I Don’t Have a Topic for My Research Paper, So I’m Writing about Nothin

What is nothing? Though at first, the response may seem like little more than a play on words, the simple answer is this: Nothing is not. No word such as anything or everything can be added at the end of the statement to further clarify the crucial concept, which is non-existence: the dictionary definition of nothing. In actuality, though, although the denotation of "nothing" insists on absolute absence and void, in today’s society "nothing" is actually quite present, masquerading as something indeed. Of course, there are concepts in existence that accurately represent our limited understanding of nothing. One such concept is zero. In a simple counting sense, when one, two, or eight hundred items could be present, but there aren’t any, there are zero. Zero items are present, and nothing is there. Kept strictly in a counting sense, this works. Zero is non-existence. Yet, in the actual study of mathematics, one learns that zero may be many things, but never nothing at all. Zero is perhaps the most powerful number in all of mathematics, and its influence on the way we work with numbers is clear. Multiply a number, any number, from the greatest to the small, from positive to negative infinity, by zero. Divide zero by any of these numbers. Zero absolves, absorbs, changes said number completely - it becomes zero. Surely, such a drastic effect cannot be the result of nothing. Divide by zero. Or attempt to, anyway, and find it impossible, "undefined." A graphed function involving a division of zero will form unreachable vertical asymptotes that stretch to positive and negative infinity. Zero, though, does have its weaknesses. Add zero, subtract zero, it’s all the same: no effect at all. The other numbers or variables invo... ...tranger. San Francisco: Knopf, 1998. Descartes, Renà ©. Descartes: Selections. Ed. Ralph M. Eaton. San Francisco: Charles Scribner’s Sons, 1927. Family Medical Guide. Lincolnwood: Publications International, Ltd., 1990. Miller, Charles D. and Margaret L. Lial. Fundamentals of College Algebra. Third Edition. Glenview: Scott, Foresman and Company, 1990. Naparstek, Belleruth. Your Sixth Sense. San Francisco: HarperCollins, 1997. Reid, Constance. From Zero to Infinity: What Makes Numbers Interesting. New York: Thomas Y. Crowell Company, 1964. Satre, Jean-Paul. "Nausea." Nausea, The Wall, and Other Stories. New York: MJF Books, 1964. Twain, Mark. "The Mysterious Stranger." Great Short Works of Mark Twain. Ed. Justin Kaplan. New York: Harper & Row Publishers, 1967. "Vacuum." The Columbia Encyclopedia. Fifth Edition. Columbia University Press, 1993.

The Popularity of Colin Powell Essay -- Colin Powell Governmental Poli

The Popularity of Colin Powell Everywhere he goes, Colin Powell is besieged. Bicycle messengers in spandex tights stop him on the streets of Washington and urge him to run for President. Waiters at restaurants advise the retired general to aim for the White House. CEOs quietly pledge money should Powell decide to run. Political operatives of both parties would like to ignore Powell--but can't. "I don't think about it a lot," claims a senior White House official, before admitting, "If Powell does run, he will be a significant player." Another in the White House is more fatalistic: "If he runs, we're dead." Says William Lacy, Bob Dole's top strategist: "If he jumped in the race today, he would be the principal competitor for us." Everywhere he goes, Colin Powell is applauded. In the hall in San Diego where the Republican Party will nominate its presidential candidate about a year from now, the crowd is instantly on its feet as his presence is announced and he bounds down to the podium. He speaks for 50 minutes, without notes, taking the crowd through the cold war, through Korea, Vietnam, the fall of the Berlin Wall, Operation Desert Storm and the occupation of Haiti. Powell, 58, tells moving tales of his upbringing in Harlem and the South Bronx, of sitting in the Hall of St. Catherine in the Kremlin, where he heard Gorbachev declare that the cold war was over. And when Powell has delivered his set speech, the inevitable question rises from the floor: "When are you going to announce that you're running for President?" The rapt audience carefully weighs the well-rehearsed answer, word by word. "Thank you very, very much. And I'm very, very flattered. I'm honored and humbled. It's a question I receive regularly, and I don't know what I'm going to do with my life after my book is finished. The book is out this fall, and then I'll have to make some choices. "I tell people that I'm not a professional politician. I was truly a soldier." Another wave of applause washes over him. "Even after working two years in the West Wing, there isn't a single one of my White House friends from those days who could tell you today whether they think I'm a Republican or a Democrat. That was part of the code I lived with. Now I'm no longer protected by my uniform. As I go around the country, I'm trying to develop a political philosophy, just to be a good citizen, not n... ...black votes taking away the most reliable core of the party's electoral support and vacuuming up votes Clinton needs if he is to win in 1996. And how could a nonparty President actually govern? It is likely both parties in Congress would be plenty angry with President Powell for having broken up their games. Would there be a proliferation of parties, turning American democracy into a version of Italy's fractured, shifting coalition style? Friends counter that Powell could form a bipartisan government of national reconciliation. But he has known many Third World coup leaders who say they have taken power to achieve national reconciliation. Powell, by his own admission, has always been a supremely cautious calculator of risks and rewards. He succeeded as a political general by knowing where the boundaries were, knowing what was possible and what was not. There is nothing in the life of Colin Powell to suggest he would be the man to toss a grenade into the entrenched positions of American politics. On the other hand, Powell has bounded up the career ladder two and three steps at a time. He is a very determined man. Meanwhile, he is thinking, calculating, weighing his choices.

Five People You Meet in Heaven by Mitch Albom Essay -- essays research

Five People You Meet in Heaven by Mitch Albom This isn’t technically a book that I read when I was in the properly defined age group, but looking back at this book it is probably the book that has had the largest impact on my life, and had it been out when I was younger would have been a book that I would have read. I read this book after I had finished reading Tuesdays with Morie by the same author. Now I have read a lot of books in my life and I can’t think of one that has had a more profound affect on me than The Five People you Meet in Heaven by Mitch Albom.   Ã‚  Ã‚  Ã‚  Ã‚  It is the story of a man named Eddie who for almost his whole life was the maintenance man at an amusement park called Ruby Pier. The story starts with the end of Eddie’s life on Earth and the beginning of his journey through heaven. The basic story wasn’t what got to me, it was the lessons Eddie learns along the way as he meets the five people he was to meet in heaven.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the book we are introduced to people from his past, some he knew and some were just a glimpse in his life. They all had something that they had to teach Eddie about life. Each had a different lesson that Eddie needs to understand before he can move on in heaven.   Ã‚  Ã‚  Ã‚  Ã‚  The first person that Eddie meets was a member of the freak show his name was Joseph Corvelzchchik, and he was known as the â€Å"blue man† and I think that out of all the people Eddie meets he has the most thought provoking quotes. The blue man died when ...

Flash bulb memory

Critically evaluate the claim that flashbulb' memories are qualitatively different to other memories Memory In psychology is the physical series of events within the brain that encode, store and retrieve information within the human body. When information is encoded within our memory it reaches our primary five senses and is converted into chemical and physical stimuli. This stimuli is stored in the next stage of the memory process where information if retained for potentially decades of time within us. We can retrieve this information by locating it within our subconscious.This can be effortless or difficult but this is based around the type of memory concerned. Memory itself can be broken down into three areas as shown by this image (The Human Memory 2013) Long-term memory is the area of concern as this is where the topic of Flashbulb memory and the memories that it can be qualitatively analysed with are found. Long term memory is exactly what you would expect it to be and that is the storage of information within the brain over vast periods of time which is a seemingly never ending storage system.Information decays over time as people grow old but it is in ome debate whether humans ever really forget information or it simply becomes too strenuous on the brain to recall the information in question. (The Human Memory 2013) Flashbulb memory is the main topic and is within the category of long-term memory and in its most simple form it is the memories a person forms when they witness a shocking or very significant event within the world.An example of a ‘significant event' in the world may be the assassination of a world leader or the day you won the lottery for instance as an example of what both a shocking and a significant event may be for someone in the world. An individual after having witnessed or experienced a life altering event may experience the effects of flash bulb memory and astonishingly be able to remember an event at a very high level of det ail at the moment the event took place.For example an individual may have the ability to recall where they were at the time and who they were with, perhaps what they were wearing or what emotions they were feeling throughout the event when it took place. A quick example of an event that many said to have retained a precise and accurate account of in the United States what the assassination of President John F. Kennedy even decades after it has taken place. [1] It is the first type of memory that showed the potential interaction between emotion and the cognitive process of memory itself and how they can actually be linked together.However it is still being debated whether the flash bulb memory is simply a unique or special type of memory or is it the same and Just as unreliable as other types of memory. Brown ; Kulik created and experiment in 1977 from which they became the first ambassadors of notion that that flash bulb memory was triggered by important events in an individual's li fe. It was the first type of memory that showed the potential interaction between emotion and the cognitive process of memory itself and how they can actually be linked together.Brown and Kulik describe flash bulb memory as the remembrance ot extremely detailed and vivid memories which are significant to the individual concerned. They also are memories that are extremely resistant to being forgotten over large quantities of time. In the Study Brown & Kulik originally carried out in 1977 the way in which many viewed how they saw light bulb memory and in essence redefined it. The aim of this study was to find out if dramatic or ndividually momentous events would cause these so called flash bulb memories'.They initially asked forty white and black American citizens if they could remember vivid imagery when they heard that a major event in the past had happened in a questionnaire format. Examples given were the assassination of John F. Kennedy or the death of Princess Diana as well as o thers. They then tested their initial prediction (that these influential events would have caused and now cause recollection of light bulb memory) against non-consequential more monotonous events in a person's life. Overall it was found that flash bulb memory was more likely to be remembered of a shocking, disturbing or momentous event in a person's life.Issues personally relevant were also likely to be remembered with flash bulb memory. (1B Psychology (Diana) 2011) It is believed by many that a flash bulb memory can be more accurate and longer lasting than alternative memory types such as Brown ; Kulik who believed flash bulb memories were long term aspects of a person's inherent memory in which they could remember specific instances and aspects they otherwise could not, while hey did believe these memories were not always accessible by the person as they deteriorate with age. They also believed that an event remembered with flashbulb memory would depend heavily on different factor s.The proximity firstly between the person impacted and the event itself would affect the memory as the closer a person was to an event the more involved and immersed they would become in the scenario. The emotion the individual felt when the scenario played out is another key factor as this emotion may be so strong it triggers a light bulb memory. The distinctiveness of he scenario is very important. Was it common place and very much familiar and the person feels like they can simply discard the event or is it so unfamiliar it is almost disturbing or creates a burning curiosity and amazement which consequently leads to a flash bulb memory.So from this information Brown & Kulik clearly feel that flash bulb memories are unique themselves and have special properties which set them apart from ordinary types of memory. (Wikipedia flash bulb memory 2013) Counter arguments created by Michael McCloskey were made in which he and his fellow olleagues analysed Brown & Kuliks hypothesis and re sults to form their own findings on the subject of flash bulb memory. Their aim was to find out whether there was really a difference between ordinary trivial memories and distinctive ‘important' ones and whether there really is a special mechanism used for a person's flash bulb memory.The notion that flash bulb memories are simply memories of important events in an individual's life that are completely viable and explicable in terms of the ordinary memory and do not show the existence of a new specific and special mechanism. Michael McCloskey also writes that an event may be seen by the person as more distinctive, influential and consequentially memorable but there is not a way a ‘qualitative distinction' can potentially be shown between memories for learning about these shocking and important instances and memories for simply learning about monotonous trivial scenarios.

Reaction 12 Angry Men

12 Angry Men: Reaction Paper The film 12 Angry Men gives an inside look at the inner workings of a jury deliberation as twelve random strangers are called to do their civil duty. In a group of diverse people from different backgrounds, Henry Fonda’s character attempts to convince the rest of his fellow jurors not to easily convict a troubled young man just because it would be the simple solution to all of their problems. The jurors are placed in extreme circumstances in which heat and angst drive them to push for a guilty verdict, despite the clear evidence of reasonable doubt presented through the trials facts.In the end, Henry Fonda’s character gets the other jurors to realize that all of the evidence is circumstantial and they present a not guilty verdict to the judge. This film presents a situation in which it becomes clear that previous prejudices can influence the verdict that certain jurors hand down. It is difficult for people to become unbiased, even in cases t hat require them to be. The backgrounds of the various jurors came to light throughout their deliberations. The one juror that took the most convincing was one that was carrying emotional baggage involving his own tumultuous relationship with his estranged son.Another juror clearly looked down on the defendant’s impoverished background. One man could care less about the situation and just wanted to make a baseball game that night. The jurors had their reasons for voting the ways that they did, but this proves that everyone has bias based on their backgrounds and past life experiences. The only way that someone can form an opinion is because they have a moral compass that guides them as to what they accept to be right and wrong. This is what drives a person’s beliefs, and this is what influences them the most if they are placed on a jury.The deliberation room also caused an uncomfortable situation for the jurors. Most people dread the day that they will be called upon t o serve on a jury. It seems like a tedious job that takes away from the important things in their personal lives. The extreme heat in the room, plus the eventual rain just heightened the tension, and may have caused the jurors to argue with one another. Most of the jurors just wanted to get out of there, but they were reminded that there was a person’s life at stake and they could not take that responsibility lightly. This is an important point o remember because most people do not care one way or another whether a person they do not know goes to jail or not. This is why everyone should take their civil duties seriously. The jurors treated the defendant as if he was the one who had to prove his innocence, as opposed to the commonly held notion of the prosecution being given the burden of proof. Everything in the case was his fault. Because the knife was unusual, he had to have been the one to stab his father. Because the lady said she saw him killing someone, then she must ha ve been telling the truth.To the jurors who presented a vote for guilt, all of the evidence was clear and they had no doubt that the man was guilty. Henry Fonda’s character presents to his peers that the defendant did not even have to open his mouth. He should not have to prove his innocence, it is implied in the Constitution. This helps show why evidence gathering is so important to cases. If evidence is gathered properly, then bias can show through in police work. The jurors assumed that the cops were diligent with their investigation, so the defendant must be guilty because the cops would not have arrested him if he were not.The bias of the jurors in favor of law enforcement officers persuaded them to vote for a conviction while deliberating. The jurors also were presented with evidence that was circumstantial at best. Henry Fonda’s character attempts to prove that the facts of the case do not add up. Everything that the prosecution had laid out before them was base d on multiple assumptions. They assumed that the lady across the street could see through a passing train. They assumed that the old man could walk to his front door in 15 seconds.They assumed that the boy would stab his father downward in the chest. All of these assumptions would lead anyone to believe that the young man was guilty, but when taken as parts of a whole, the case starts to break down. The lady could not have seen the boy through the train from 60 feet away at night if she wore glasses. The old man could not get up from his bed and make it to his door if he was walking with a limp. The defendant could not have stabbed his father downward because his instincts with a switchblade would have told him to stab forward, not down.It is surprising how poorly the case was thrown together, yet random strangers were so convinced that they were right to want to convict a seemingly troubled young man based on simple assumptions. Henry Fonda’s character was not trying to prov e that the young man was innocent. He was trying to prove that there was reasonable doubt in the case. In the beginning of the votes, he insisted that he voted not guilty because he believed that the boy deserved better than a five-minute deliberation when a life is at stake. It is hard for common people to place themselves in others’ shoes because most people do not see themselves as criminals.Anyone who has a previous history of delinquency is automatically assumed to be a repeat offender when it comes to crime. The beauty of the U. S. criminal justice system is the fact that innocence does not have to be proven. Everyone is assumed to be innocent, but this is hard for jurors to contemplate when they have been presented with what they believe to be facts by the prosecution. The bias of the various jurors was apparent throughout the deliberation. Only when the rest of the men refused to entertain foolishness did one juror give up his prejudice rant against people from the sl ums of town.No matter how much a jury is supposed to be fair, everyone will have bias in their decisions because decisions are based on past experiences of others. The criminal justice system is not perfect, but it attempts to be fair to those who cannot defend themselves. This film shows a positive point of the trial system. One person stands up for the defendant and tries to prove that his life is worth at least a second look. This is why most people would rather have a jury of their peers determining their fate, as opposed to a single judge and executioner.

Organizational Structure and Culture Essay

Knowledge – Mastery of facts, range of information in subject matter area. Skills – Proficiency, expertise, or competence in given area; e.g., science, art, crafts. Abilities – Demonstrated performance to use knowledge and skills when needed. KSA Definitions Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others. Deals with conflicts, confrontations, disagreements in a positive manner, which minimizes personal impact, to include controlling one’s feelings and reactions. Deals effectively with others in both favorable and unfavorable situations regardless of status of position. Accepts interpersonal and cultural diversity. Team Skill Establishes effective working relationships among team members. Participates in solving problems and making decisions. Communications Presents and expresses ideas and information clearly and concisely in a manner appropriate to the audience, whether oral or written. Actively listens to what others are saying to achieve understanding. Shares information with others and facilitates the open exchange of ideas and information. Is open, honest, and straightforward with others. Planning and Organizing Establishes courses of action for self to accomplish specific goals [e.g., establishes action plans]. Identifies need, arranges for, and obtains resources needed to accomplish own goals and objectives. Develops and uses tracking systems for monitoring own work progress. Effectively uses resources such as time and information. Organizational Knowledge and Competence Acquires accurate information concerning the agency components, the mission[s] of each relevant organizational unit, and the principal programs in the agency. Interprets and utilizes information about the formal and informal organization, including the organizational structure, functioning, and relationships among units. Correctly identifies and draws upon source[s] of information for support. Problem Solving and Analytical Ability Identifies existing and potential problems/issues. Obtains relevant information about the problem/issue, including recognizing whether or not more information is needed. Objectively evaluates relevant information about the problem/issue. Identifies the specific cause of the problem/issue. Develops recommendations, develops and evaluates alternative course of action, selects courses of action, and follows up. Judgment Makes well reasoned and timely decisions based on careful, objective review and informed analysis of available considerations and factors. Supports decisions or recommendations with accurate information or reasoning. Direction and Motivation Sets a good example of how to do the job; demonstrates personal integrity, responsibility, and accountability. Provides advice and assistance to help others accomplish their work. Directs/motivates self. Decisiveness Identifies when immediate action is needed, is willing to make decisions, render judgments, and take action. Accepts responsibility for the decision, including sustaining effort in spite of obstacles. Self-Development Accurately evaluates own performance and identifies skills and abilities as  targets of training and development activities related to current and future job requirements. Analyzes present career status. Sets goals [short and/or long term]. Identifies available resources and methods for self-improvement. Sets realistic time frames for goals and follows up. Flexibility Modifies own behavior and work activities in response to new information, changing conditions, or unexpected obstacles. Views issues/problems from different perspectives. Considers a wide range of alternatives, including innovative or creative approaches. Strives to take actions that are acceptable to others having differing views. Leadership Ability to make right decisions based on perceptive and analytical processes. Practices good judgment in gray areas. Acts decisively. KSA Definitions {General Supervisory/Manager Competencies} Problem Solving and Analytical Ability Identifies existing and potential problems; notes, understands, and includes the critical elements of problem situations; obtains and evaluates relevant information; demonstrates awareness that new and/or additional information sources are required; notes interrelationships among elements; identifies possible causes of the problems; recognizes the need to shift to an alternative course of action including innovative or creative approaches; and appropriately terminates information collection and evaluation activities. Planning and Organizing Identifies requirements; allocates, and effectively uses information, personnel, time, and other resources necessary for mission accomplishment; establishes appropriate courses of action for self and/or others to accomplish specific goals; develops evaluation criteria and tracking systems for monitoring goal progress and accomplishment; and specifies objectives, schedules, and priorities. Decisiveness Makes decisions, renders judgments, and takes action on difficult or unpleasant tasks in a timely fashion, to include the appropriate communication of both negative and positive information and decisions. Judgment Develops and evaluates alternative courses of action; makes decisions based on correct assumptions concerning resources and guidelines; supports decisions or recommendations with data or reasoning; defines and implements solutions to problems; and recognizes when no action is required. Communication Skill Presents and expresses ideas and information effectively and concisely in an oral and/or written mode; listens to and comprehends what others are saying; shares information with others and facilitates the open exchange of ideas and information; is open, honest, and straightforward with others; provides a complete and timely explanation of issues and decisions in a manner appropriate for the audience; and presents information and material in a manner that gains the agreement of others. Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others; deals effectively with others in favorable and unfavorable situations regardless of their status or position; accepts interpersonal and cultural differences; manages conflict/confrontations/ disagreements in a positive manner that minimizes personal impact, to include controlling one’s own feelings and reactions; and provides appropriate support to others. Direction and Motivation Motivates and provides direction in the activities of others to accomplish goals; gains the respect and confidence of others; appropriately assigns work and authority to others in the accomplishment of goals; provides advice and assistance as required. Supervisory role Performance Displays knowledge of the roles, responsibilities, and duties of supervisors and managers; accurately assesses the impact upon others of role performance; and supports and promotes organizational decisions, policies, programs, and initiatives such as EEO and Affirmative Action. Specialty Competence Understands and appropriately applies procedures, requirements, regulations, and policies; maintains credibility with others on specialty matters; uses appropriate procedures or systems in the operation and/or staff environment as the position requires. Organizational Knowledge Demonstrates knowledge of the department’s or agency’s organizational components, the mission[s] of each relevant organizational unit, and the principal programs in the organization. Leadership Establishes work standards and expectations for self and others. Appropriately assigns/delegates work and authority to others in the accomplishment of goals. Keeps goals and objectives in sight at all times, monitors progress toward goals, and works to overcome barriers and obstacles. Provides coaching, advice, and assistance as required; e.g., helps subordinates overcome obstacles and deal with problems. Appropriately assesses contributions and p performance of employees; provides appropriate recognition, and deals with problems as they arise. Instills in others a sense of pride in the job at hand. Executive Core Competencies [ECC] ECC #1Leading Change ECC #2Leading People ECC #3Results Driven ECC #4Business Acumen ECC #5Building Coalitions/Communications ECC #1 Leading Change This core qualification encompasses the ability to develop and implement an organizational vision which integrates key national and program goals, priorities, values, and other factors. Inherent to it is the ability to balance change and continuity – to continually strive to improve customer service and program performance within the basic government framework, to create a work environment that encourages creative thinking, and to maintain focus, intensity and persistence, even under adversity. Key Characteristics: 1. Exercising leadership and motivating managers to incorporate vision, strategic planning, and elements of quality management into the full range of the organization’s activities; encouraging creative thinking and innovation; influencing others toward a spirit of service; designing and implementing new or cutting edge programs/processes. 2. Identifying and integrating key issues affecting the organization, including political, economic, social, technological, and administrative factors. 3. Understanding the roles and relationships of the components of the state or regional policy making and implementation process, including the Governor, legislature, the judiciary, local governments, and interest groups; and formulating effective strategies to balance those interests consistent with the business of the organization. 4. Being open to change and new information; tolerating ambiguity; adapting behavior and work methods in response to new information, changing conditions, or unexpected obstacles; adjusting rapidly to new situations warranting attention and resolution. 5. Dealing effectively with pressure; maintaining focus and intensity and remaining persistent, even under adversity; recovering quickly from setbacks. 6. Displaying a high level of initiative, effort, and commitment to public service; being proactive and achievement-oriented; being self-motivated; pursuing self-development; seeking feedback from others and opportunities to master new knowledge. Leadership Competencies Creativity and Innovation – Develops new insights into situations and applies innovative solutions to make organizational improvements; creates a work environment that encourages creative thinking and innovation; designs and implements new or cutting-edge programs/processes. Resilience – Deals effectively with pressure; maintains focus and intensity and remains optimistic and persistent, even under adversity. Recovers quickly from setbacks. Effectively balances personal life and work. Continual Learning – Grasps the essence of new information; masters new technical and business knowledge; recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to master new knowledge. Service Motivation – Creates and sustains an organizational culture which encourages others to provide the quality of service essential to high performance. Enables others to acquire the tools and support they need to perform well. Shows a commitment to public service. Influence others toward a spirit of service and meaningful contributions to mission accomplishment. External Awareness – Identifies and keeps up to date on key national and international policies and economic, political, and social trends that affect the organization. Understands near-term and long-range plans and determines how best to be positioned to achieve a competitive business advantage. Strategic Thinking – Formulates effective strategies consistent with the business and competitive strategy of the organization. Examines policy issues and strategic planning with a long-term perspective. Determines objectives and sets priorities; anticipates potential threats or opportunities. Flexibility – Is open to change and new information; adapts behavior and wok methods in response to new information, changing conditions, or unexpected obstacles. Adjust rapidly to new situations warranting attention and resolution. Vision – Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others. Influences others to translate vision into action. ECC #2 Leading People This core competency involves the ability to design and implement strategies which maximize employee potential and foster high ethical standards in meeting the organization’s vision, mission, and goals. Key Characteristics: 1. Providing leadership in setting the workforce’s expected performance levels commensurate with the organization’s strategic objectives; inspiring, motivating, and guiding others toward total accomplishment; empowering people by sharing power and authority. 2. Promoting quality through effective use of the organization’s performance management system [e.g., establishing performance standards, appraising staff accomplishments using the developed standards, and taking action to reward, counsel, or remove employees, as appropriate]. 3. Valuing cultural diversity and other differences; fostering an environment where people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals. 4. Assessing employees’ unique developmental needs and providing developmental opportunities which maximize employees’ capabilities and contribute to the achievement of organizational goals; developing leadership in others through coaching and mentoring. 5. Fostering commitment, team spirit, pride, trust, and group identity; taking steps to prevent situations what could result in unpleasant confrontations. 6. R3solving conflicts in a positive and constructive manner; this includes promoting labor/management partnerships and dealing effectively with employee relations matters, attending to morale and organizational climate issues, handling administrative, labor management, and EEO issues, and taking disciplinary actions when others means have not been successful. Leadership Competencies Conflict Management – Identifies and takes steps to prevent potential situations that could result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a positive and constructive manner to minimize negative impact. Integrity/Honesty – Instills mutual trust and confidence; creates a culture that fosters high standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. Cultural Aw3areness – Initiates and manages cultural change within the organization to impact organizational effectiveness. Values cultural diversity and other individual differences in the workforce. Ensures that the organization builds on these differences and that employees are treated in a fair and equitable manner. Team Building – Inspires, motivates, and guides others toward goal accomplishments. Consistently develops and sustains cooperative working relationships. Encourages and facilitates cooperation within the organization and with customer groups; fosters commitment, team spirit, pride, trust. Develops leadership in others through coaching, mentoring, rewarding, and guiding employees. ECC #3 Results Driven This core competency stresses accountability and continuous improvement. It includes the ability to make timely and effective decisions and produce results through strategic planning and the implementation and evaluation of programs and policies. Key Characteristics: 1. Understanding and appropriately applying procedures, requirements, regulations, and policies related to specialized expertise; understanding linkages between administrative competencies and mission needs; keeping current on issues, practices, and procedures in technical areas. 2. Stressing results by formulating strategic program plans which assess policy/program feasibility and include realistic short and long-term goals and objectives. 3. Exercising good judgment in structuring and organizing work an setting priorities; balancing the interests of clients and readily readjusting priorities to respond to customer demands. 4. Anticipating and identifying, diagnosing, and consulting on potential or actual problem areas relating to program implementation and goal achievement; selecting from alternative courses of corrective action, and taking action from developed contingency plans. 5. Setting program standards; holding self and others accountable for achieving these standards; acting decisively to modify them to promote customer service and/or quality of programs and policies. 6. Identifying opportunities to develop and market new products and services with or outside of the organization; taking risks to pursue a recognized benefit or advantage. Leadership competencies Accountability – Assures that effective controls are developed and maintained to ensure the integrity of the organization. Holds self and others accountable for rules and responsibilities. Can be relied upon to ensure that projects within areas of specific responsibility are completed in a timely manner and within budget. Monitors and evaluates plans; focuses on results and measuring attainment of outcomes. Entrepreneurship – Identifies opportunities to develop and market new products and services within or outside of the organization. Is willing to take risks; initiates actions that involve a deliberate risk to achieve a recognized benefit or advantage. Customer Service – Balancing interests of a variety of clients; readily readjust priorities to respond to pressing and changing client demands. Anticipates and meets the need of clients; achieves quality end-products; is committed to continuous improvement of services. Problem Solving – Identifies and analyzes problems; distinguishes between relevant and irrelevant information to make logical decisions; provides solutions to individual and organizational problems. Decisiveness – Exercises good judgment by making sound and well-informed decision; perceives the impact and implications of decisions; makes effective and timely decisions, even when data is limited or solutions produce unpleasant consequences; is proactive and achievement oriented. Technical Credibility – Understands and appropriately applies procedures, requirements, regulations, and policies related to specialized expertise. Is able to make sound hiring and capital resource decisions and to address training and development needs. Understand linkages between administrative competencies and mission needs. ECC #4 Business Acumen This core competency involves the ability to acquire and administer human, financial, material, and information resources in a manner which instills public trust and accomplishes the organization’s mission, and to use new technology to enhance decision making. Key Characteristics 1. Assessing current and future staffing needs based on organizational goals and budget realities. Applying sound human resource principles to develop, select, and manage a diverse workforce. 2. Overseeing the allocation of financial resources; identifying cost-effective approaches; establishing and assuring the use of internal controls for financial systems. 3. Managing the budgetary process, including preparing and justifying a budget and operating the budget under organizational and legislative procedures; understanding the marketing expertise necessary to ensure appropriate funding levels. 4. Overseeing procurement and contracting procedures and processes. 5. Integrating and coordinating logistical operations. 6. Ensuring the efficient and cost-effective development and utilization of management information systems and other technological resources that meet the organization’s needs; understanding the impact of technological changes on the organization. Leadership Competencies Financial Management – Demonstrates broad understanding of principles of financial management and marketing expertise necessary to ensure appropriate funding levels. Prepares, justifies, and/or administers the budget for the program area; uses cost-benefit thinking to set priorities; monitors expenditures in support of programs and policies, Identifies cost-effective approaches. Manages procurement and contracting. Technological Management – Uses efficient and cost-effective approaches to integrate technology into the workplace and improve program effectiveness. Develops strategies using new technology to enhance decision making. Understands the impact of technological changes on the organization. Human Resource Management – Assesses current and future staffing needs based on organizational goals and budget realities. Using merit principles, ensure staff are appropriately selected, developed, utilized, appraised, and rewarded; takes corrective action. ECC #5 Building Coalitions/Communication This core competency involves the ability to explain, advocate and express facts and ideas in a convincing manner, and negotiate wit5h individuals and groups internally and externally. It also involves the ability to develop an expansive professional network with other organizations, and to identify the internal and external politics that impact the work of the organization. Key Characteristics 1. Representing and speaking for the organizational unit and its work [e.g., presenting, explaining, selling, defining, and negotiating] to those within and outside the office [e.g., agency heads and other government executives; corporate executives; Department of Administrative Services budget officials; legislative members and staff; the media; governor’s office; clientele and professional groups]; making clear and convincing oral presentations to individuals and groups; listening effectively and clarifying information; facilitating an open exchange of ideas. 2. Establishing and maintaining working relationships with internal organizational units [e.g., other program areas and staff support functions]; approaching each problem situation with a clear perception of organizational and political reality; using contacts to build and strengthen internal support bases; getting understanding and support from higher level management. 3. Developing and enhancing alliances with external groups [e.g., other agencies or firms, state and local governments, legislature, and clientele groups]; engaging in cross-functional activities; finding common ground with a widening range of stakeholders. 4. Working in groups and teams; conducting briefings and othe45r meetings; gaining cooperation from others to obtain information and accomplish goals; facilitating â€Å"win-win† situations. 5. Considering and responding appropriately to the needs, feelings, and capabilities of different people in different situations is tactful and treats others with respect. 6. Seeing that reports, memoranda, and other documents reflect the position and work of the organization in a clear, convincing, and organized manner. Leadership Competencies Influencing/Negotiating – Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates â€Å"win-win† situations. Partnering – Develops networks and builds alliances, engages in cross-functional activities; collaborates across boundaries, and finds common ground with a widening range of stakeholders. Utilizes contacts to build and strengthen internal support bases. Interpersonal Skills – Considers and responds appropriately to the needs, feelings, and capabilities of different people in different situations; is tactful, compassionate and sensitive, and treats others with respect. Political Savvy – Identifies the internal and external politics that impact the work of the organization. Approaches each problem situation with a clear perception of organizational and political reality; recognizes the impact of alternative courses of action. Oral Communication – Makes clear and convincing oral presentations to individuals or groups; listens effectively and clarifies information as needed; facilitates an open exchange of ideas and fosters an atmosphere of open communication. Written Communication – Expresses facts and ideas in writing in a clear, convincing and organized manner.

Philips and Its Worldwide Share of Dry Shaving

Q2: How can Philips increase the worldwide share of dry shaving? Focus on China The relative size of the Chinese market in relation to other developed markets is striking. With a penetration of only 11 % in the male shaving market, the opportunities are great since this market is treble to the second largest market, the US. Product innovation Philips is known for their technologically sophisticated products. On order to gain market shares and increase the total market for dry shaving, the products must continue to improve through technological development. The customer must feel that performance/cost outperforms that of wet shaving in a higher degree than it is today. Targeting teens In some countries, law regulates the sale of razors to people under the age of 18. Perhaps there is a possibility to innovate in electronic shavers for the youth market. For example, Ergonomic handles and innovative attachments could give them the edge on helping the user to shape and style their facial hair into the most up-to-date beard fashion or providing better reach for girls shaving their legs, armpits or bikini-area. Targeting the female market 80 % of women prefer razors to other hair removing products. 46 percent of females are still estimated to use male razors in the common belief that they are more effective than female-dedicated razors. This could be an important segment for Philips to target with their lady shavers. When women eventually will switch to female products for shaving, there should be greater incentives to switch to dry shaving systems.