine the difficulty of defining property and the sources of its elusiveness. Section II will examine what the 'bundle of rights' theory is and how property can be seen as a 'bundle of rights'. Section III will examine how the 'bundle of rights' theory is limited in defining the concept of property. Section IV will examine the effect that conflicting conceptions of property have on court decisions about property. Specifically I will use three cases to illustrate the effects of differing conceptions of property - Yanner5, Wily6 and Moore7. Wesley Comb Hohfeld described property as a bundle of rights. Hohfeld presents us with an analytical framework that splits rights into four different jural relationships. The main aim of his schema is to present an analytical description of rights. Simply put, Hohfeld aimed to provide a conceptual understanding for our use of right and duty in practice, thus facilitating a better understanding of the nature of our rights. His framework precludes informing us what rights, duties are or should be or what their moral foundation is or what is necessary for something to count as a right, duty etc. He does not, therefore, say anything about the justification of rights. Specifically, Hohfeld's table presents a distinction between four different sets of juridical relationships. (See Figure 1). Figure 1: Hohfeld's Table of Entitlements and Burdens: Right(Claim-Right) Liberty[ Power Immunity Duty No-Right Liability Disability The table above presents four sets of Hohfeldian jural relations. The top row contains four types of Hohfeld's legal rights, while the bottom row indicates the legal position entailed for the other party in each of the types of right. These are jural correlatives. On the other hand, the pairs of diagonally opposite elements in the first two columns (duty/liberty and right/no-right) and those in the last two columns (liability/immunity and power/disability) are jural opposites, i.e. two legal positions that negate each other. (Lazarev 12:1-2). All of the Hohfeldian rights (in the top row) represent entitlements against a specific person. In a sense, each Hohfeldian right resolves only one issue between two specific parties.We start with a simple discussion of rights. One has to be very specific here. He who has the right must be able to pinpoint another person with a correlative duty either in terms of shield or assistance. Hohfeld's explained that every right is a relation between no more than two persons To say that X has a legal claim-right means that he is legally protected from interference by Y or against Y's withholding of assistance with respect to X's project Z. Conversely, Y, who is to abstain from interference, or is required to provide assistance in

Term paper for biomedical ethics PHIL 150 Example | Topics and Well Written Essays - 1000 words

For biomedical ethics PHIL 150 - Term Paper Example In the first part of each article I will be explaining the arguments and the conclusions of their version of Euthanasia. In the second part of this paper I will also look at the philosophical foundation of the Euthanasia from both articles and analyze how the perspectives guide the articles to their conclusions of Euthanasia. With many variations of definitions depending on the legality and morality of a particular region, the simple definition of euthanasia is that it refers to the practice of deliberately terminating a life in order to alleviate pain and suffering (DeGrazia et al 41). This intentional ending of life can be with the consent of the patient or even without the consent of the patient in some cases. The termination of life from the patient will mostly be done by the doctor or a physician. There has always been a rift and arguments on whether euthanasia is morally correct. This has been debated between the moral doctrines by the doctors and also by the philosophers who believe that nobody should have the capability of terminating another person’s life even if the person is ailing and the patient has no chances of getting better, they believe this is ethically wrong (DeGrazia et al 23). Different perspectives have been put forward to argue on the different aspects of euthanasia. Two in stances that come into focus in my case are the arguments by Callahan â€Å"Killing and Allowing to Die† and also an article by Miller et al. â€Å"Regulating Physician-Assisted Death†. In the case of Callahan he argues that there is quite a legitimate dissimilarity between killing and allowing to die. He goes ahead and defends the distinction by analyzing three perspectives overlapping each other in this case; metaphysical, moral and medical perspectives. Under the metaphysical perspectives Callahan explains that the external world is distinct from the self and has its own

Frankenstein and Monster Essay Example for Free

Frankenstein and Monster Essay In the society we live in, it is apparent that we as humans have a sense of power over all other living species. We have the ability to house-train a cat, teach a dog to guide the blind, or kill a rabid animal if we feel threatened. It is our ability to think and act upon our thoughts after deliberation that allows to us to rein over the animal world. In Frankenstein by Mary Shelley, Shelley examines how being human correlates directly with division of power in society by delineating the physical and emotional interactions between both Frankenstein and the monster throughout the novel. At the start of the book, Shelley depicts Doctor Victor Frankenstein as a human figure who is able to control his creation’s future. However, as time passes, Frankenstein becomes increasingly inhumane and his sanity is threatened along with his ability to dominate the monster’s life. As Frankenstein is losing his sense of humanity and control, the monster is gaining both. Though he starts off a powerless, unrefined brute, as the novel progresses the creature adopts a few human tendencies and gradually gains the ability to control his own creator’s future with his actions. Thus throughout the novel it becomes clear, when each character is in their most human state, they hold the most power over the other. During the two characters’ initial encounter with each other, Shelley depicts Frankenstein as having complete power over the monster’s future. The night Frankenstein â€Å"[beholds] the accomplishment of [his] toils† (43), he describes the moments leading up to the monster’s birth: â€Å"†¦ I collected the instruments of life around me, that I might infuse a spark of being into the lifeless thing that lay at my feet† (43). This single line demonstrates the ultimate power Frankenstein has over his creation at that point in time. He alone has the ability to instill life into the inanimate creature lying before him. In addition, Frankenstein’s elevated cognitive capability, which he has because he is human, allows him to create the monster in the first place. His ability to read, understand, process, and apply knowledge he has learned in the past, as well his capacity to experience emotions such as desire and attachment puts him at a great advantage over the monster who, initially, could not â€Å"learn to distinguish between the operations of [his] various senses† (90). Because Frankenstein is human and has the power of knowledge, he is able to create the monster as well as decide whether it lives or not. Though he has the ability to bring his creature to life, Frankenstein’s unchallenged dominance over his creation is immediately threatened once the monster awakens. As soon as the creature opens his eyes, Frankenstein describes his feelings about the atrocious being. â€Å"I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body†(43), he recounts. This instant reaction of abhorrence to the newly living ‘thing’ demonstrates that the monster does have influence on Frankenstein’s emotions and, thus, a minor form of control over the doctor’s being. Though the monster begins to leave an imprint on Frankenstein, it is still evident that Frankenstein has a decisive role on how the monster grows and functions in the world. As the creator, Frankenstein is theoretically obliged to â€Å"owe [the monster] all the portion of happiness that [is] in [his] power to bestow† (135), but he does not fulfill that obligation. Instead, he begins his relationship with the brute with no affection. After dismissing the creature with absolute horror, Frankenstein flees his home trying â€Å"to avoid the wretch whom [he] fear[s] every turning of the street would present† (45). When he eventually returns home, his ‘apartment [is] empty and [his] bedroom [is] also freed from its hideous guest† (45). The actions Frankenstein takes by trying to stay away from his creation demonstrate the hate and lack of humanity he has for the creature. This directly influences the way the monster begins his life in the real world. Had Frankenstein taken care of his ‘child’, the monster may have become acclimatized with society instead of living as a â€Å"hideous monster† (131) or a â€Å"filthy mass that moved and talked† (136). After the monster is abandoned by his creator, he is left to fend for himself. As he adopts human tendencies such as learning to discern his emotions and developing the ability to speak the human language, French, he learns to live life on his own. Not only do the monster’s new-found emotions and ability to communicate make him capable of living alone, but the progression of his rational thinking process also demonstrates his humanness and competence. Before introducing himself to De Lacey’s family, he first thinks of the consequences of an illiterate, dumb monster. â€Å"Although I eagerly longed to discover myself to the cottagers, I ought not to make the attempt until I had first become a master of their language† (101), the monster recounts. This notion of a rational thinking process is unique to humans and necessary to a happy survival. The monster’s new found capabilities prove he can live without his creator and thus, while the monster gains control over his own life, Frankenstein further loses his ability to control the creature, as he is no longer needed for the monster to live. When the monster, fueled by his recently acquired ability to seek revenge, strangles William, Frankenstein’s sanity and humanity begins to crumble and his power over the monster disappears. Frankenstein’s controlled nature deteriorates when he has a gut feeling it is the monster who killed William rather than Justine, as â€Å"nothing in a human shape could have destroyed that fair child† (63). He cannot tell anyone the truth because no one else knows of Frankenstein’s experiment and he is afraid they will think him a mad man. This inability to share his thoughts and feelings causes him to go into a guilty frenzy because he blames the deaths on himself: â€Å"Thus spoke my prophetic soul, as, torn by remorse, horror and despair, I beheld those I loved spend vain sorrow upon the graves of William and Justine, the first hapless victims to my unhallowed arts† (119). This line captures the vulnerability Frankenstein experiences as well as the immense control the monster is gaining over Frankenstein’s emotions. By killing a single person, Shelley shows that the monster is able to distort both Frankenstein’s mental well-being and cause him to go into a mild, inhumane frenzy. As the story progresses, Shelley depicts the gradual deterioration of Frankenstein’s health and loss of power over his creation. The doctor loses complete influence over his monster after he refuses to make a female version of the brute. Before this point, Frankenstein still kept a sliver of control over the creature’s future because if he created the female, the monster would â€Å"go to the vast wilds of South America† and neither Frankenstein â€Å"nor any other human being shall see [them] again† (135). Once Frankenstein destroys his plans for the partner, however, the monster launches into a fit of rage: â€Å"Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; obey!† (157). It is here that the monster’s fury fueled words illustrate the true nature of the relationship between the creature and his creator; that though Frankenstein initially had the ability to create the monster, the monster grew to be aware of his own superiority. He realized that his physical stature, along with his acquired human-like mental strength, allowed him to control both his own and Frankenstein’s ability to be happy and healthy. Once the monster takes away all of Frankenstein’s happiness by murdering the doctor’s loved ones, Frankenstein loses complete control over himself, becomes entirely inhumane, vowing to murder the monster. The doctor looses all sense of rational thinking and revenge is the only desire that keeps Frankenstein alive throughout the last pages of the novel. He â€Å"dared not die and leave his adversary in being† (192). This notion of solely living for another being establishes the fact that the monster does in fact have ultimate domination over all of his creator’s feelings and actions. As the monster, throughout the duration of the novel, has gained the ability to understand, process, and apply knowledge, he realizes he is the only aspect of his creator’s life that Frankenstein is living for. Thus, the monster has the option to keep Frankenstein alive by leaving a path of bread crumbs for his creator or to let him die with no trace of his creation. Hence, the novel comes full circle. At the start of the book, Frankenstein has the ultimate decision to give life to his creature or to leave him as a jumble of body parts. However by the end, the characters reverse the dominance in the relationship, and it becomes clear that the creature has the ability to keep his creator alive or leave him for death. By detailing the deterioration of Frankenstein’s humanity, while showing the monster’s acquisition of human characteristics, Shelley is able to demonstrate how being human allows for one to have power over another. Being able to rationally process and comprehend information, as well as reason with certain ideas, are unique qualities we as humans possess that put us at an advantage over other species and ultimately put the monster dominance over Frankenstein.