Why bad projects are so hard to kill Essay Example | Topics and Well Written Essays - 250 words

Why bad projects are so hard to kill - Essay Example Bad projects are continued because of charismatic project champions who can easily influence key decision-makers in blindly supporting the project. Royer provides the example of Lafarge, where project members revealed that they immediately supported the project because the project champion believed it to be a future winner (53). When the â€Å"emergence of belief† in the project’s achievements is combined with strong management desire for success, the result is blind allegiance to a poorly-planned and assessed project (Royer 53). The power of charisma and grandeur visions of success can cloud the planning process and omit risk-assessment (Resch 41). Royer notes that some of the negative repercussions of bad projects are: large financial losses and resignation of exit champions. Lafarge lost $30 million (in 1992 dollars) and a new mineral-fillers manager who questioned the bad project’s feasibility (52). This manager represents exit champions who would have encour aged a critical approach in assessing the bad project. Widman provides some positive effects of bad projects, such as leading to new more promising projects. For instance, IBM 7030 or â€Å"Stretch† failed to be a feasible and profitable project, but resulted to the inventions of â€Å"pipelining, memory protection, memory interleaving and other technologies that have shaped the development of computers† (Widman 1). Thus, failed projects can lead to large losses of money and talent, but some can also lead to new

Critical Analysis of Locke's Representative Realism and Berkeley's Essay

Critical Analysis of Locke's Representative Realism and Berkeley's Subjective Idealism - Essay Example However, some phenomena are best represented using the theory of realism, while other phenomena are best represented by idealism. An example of which is when attempting to understand the basis of phenomena that are usually labeled as miracles, magic, spontaneous healing, or shamanism. The best theory to adopt in this case is that of idealism. So in practice, a thinker will determine what phenomena are most essential to him, and then support the theory that he deems best to interpret them. In Berkeley’s point of view, all thoughts, passions and ideas exist within the mind, while anything that is outside of the mind is unintelligible. His claims is such that it is impossible for us to ever come to know what is outside the mind, and so, we cannot even think about it. This claim would then entail that anything that is outside of mind has no meaning for us. If something is outside of the mind, it means that we are incapable of receiving any sensory input and any sensations from it. This entails that we are incapale of even perceiving it because we cannot detect it in any way. Sensations are meaningless except to the mind that receives them. All the ideas that we have of objects are derived from sensation and so are set within mind. Objects necessitates a mind to perceive them. It is impossible for us to imagine any sensible thing or object distinct from the sensation or perception of it. While imagination, on the otherhand, is based on what we have already seen. In this view, even mythical ideas such as centaurs, which we have never seen but can imagine, are made up of a collage of other ideas that we are capable of perceiving. The sensations of objects are indivisible from the ideas of them. Berkeley further insists that even though objects exist, they are not made up of an independent medium called matter. The existence of these objects is dependent only on their being perceived by an observer. A mind connects only to other minds while ideas can only relate other ideas. However, if Berkeley is right, if an object did exist that was not related to mind, which means that it would have to be an unthinking thing, then how could it form a mental image in us? If an object is not related to the mind, then it cannot affect our mind in much the same that for an object to affect our mind, it must be a mental product first. In opposition to Berkeley's views, â€Å"Representative realism† is Locke’s view that we experience objects indirectly through â€Å"representations† wherein the mind represents the world, but does not duplicate it. Primary qualities are measurable using numbers such as those of sizes and weight. Relativism is the view that no one can have perfectly objective knowledge. â€Å"Objective† in this context is defined as being â€Å"the same for everyone.† Secondary qualities, on the otherhand, results from the interaction of sense data with our sense organs, meaning they are â€Å"subjectiveâ⠂¬ . They correspond to nothing about the world as it is, but only about the world as it seems to each of us individually and privately. Locke claims that all knowledge comes from the senses and because each individual has a unique set of sense experiences, no two people will have exactly the same sense experiences. If knowledge comes only from the senses, no two people will have the same knowledge, and as long as people ground their beliefs in their sense data, nobody’

Symbolism in The Cherry Orchard by Anton Chekhov Essay -- Papers Cherr

Symbolism in The Cherry Orchard by Anton Chekhov Mamma! Are you crying, mamma? My dear, good, sweet mamma! Darling, I love you! I bless you! The Cherry orchard is sold; it?s gone; its quite true, it?s quite true. But don?t cry, mamma, you?ve still got life before you, you?ve still got your pure and lovely soul. Come with me, darling, and come away from here. We?ll plant a new garden, still lovelier than this. You will see it and understand, and happiness, deep, tranquil happiness will sink down on your soul, like the sun at eventide, and you?ll smile, mamma. Come, darling, come with me! The Cherry Orchard has been acclaimed as one of the greatest theatrical experiences of all time. It is clearly seen through the use of the more subtle, submerged, and persuasive techniques that he uses in writing this, his most famous play. The Cherry Orchard is important for three reasons: First, for its intrinsic textual richness, linguistic power and subtlety as a piece of dramatic prose; second, because of its crucial position in Russian cultural history as the culmination of all ?realist? nineteenth-century fiction and as the first classic of a new, arguably ?symbolist? or ?absurd? literature; third, because of its seminal role in the evolution of Twentieth-Century theater. The plot structure in The Cherry Orchard is not as meaningful as the impact of events on the inner sensibilities of the characters. Chekhov divides his characters in The Cherry Orchard in a variety of ways so that the orchard and its sale take on different meaning for each of them. It is necessary then to examine the loss of the cherry through some of the major character; Yermolai Alexeyitch Lopakhin, Peter Trophimot, and Madame Ranevsky. When writing TCO he us... ...and repression; by Lopakhin, the business man and spokesman for hard economic facts, the one who thinks of it primarily as a means to a wiser investment, and by Madame Ranvesky, who sees in it her childhood happiness; it is seen from these characters that are woven by their brilliant selection. Thus, The Cherry Orchard is simplistic, yet complicated at the same time. It has poetic strength and is naturalistically composed, which makes it all the more controversial. The interweaving in the play, the relationships between one generation and another, between the sexes, and ranking of different social classes add to The Cherry Orchard?s interesting balance. It is not hard for one to see why The Cherry Orchard is considered to be Anton Chekhov?s greatest work, and why it shall remain a classic for many years to come.

A Teacher Is a Person Essay

A teacher is a person who has excellent teaching techniques, respects her students, makes them feel comfortable in the classroom, and be consistent. A teacher also gives special attention to all of her students and tries to make the material easy to understand. A teacher is also considerate, supportive and kind and who makes sure that she provides attention to the students personally. A teacher provides so many benefits to a child’s life, that it’s almost impossible to find ways in which a teacher can be a bad teacher. The most awful teacher is the one who deep down within does not care. A bad teacher is one who does not bond with the students at all. A teacher can be a bad teacher if, she comes unprepared to the class and does not even knows what to teach while students are waiting and hoping that they will learn something new. A teacher can also be a bad teacher if, she does not lectures the material efficiently and does not spend personal time with her students. A bad teacher is the one who makes the environment of the classroom so dull that some students are forced to drop their classes. Another example in which the teacher can be a bad teacher is if, the teacher does not come to the class because of her personal issues and does not even bother to inform the students or the faculty that she will not be able to come to the class that day. Furthermore, a teacher can be a bad teacher if she just parks herself behind the desk and does not even bother to explain the problem or the chapter. A bad teacher is the one who just gives absurdly difficult assignments without even telling the students that how those are done. In addition, a teacher can also be a bad teacher if she is always late to class and then gives false excuses. A bad teacher is also the one who is always discourteous to the students and has a bad attitude. Some students are very sensitive and rude behavior of the teacher might affect their school and personal life. A bad teacher is the one who does not care about the time and keeps all her students after class, neglecting the fact that it might affect their further plans. Another way a teacher can be a bad teacher is if he or she just lectures for the sake of money and has no idea that what the subject is about and does not even take pleasure in teaching. A bad teacher is the one who has complexity in solving questions and identifying a teaching moment, who does not have that eagerness for the subject and gets off subject very easily. A bad teacher is also the one who supports favoritism. Moreover, a teacher can also be a bad teacher if, the teacher teases and makes fun of the students. It takes a lot of deliberation and training time to be a good teacher. If a teacher is not prepared and takes everything for granted, it is not the teacher who is going be affected, but rather the students. When students have a bad teacher, they are not only unsuccessful to study or learn, but they also lose interest in school or in a particular subject. There are infinite ways for a teacher to be a bad teacher, but it is in the student’s hands to have the ability to change the situation by not being affected or seeking help outside of the classroom from someone efficient.

Marketing Research Lab Market Research, Intern,...

University of California, Riverside A. Gary Anderson Graduate School of Management MBA ACADEMIC INTERNSHIP FIELD WORK IN MANAGEMENT (298I) Market Research Analyst Intern Combustion Associates, Inc. Intcher Bramlett Zheng Pan Fall 2014 861084835 Prof. Xing Pan Table of Content Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1 1. Organization Profile†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 1.1 Company Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...2 1.2 Vision Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....2 1.3 Global Reach†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 2. Introduction of Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...3 2.1 Reason, Meaning and Company analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...3 2.2 Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 2.3 Essential Duties and Responsibilities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 3. Main†¦show more content†¦All persons who did internship this summer in Combustion Associate Inc. must be organized and able to prioritize and accomplish multiple tasks in a fast-paced entrepreneurial agency environment with minimal supervision. I assisted in business development activities, data analytics, market research, and other research-related tasks. I was able to interact with all levels of clients and staff with professionalism and diplomacy. This internship experience was a great opportunity for future growth! As a MBA student, obtaining hands-on experience in a professional work environment which is related in my interest area is extremely important. By doing an intern in summer quarter, I can develop my employability skill and transferable skills. I also explored professional interests; enhance personal development and gain experience and professional skills. 1. Company Introduction 1.1 Company Background Formed in 1989, Combustion Associates, Inc., (CAI) is a single mission which is providing outstanding custom-engineered solutions to its clients in the Energy, Process and Environmental industries. CAI has a wide array of packaged combustion and gas turbine-power generation systems, both skid-mounted and stationary, which are cost-effective and energy-efficient without compromising quality or effectiveness. The Company has traditionally worked in partnership with its clients to enhance their commercial

The Extent to Which Voting by Ethnic Minorities Reflects...

The Extent to Which Voting by Ethnic Minorities Reflects the Voting Behaviour of the Whole Electorate In present day there are currently 12 ethnic minority MP’s in parliament, all of who belong to the Labour party. Ethnic minority groups tend to be part of the immigrant population and so are more likely to belong to the working class and so have a stronger party identification with labour. This can be shown in the 1997 general election in which 70% of Asian voters and 86% of Black voters voted for labour. The difference in the two could be to do with the fact that Asian people in particular have been very successful in Britain with setting up businesses so in the 1997 elections the 25% of Asian†¦show more content†¦Although I have already explained that the ethnic minorities tend to have a stronger party identification with labour. In the 2001 census the ethnic minorities groups actually only totalled to 8% of the population which doesn’t reflect even a tenth of the electorate, so in which case you could argue that voting by ethnic minorities doesn’t really make much of a difference with that of the whole electorate and so doesn’t reflect the voting behaviour. At the moment Britain as a whole is facing a period of volatility in comparison to the ethnic minorities period of stability, although they are not participating within elections because of voter apathy, which does reflect the whole electorate. Reasons for the period of volatility, [in comparison to the period of 1945-70 when there was a strong partisan alignment within classes, parties focused their policies around classes and over 80% of people (the same figure of ethnic minorities identifying with labour in 2001) identified with their party] could be the influence of the mass media on today’s society which is changing peoples opinions of the government. For example in 1997 Murdoch, the editor of the sun, claimed that he had won labour the election by changing to a pro labour paper giving them better publicity with the

Marxist Feminism Efforts to Eradicate Sexist Capitalism

Marxist Feminism Efforts to Eradicate sexist Capitalism: The emergence of Stay-at-Home-Dads and The Providing Woman Introduction: Marxist feminism is a sub-category of the larger feminist theory; this kind of feminism is primarily attentive to explaining how women are oppressed through capitalist systems and the emergence of the concept of private property. According to Marxist feminists, womens true emancipation, all over the world, can only be achieved through a fundamental reorganization of the capitalist economy that does not fairly compensate womens labor. Additionally, Marxist feminists do criticize Marx for what they think was his partial analysis of sexism under capitalism and total indifference to gender imbalance. However, they do not dismiss the basic Marxist fundamentals. Theoretical and Historical Backgrounds: In its early days, the Womens Liberation Movement, four main currents of feminism were identified : - Liberal feminism, which is mainly concerned with solving all social problems to fight ignorance and social restraints on freedom of choice for everyone, not just woman. - Radical feminism which focuses on male patriarchy as the main cause of the oppression of women. - Socialist feminism which believes in a dual-system, indeed it focuses on both the public and private spheres and claims that woman freedom can only be achieved by working to end economic and cultural foundations of womens domination. - Marxist feminism, on the other hand is a