The Effectiveness Of The Jigsaw Approach

The Effectiveness Of The Jigsaw Approach The purpose of this research was to study and analyze the effectiveness of the jigsaw method and other cooperative learning strategies for students with learning disabilities. A 20-question survey about cooperative learning strategies, including the jigsaw, was used to determine educators knowledge of the jigsaw approach and the effectiveness they have had using it with students with and without a disability. Research findings indicate that educators believe cooperative learning does have a positive impact on their students learning new material. Concerns still exist with educators knowledge of cooperative learning strategies and how to properly implement them in the classroom setting. Cooperative learning strategies have been used to improve student achievement for many years. The effectiveness of these strategies, for students with and without disabilities, has been debated. The jigsaw method is a specific strategy that involves students working together and teaching their peers new material. Educators knowledge of cooperative learning is an important aspect for implementing specific strategies, like the jigsaw method. This study is focused on educators knowledge and their opinion on the effectiveness of cooperative learning for students with and without disabilities. The concern of a need for professional development was also examined as a way to increase knowledge of cooperative learning strategies. Review of Literature Cooperative learning is a strategy that has been a part of the education world for many years. It was developed out of the theory of constructivism. It has expanded from its original design of just having students work together with a partner or small group. The effectiveness of cooperative learning has been demonstrated through numerous studies as an effective strategy to increase students comprehension (Bigge Stump, 1999, Law, 2011, Santos Rego Del Mar Lorenzo Moledo, 2005). Law (2011) found, that students higher-order reading performance could be enhanced through engaging in cooperative learning activities with well-planned scaffolding by their teachers (p. 416). Cooperative learning has traditionally been looked at in the general education classroom, but it can also be used for working with students with special needs. Numerous strategies fall under the category of cooperative learning. One particular research-based strategy that has demonstrated effectiveness for increasing student understanding is the jigsaw method. The jigsaw falls under cooperative learning because it allows students to work together to learn new material. According to Bigge and Stump (1999), for cooperative learning to be effective, students need ample opportunities to solve problems as a group first and then resort to teacher assistance (p. 121). Gà ¶Ãƒ §er (2010) suggests the jigsaw approach should be used mainly in teaching grammar and literature. The jigsaw approach is just one of many cooperative learning strategies that has demonstrated effectiveness, but does have weaknesses as a strategy for students in general education as well in special education. The jigsaw approach was first developed by Elliot Aronson (1971) to help students develop their social and cooperative skills. The original purpose was to deal with desegregation issues in Texas, but as it was being implemented, it was discovered that students were gaining a better understanding of the content. There have been numerous studies since then to demonstrate its effectiveness in increasing student understanding. To implement the jigsaw approach, a step-by-step process needs to be followed. Step one is that each student must be a member of two groups. The first group is the home group where students will begin and end the activity and there should be no more than five students in each group. The main responsibility of each member in home group is to teach a portion of the assigned reading/work. Once students are assigned their section they will move to a second group called the expert group. During this step, students discuss the reading/work and gain an understanding until they feel comfortable with presenting the material to their home group. In the final step, students return to their home group and take turns presenting the information they became experts on and listen as other students present their material. In the end, all students have been taught the reading/work without having to do all the work on their own (Fisher, Brozo, Frey, Ivey, 2007). Research provides guidelines for how long students should work in their expert group before they return to their home group. Most studies support part of a given class period, but one study suggests much longer. Young, Hadgraft, and Young (1997) support using shorter periods of time between bringing the expert groups back to their home groups because when the time was expanded they encountered more problems in getting all the material together. The jigsaw approach has also been evaluated for use in the online setting, which is becoming more important to the educational system due to an increase in online education. Weidman and Bishop (2009) found mixed results when using the jigsaw in an online classroom. The struggle came with the individual accountability component of the assignment that was amplified in the online setting. One positive was that it demonstrated increases in student understanding. Benefits of the Jigsaw The jigsaw approach has demonstrated numerous benefits for students of multiple ability levels. Santos Rego and Del Mar Lorenzo Moledo (2005) indicate that the jigsaw technique improved academic performance with students at the beginning of secondary school (ages 12-14 years). The authors connect this finding to students having a higher self-esteem and self-efficacy. They demonstrated that the jigsaw method can be effective at the high school level with both general education and special education students. A similar strength of the jigsaw is that it can do more than just teach students content material. It can help motivate them and teach them to enjoy learning which can increase self-esteem and self-efficacy. Mengduo and Xiaoling (2010) concluded that, The jigsaw classroom reduces students reluctance and anxiety to participate in the classroom activities while increasing self-esteem and self-confidence (p. 122). This is important to learn at the high school level because students are preparing for their future and need to learn how to participate in group activities. Efe and Efe (2011) analyzed how students assigned as group leaders in the jigsaw helped motivate the rest of the group. Results suggested that when given the title of group leader students worked to motivate other students to complete their work. Education is not just about learning the four core content areas (math, science, English, and social studies), it is also about learning how to interact in society and be a produ ctive citizen. In addition to helping students learn new material, the jigsaw helps build social skills. Anderson and Palmer (2001) reports that the jigsaw approach is backed by research showing it to motivate students to work together, share ideas, pursue common goals, and develop self-esteem. Learning the material, being able to work in groups, and knowing how to motivate people are all positive attributes for success in the work place. Whether it is learning material, building self-esteem, or knowing how to motivate, the jigsaw can be utilized to help students with and without disabilities. A final strength of the jigsaw is that it can decrease students anxiety levels. Many students deal with anxiety throughout their educational careers either in a specific subject, in all subjects, or with test anxiety. Oludipe and Awokoy (2010) examined students anxiety levels in relation to participation in chemistry class. Students were divided into two groups; one in a cooperative learning classroom that used the jigsaw approach and the other using a traditional lecture approach. The results showed that students in the cooperative classroom had lower levels of anxiety due to the positive interdependence attribute of the jigsaw method. Positive interdependence allows students to see that success is dependent on their effort and the contributions of the group. Oludipe and Awokoy (2010) conclude that students became more confident and felt secure participating actively in chemistry lessons (p. 35). The jigsaw method also provides a way to help students become active in classroom activities and/or lessons. When students are anxious or sometimes even afraid to contribute, they are going to miss information that is needed to fully understand the material. The jigsaw allows students to work with one another and develop a sense of being needed. When students are needed by their peers, they are more likely to do the work and contribute to the group, and when they do the work, they are less anxious to become involved in future activities. It can also be used early in the school year to help students get to know one another, as it is useful for social skill development as well. Limitations of the Jigsaw The use of the jigsaw approach does have several limitations as well. The first relates to the teacher. A jigsaw is dependent on a teacher explaining how to properly implement the approach and if not done properly, the likelihood of success is limited. Souvignier and Kronenberger (2007) aimed to determine the effectiveness of the jigsaw approach at the elementary level by comparing three conditions of instruction (i.e., jigsaw, jigsaw with a supplementary questioning training, and teacher guided instruction). The results showed that students used the jigsaw method with average results. The authors determined that younger, elementary-aged students could benefit from the jigsaw, but only if certain conditions were met. The authors suggest that, cooperative learning in younger children needs as well explicit (preparing experts as teachers; questioning and explanation training) as implicit (fostering interdependence by adequate learning materials) support (p. 769). The jigsaw seems to be limited in its use with elementary students due to the fact that it requires more specific training for the students before it can be used as successfully as it is for older students which can be a deterrent due to time limitations and classroom demands. Another limitation of the jigsaw approach is the actual data that supports the use of the jigsaw method. As previously noted, the jigsaw approach can be time consuming and difficult to implement. A study examined the jigsaw approach and found that students using the jigsaw performed better than students using a traditional teaching method (Dollard, Mahoney, 2010). Then results showed only a 0.9% increase on a test favoring the jigsaw method. Thus Dollard and Mahoney (2010) concluded, 0.9% is not enough of a difference to conclude with certainty, that the Jigsaw Method is a stronger academic tool than the traditional method of lecture and note taking (p. 12). The participants were in the 8th grade, supporting the finding that the jigsaw method may not be as effective with younger students. A final limitation is related to the findings of Souvignier and Kronenberger (2007), in that it deals with the proper implementation of the jigsaw steps by younger students. This study involved a group of seventh graders who, according to their science teachers, had experience using the jigsaw approach. The purpose of the study was to determine the effect on student learning of the jigsaw approach and another cooperative learning approach. Results showed that neither approach enhanced students understanding of specific science concepts (Zacharia, Xenofontos, Manoli, 2011). However, a major component of the jigsaw approach was left out by the students involved in the jigsaw method. According to Zacharia and colleagues (2011), In particular, after the students returned to their home groups from their expert groups, they engaged in a working mode similar to the TCA one, in which students visit together all the websites, discuss and take notes, rather than teaching each other about the portion of websites they were assigned to them for study (p. 417). These results again support the idea that younger students have a more difficult time following the precise steps involved in the jigsaw method. Teachers in the study reported that students knew the jigsaw method, but when put into action, they skipped the important step of teaching the other members of their group about the area they became an expert on. The step of teaching information to the other students is the main component in the jigsaw approach. If this step was left out, it is clear the students in this study were actually not comfortable or skilled in using the jigsaw approach. Cooperative learning has its roots in the constructivist approach, which entails using experience-based activities. The jigsaw approach allows students to experience learning and contribute to their learning. Tamah (2007) states, Students are encouraged to learn from their fellow students in their expert team and when they go back to their home team they are encouraged to teach one another the material they have worked on in the expert team (p. 13) which describes exactly how the jigsaw approach should work in a classroom. This approach sounds ideal for teachers because it allows the students to be actively engaged in teaching one another. The jigsaw also allows the teacher to be a facilitator, not a director in the classroom, which is a trend in schools today. As outlined, the jigsaw has multiple strengths and limitations. The overall strength is that it is most effective with older students and effective in motivating students to learn as well as to become more confident in their abilities. The jigsaw is an approach that needs to be taught by the teacher and even modeled to ensure every student fully understands the process. A major limitation of the jigsaw is that if it is not fully and properly implemented, students will not gain an understanding of the material they need and perhaps even miss information because it was not taught to them by their other group members. This weakness tends to be amplified when dealing with younger, elementary students. Current research on the jigsaw approach has mainly been done at the middle to high school level with a balance in learning abilities. However, there are many questions that still exist with regard to the effectiveness of the jigsaw approach. Students with Disabilities One remaining question that is becoming more important to schools, relates to the effectiveness of the jigsaw approach for students with learning disabilities. McMaster and Fuchs (2002) concluded that, studies conducted in special education classrooms were associated with smaller effects for cooperative learning (mean effect size = 0.27), than those implemented in regular education classrooms (mean effect size = 0.44) (p. 115). McMaster and Fuchs (2002) study supports the premise that cooperative learning can have an impact on student achievement for both students with and without disabilities. The aforementioned question can be answered with research focused on teachers knowledge of cooperative learning, specifically the jigsaw approach. Additional questions focus on the use of jigsaw in co-teaching environments, whether the jigsaw is as effective for students with disabilities as it is for those without disabilities, and whether teachers understand cooperative learning strategies a nd if not, is there a need for professional development. There are several questions that need to be answered before an absolute answer can be given regarding the effectiveness of the jigsaw approach. Current literature supports and questions the jigsaw, but the questions posed above may become more important to the future of education as the wave of inclusion continues to change the way students are educated in the United States of America. Method The principle issue investigated in this study was how effective cooperative learning could be for students with learning disabilities. The knowledge educators have about cooperative learning strategies is key to proper implementation leading to increased student achievement. This study assessed educators knowledge of cooperative learning, specific strategies (jigsaw, think-pair-share, and numbered heads together), and the need for professional development. Participants This research was conducted with teachers in a Southeastern Ohio school district and with members from a cohort of masters level preservice teachers. Participants were recruited through email invitations sent to a Southeastern Ohio school district (n=98) and members of a masters level cohort of preservice teachers (n=20). A total of 54 surveys were submitted for a response rate of 46%. All participants were currently educators or working on licensure to enter the field of education with years of teaching experience ranging from 0 to 35 years. The participants reported a variety of teaching experiences, ranging from elementary to college. Eighteen of the 53 participants reported having experience teaching special education and 47 of the 53 participants (87%) reported they work with students with special needs daily. Instrument The aforementioned survey (Appendix A) was constituted of 20 questions, both open-ended and forced-choice, including demographic information, educators knowledge of cooperative learning and specific strategies, and opinions regarding cooperative learnings effectiveness for students with and without disabilities. The fourth question asked educators to define cooperative learning. This information was important because of the varying definitions of cooperative learning. The survey asked how often participants used cooperative learning in general, and then for specific cooperative learning strategies. The survey asked about their understanding of the jigsaw method. Additional questions related to preferred cooperative learning strategies and their opinion regarding how effective cooperative learning is for students with and without disabilities. The survey concluded with a question to determine the need for professional development in the area of cooperative learning. Procedures After receiving approval from the universitys Internal Review Board, the researcher obtained approval from the school districts superintendent to distribute the survey via email. One email was sent to the educators in the school district, while another email was sent to the members of the masters level cohort of preservice teachers. The participants were informed that the online survey (created using Qualtrics, an online survey tool) would take no longer than 10 minutes to complete and were completely anonymous. Two reminder emails were sent asking those that had not completed the survey to do so. Results After the survey was closed, the researcher analyzed the qualitative and quantitative data collected with the survey. The qualitative data was used to determine educators definitions of cooperative learning and the jigsaw approach, as well as educators preferred strategy they used in their classrooms. Quantitative data determined how often specific cooperative learning strategies were used in the classroom, as well as ratings for how effective teachers believe cooperative learning is for students with and without disabilities. The results from 54 surveys are reported, but not every question was answered by each participant so the response rates vary by question. The results demonstrated a variety of responses in how educators defined cooperative learning as well as in their understanding of the jigsaw method. Overall, educators agreed that cooperative learning strategies are effective for helping both students with and without disabilities. Table 1 shows how often participants use cooperative learning in their classroom. The mean value is 2.26 (between 1-2 times per week and 3-4 times per week), with the majority of participants (53%) using cooperative learning 1-2 times per week. Table 2 shows how often participants use the jigsaw method in their classroom. The mean value is 1.31 (between 0 times per week and 1-2 times per week) with the majority of participants (69%) choosing 0 times. Table 3 shows how often participants use the think-pair-share method. The mean is 2.00 (1-2 times per week), with the majority (51%) of choosing 1-2 times per week. Table 4 shows how often participants use the numbered heads together method. The mean score is a 2.4 (between less than once a month and once a month), with the majority (45%) of participants choosing never. Table 5 shows how effective participants think cooperative learning is for students without disabilities. The mean score is 4.10 (between somewhat effective and very effective), with the majority (59%) of participants choosing somewhat effective. The participants were asked to give an explanation for their rating and there were several similarities in their wording. Many referred to it being dependent on the type and age of the students. There was also a common response that not all students are able to learn in groups and need the opportunity to work independently. Table 6 shows participants perceptions of the effectiveness of cooperative learning for students with disabilities. The mean score is 3.96 (between neither effective or ineffective and somewhat effective), with the majority (51%) choosing somewhat effective. The participants were asked to give an explanation for their rating and resulting in several similarities in their responses. Several participants indicated the effectiveness was dependent on students willingness to work with others. Others indicated it was effective because it helped build students social skills through interaction with other students. Defining Cooperative Learning Each participant was asked how he/she defined cooperative learning. Fifty-one out of the 54 participants (94%) completed this question. Of the 51, 34 mentioned that cooperative learning was focused on student grouping or students working together, while three participants defined it as teachers working together. The remaining responses did not specify who was involved in working together, but just that it involved working in groups or together to solve a problem. Understanding the Jigsaw Method. Educators were asked to explain their understanding of the jigsaw method. Forty-four educators answered this question, and off the 44, 17 (39%) explained the jigsaw as putting students into one group to learn material and then join another group to teach the material they learned in their first group. Nine of the 44 (20%) responded as not knowing what it is. The others explained the jigsaw as group work, but did not specify the nature of the groups. Why Some Do Not Use Cooperative Learning Educators who responded that they do not use cooperative learning were asked to explain why. Nine participants responded that they do not use any form of cooperative learning strategy. Four of the nine mentioned time as being the main reason for not using cooperative learning strategies. Other responses included lack of skills by students and forgetting to use them. One response indicated the individual was not familiar with enough strategies and how to implement them. Professional Development for Cooperative Learning. The remaining survey questions dealt with the need for professional development in order to learn more about cooperative learning. Fifty-one participants responses to a question asking whether they would benefit from professional development. Twenty-eight responded, yes (55%), 17 said no (33%), and six responded that they might benefit from professional development. This question was followed by another asking why or why not they would want professional development. Many responses indicated participants have learned about cooperative learning, but forget the specific strategies. Other responses indicated that there is always room to learn new ideas and methods for the classroom. The final question asked participants to indicate where they would like to receive professional development. Of the 34 participants who completed this question, 24 would prefer a workshop with the remaining respondents indicating a webinar as the preferred method of delivery for professional development. Discussion The results indicate there is a concern with educators knowledge about cooperative learning and how to implement specific strategies. The educators had a basic understanding, but did not fully understand cooperative learning. Many explained it as simple group work, when it involves more of an understanding that it is student-led and student-centered instruction. The participants were also asked to give their preferred cooperative learning strategy and only 14 of 49 or 29% were able to identify a specific strategy outside of normal grouping. The participants also had a basic understanding of the jigsaw method, but did not all fully understand the idea of creating a home group and an expert group and students are focused on learning new material. The other area that demonstrates a weakness in their knowledge is the fact that 32 of the 51 or 63% of the participants indicated they would benefit from professional development in the area of cooperative learning. Several participants responded that they know they need to learn more and want to have a better understanding of how the different cooperative learning strategies work. The majority of the participants would also like to attend a workshop to learn about the different cooperative learning strategies. The results also demonstrated that educators believe cooperative learning is effective for students with and without disabilities. Forty-four of the 51 or 86% of the responses indicated that cooperative learning is either somewhat effective or very effective for students without disabilities. This demonstrates that educators have confidence in these strategies for students without disabilities. The results also show that 41 out of 51 or 80% of the participants believe cooperative learning is somewhat effective or very effective for students with disabilities. The study demonstrates the effectiveness of cooperative learning, but there is still the concern of the participants not fully understanding what cooperative learning is and how to implement the different strategies. The primary purpose of this study was to determine the effectiveness of cooperative learning for students with disabilities. The researcher believes that cooperative learning strategies can have a positive effect on student achievement, but educators need to fully understand the strategies and how to properly implement them. Many of the participants (80%) support the idea that cooperative learning is effective for students with disabilities. Some participants cited social skill development and self-esteem building as reasons why they think cooperative learning can be effective for students with disabilities. The results from this study also indicate participants (86%) believe cooperative learning is effective for students without disabilities as well. The researcher believes this is important and demonstrates why educators need to understand cooperative learning and how to implement the different strategies. The results did not show the effectiveness of the jigsaw method specifically, as only 17 out of 44 participants were able to define the jigsaw method. The researcher believes this indicates that the jigsaw cannot be effective if educators are not even sure what it is or how to implement it correctly. The literature supports the idea that the jigsaw method is more effective for older students, but this study does not support that by the fact that the majority of respondents in this study did not know what or how to implement the jigsaw method. The research does show and support the study by Santos Rego and Del Mar Lorenzo Moledo (2005) that the jigsaw can create a higher self-esteem and self-efficacy for students with disabilities. Several participants stated that cooperative learning helps students develop social skills and build self-esteem. The researcher believes this is important and supports the effectiveness of cooperative learning for students with disabilities. Implications for Practice The implications for this study show that there is a need for educators to gain a better understanding of cooperative learning and the variety of strategies that it entails. Professional development would benefit educators in the area of cooperative learning. The best form would be a workshop to provide them with an interactive approach that allows them to learn the strategies firsthand. Recommendations Further research of a larger sample might provide a better insight into the need for professional development. This could result in more generalization for teachers nationally to receive professional development on cooperative learning. Due to the small sample, this study is only able to determine the needs of one high school. Conclusion In conclusion, this study provides evidence that educators knowledge of cooperative learning is adequate, but there is a need for professional development on specific strategies. Educators realize cooperative learning can have a positive impact on students with and without disabilities, but they are not confident in implementing a variety of strategies. It would be to the benefit of the students for educators to attend a professional development workshop on different cooperative learning strategies.

Kite Runner Essay Essay

Khaled Hosseini’s kite runner has many themes that are significant. This book also has themes that are hidden to the reader, to find these themes the reader needs to think about the events that occur in the book. In this book redemption, discrimination, and violence play a big role in the events in this book. Redemption is one of the most important themes in the kite runner. Throughout the story, Amir is trying to redeem himself because of many events that he was a part of. In the begging of the story Rahim Khan calls Amir and tells him â€Å"There is a way to be good again. † (Page 2) Putting this in the first chapter of the story tells the reader many things about Amir, it could tell us that Amir has done many things that he regrets, or he has done things that caused pain to someone else. Amir’s mother dies when she is giving birth to him, throughout the story Amir tries many different things to redeem himself to his father. When Amir wins the kite competition he thinks that he would finally redeem himself for his mothers death. Amir thinks that he redeems himself because â€Å"A smile played down on my father’s lips. He opened his arms† (Page 79) When someone does this someone will automatically think that you redeemed yourself to that person. Another event that Amir does that he redeems himself for later is when he blackmails Hassan. Amir’s father gives him a watch and Amir decides to put it under Hassan’s pillow. Later when Amir’s father finds out that he took his watch he forgives him, but Ali (Hassan’s father) says that they make the decision to leave. To the near end of the book, when Amir goes back to Afghanistan, he receives a letter from Hassan. The letter tells him that he (Hassan) died, and that he has a son that it taken by the Taliban. Amir tells Farid (The person who takes Amir around in Afghanistan) about Sohrab, and he tells him â€Å"You have a visa to go to America, to life with me and my wife. It’s true. I promise† (Page 355) When Amir found out that he lost his best friend he went through a lot of trouble to get Sohrab. Amir could have avoided this if he did not frame Hassan. If Amir did not frame Hassan, Hassan and Ali could have fled the country with Amir and his father. This event has a big impact on the events in the story. Without these examples of redemption, it is hard to picture the book ending in the way that it did. Along with many other themes, discrimination is one of the less discussed themes in this book. In my opinion I think that discrimination should be a theme that should be as important as any other theme. Discrimination plays a big role in the kite runner because of the structure of the social classes. In the begging of the story we know that Hassan is Amir’s Hazara but later we know that he is Amir’s brother. When Amir won the kite competition Hassan went to get the winning the kite. Hours had passed and Hassan did not show up. Amir goes looking for him and he asks Omar (only involved in one paragraph) if he saw Hassan, Omar answers him by saying â€Å"Your Hazara? † (Page 68) without saying more than two sentences, we can see that people in the class with Hassan are treated with no respect and they are called Hazaras. Another event that happens when Hassan finally finds the kite that allowed Amir to win the competition he is surrounded by Assef and his gang. Assef is one of the biggest discriminators towards Hazaras as he is intimidating Hassan, he says, â€Å"A loyal Hazara, Loyal as a dog† (Page 72) When Hassan said this he could of compared Hassan to something else, but he picked a dog to show the most disrespect towards Hassan. In my own opinion I think that discrimination towards Hazaras in Kabul is horrible because they are treated as if they are a different race of people. Hazaras have the exact physical features as any average human being but they are treated like they are slaves. This is how discrimination, which is one of the themes that is not talked about a lot, is significant in this book. Violence is also one of the themes that are not discussed as much, violence should be because it is important and it is hidden. There are many examples that show violence in the book. One of the examples that show violence is when Hassan gets raped when Assef and his gang surround him. The author does not tell the reader that Hassan got raped but instead he makes Wali, one of the members of Assef’s gang, tell Assef â€Å"My father says it’s sinful† (Page 75) This is a indirect message to inform the reader that Hassan gets raped. This is one great example that violence plays a big role in the process of this book. Assef could of threated Hassan instead of raping him. In my opinion I think that he could not have done something that wasn’t related to violence. Assef wanted to have his revenge on Hassan but it was hard to do something that has nothing to do with violence. Later on in the book, when Amir and Hassan do not talk to each other after Hassan got raped for him over a kite. Hassan asked if he could go under the pomegranate tree and let Amir read a story for him. When Amir and Hassan were under the pomegranate tree, Hassan asked Amir what he was doing wrong so he could stop, Amir told him that Hassan should stand up for himself. Hassan did not answer and Amir started to throw pomegranates on Hassan, Amir then told him â€Å"Hit me back! Hit me back goddamn you† (Page 92) this is another great example that shows the violence that is included in the book. Hassan is the most loyal person in the book and Amir does not appreciate it; instead Amir wants Hassan to hit him with a pomegranate. When Hassan stands up, he then smears a pomegranate on his face and walks away. This is how violence plays a theme in the book. It is not as visible as the other themes in the book but it is as significant as the other themes. Redemption, discrimination, and violence are themes in Khaled Hosseini’s kite runner that play a big role in the book. Without these three themes it is hard to picture if the book would end up the way that it actually ended up being. Quotes and Information taken from â€Å"Kite Runner† by Khaled Hosseini.

Portfolio of Chinese contemporary artist Cai Guo-Qiang

Cai Guo-Qiang is a Chinese contemporary artist, curator and internationally recognized as a creator of large scale explosion events. He was born in Quanzhou City, Fujian Province, China in 1957 and lives and works in New York. From 1982-1985 he trained in stage design at Shanghai Drama Institute.His practices on wild life, Chinese medicine, fire works and gun powder. He explored the properties of gunpowder in his drawings when he was in Japan from 1986 to 1995. In 1996 he was selected for finalist for Hugo Boss Prize and in 1999 in 48th Venice Biennale he holds the Golden Lion award and he was awarded the 7th Hiroshima Art Prize in 2007. In 2009, he was awarded the 20th Fukuoka Asian Culture Prize[1].The Chinese art was influenced by the New Culture Movements of Western techniques. The aim of new Chinese art is to make contemporary Chinese art accessible to a global audience. For these; it presents several portfolios with 100 contemporary Chinese artists. Some of the selected exhibit ions and projects of China are I Want to Believe, Stage One and Illusion, Explosion Project for the Festival of China, Louisiana Museum of Modern Art and Flying Dragon in the Heavens.Cai Guo-Qiang was first exhibited by the Guggenheim in 1996. I want to believe is the first solo exhibition of an Asian artist organized by Guggenheim Museum of Bilbao in 2009. It is funded by the National Endowment for the Arts and some additional individuals and foundations support. This exhibition charts the artist’s creation of gunpowder drawings, explosion events and social projects and promotes the understanding of Chinese arts and culture worldwide[2].  If there is no action the artistic work of Cai Guo – Qiang is nothing. â€Å"I want to believe† is the creative body work with illustration and visually. It is about the pain and bliss of aggressive explosions–celebratory fire-works versus deadly car bombs.â€Å"I want to believe† significance comes from modern ity, secularism and human kind. â€Å"I want to believe† shows the truth of the era and also increase the awareness. â€Å"I want to believe† is the creation and innovation of the intelligence. â€Å"I want believe† got the concentration of the cross cultures.â€Å"I want to believe† is the artistic art work. It got the interest of the viewers without artist’s intention.   â€Å"I want to believe† is the â€Å"explosion event† by Cai. To show pure energy force Cai used fire works in â€Å"I want to believe†. It is the great art of work with energy.â€Å"I want believe† is know for its explosives. It’s the combination of gunpowder, explosives etc. It shows 80 artistic works from past to present. It is also consists installations and social projects. I want to believe is the magnificent and famous work by Cai[3].â€Å"I want to believe† is the combination cultures and creation. His works are hugely inspired from locations. He explores wide variety art forms .He is best known for his â€Å"fire works†All his works are got inspired from ancient cultures of Chinese. His works mentions Buddhism and martial arts frequently. His works always speaks about the fight between human and nature. His work also mentions about Maoist and Taoist themes. His work is expensive in market of power and product.â€Å"I want to believe† is huge with sight and sound of explosions. It speaks about the artistic work of the art. I want to believe is the work of revolution and aggression[4].Conclusion:Cai Guo – Qiang is an extraordinary artist of twenty first century. He is a transnational artist of extraordinary creative vision and illustration, his structure are inherently unstable, dealing with expenditure of materials and ideas of transformation.Although his work is very expensive to imagine and also to realize his works always speaks about wide variety of aspects such as Capitalism, Sec ularism, Martial arts, Buddhism, Maoist, Taoist, Cross cultures, Transformation etc .His work also shows the combat between the nature and man.Reference:Gersh-Nesic, Beth S. â€Å"Cai Guo-Qiang: I Want to Believe†. Arthistory.about. 2008. Web. 2 June. 2010. Guggenheim. â€Å"Guggenheim Museum Presents Cai Guo-Qiang: I Want To Believe† Guggenheim. 21 May, 2008. Web. 2 June 2010. .Guo-Qiang's, Cai. â€Å"Biography†. Pbs. 2007. 2 June 2010. Smith, Roberta. â€Å"Cars and Gunpowder and Plenty of Noise† The New York Times. 22 February. 2008.[1] Guo-Qiang's, Cai. â€Å"Biography†. Pbs. 2007. 2 June 2010.   [2] Guggenheim. â€Å"Guggenheim Museum Presents Cai Guo-Qiang: I Want To Believe† Guggenheim. 21 May, 2008. Web. 2 June 2010. .[3] Gersh-Nesic, Beth S. â€Å"Cai Guo-Qiang: I Want to Believe†. Arthistory.about. 2008. Web. 2 June. 2010. [4] Smith, Roberta. â€Å"Cars and Gunpowder and Plenty of Noise† The New York Times. 22 Febru ary. 2008.   

Standardization Adaptation - 15058 Words

Halmstad University School of Business and Engineering Business and Marketing Standardizing or Adapting the Marketing Mix across Culture A case study: Agatha Thesis in Marketing, 15 ECTS credits Final seminar: 25.05.2010 Authors : Elise MEYER (890511) Ingrid BERNIER (901218) Supervisor: Jean-Charles LANGUILAIRE Examiner: Roger STRÃâ€"M Summary of thesis Title: Standardizing or adapting the marketing mix across culture Authors: Ingrid Bernier and Elise Meyer Supervisor: Jean-Charles Languilaire Level: Bachelor Thesis in Business Administration, Marketing Key words: Culture, international marketing, marketing strategies, standardization and adaptation Purpose: Compare two strategies, standardization and adaptation,†¦show more content†¦Adaptation of the marketing mix..........................................................................10 2.2.1 Standardization vs. Adaptation of products ...........................................................................................12 2.2.2 Standardization vs. Adaptation of pricing.................................................................................................12 2.2.3 Standardization vs. Adaptation of promotion.........................................................................................13 2.2.4 Standardization vs. Adaptation od distribution (place)†¦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‚¬ ¦14 2.3 Conclusions of the theoretical framework..................................................................................................15 3 Method............................................................................................................................................................................16 3.1 Research purpose...................................................................................................................................................16 3.2 Qualitative vs. quantitative approach..........................................................................................................16 3.3 ResearchShow MoreRelatedGlobal Marketing Strategy - Standardization vs. Adaptation Essay2170 Words   |  9 PagesINTRODUCTION The debate of standardization versus adaptation has lasted for the last 52 years.(The McGraw-Hill Companies, 2003) . To standardize or adapt when going or planning to go international is the most difficult and delicate decision to make for any company. This decision may affect all the operations of businesses of the company i.e. Human Resources, Marketing, Research development, Production and Finance. Every company has a different outlook towards foreign markets, this outlook isRead MoreStandardization And Adaptation Of International Marketing1832 Words   |  8 Pages 1.2 standardization vs adaptation Nowadays people always argue should we use the same standard for worldwide or using different strategies for different countries in the modern world. People who are using standardization strategy in international marketing. First of all, the development of the technology had made the world become a village, that means each country and their people are closer than ever before. (David A, 2013) Base on this opinion, the individual markets are not along isolated atRead MoreStandardization Versus Adaptation in International Marketing2213 Words   |  9 PagesStandardization versus Adaptation in International Marketing Introduction The most challenging decision that a company may face in internationalization is the degree of standardization or adaptation in its operations. The question of standardization or adaptation affects all avenues of a business’ operations, such as RD, finance, production, organizational structure, procurement, and the marketing mix. Whether a company chooses to standardize or adapt its operations depends on its attitudesRead MoreStandardization Versus Adaptation in International Marketing2205 Words   |  9 PagesStandardization versus Adaptation in International Marketing Introduction The most challenging decision that a company may face in internationalization is the degree of standardization or adaptation in its operations. The question of standardization or adaptation affects all avenues of a business’ operations, such as RD, finance, production, organizational structure, procurement, and the marketing mix. Whether a company chooses to standardize or adapt its operations depends on its attitudesRead MoreStarbucks Coffee: Standardization and Adaptation Strategy Essay1598 Words   |  7 PagesStarbucks Coffee: Standardization and Adaptation Strategy Introduction Starbucks’ Business Concept and History When academics Jerry Baldwin, Zev Siegel, and Gordon Bowker established Starbucks Coffee Company in 1971, their vision of Starbucks was that of a local business specialising in â€Å"selling fresh roasted whole beans in ...specialty stores.† (Darguste et al., 2006 p.655). Fearing commoditization of the brand, the founders were opposed to the idea of broadening the appeal of StarbucksRead MoreCritical Analysis of Standardization and Adaptation in International Marketing2462 Words   |  10 Pagesâ ¦  Introduction: In internationalization, the most challenging decision faced by the company to choose between standardization and adaptation in its operations, products or services. It has been one of the important and most popular research topics since 1960s to understand whether standardization is better or adaptation for marketing mix in international marketing. The increasing role of international expansion of business across the borders has also increased the focus of companies towards the internationalRead MoreBMWs Extent of Standardization and the Degree of Adaptation: An Evaluation2155 Words   |  9 Pagesï » ¿BMW 1.1 EVALUATE TION OF THE EXTENT OF STANDARDIZATION AND THE DEGREE OF ADAPATION OF BMW. BMW marketing veers towards standardization rather than towards adaptation although it has a combination of both. The aesthetics for instance on its websites and the rest of its marketing mix are similar on all its material reflecting standardization. The classic design accords with the image of the company and does not differentiate according to specific country. So, for instance, users switching fromRead MoreStarbucks Coffee: Standardization and Adaptation Strategy14327 Words   |  58 Pagesdisappointing. In other words, this product category poses a challenge as the objective is to launch Starbucks in the Netherlands and serious decreases in any of the product categories could seriously harm this ambitious goal. Needless to say, an adaptation within this snack product category should be made to fit Dutch quality standards, behaviour and culture. Donuts and muffins could easily stay in the product portfolio, but they should not be characterized as breakfast or lunch products. The y shouldRead MoreInternational Standardization And Adaptation Of Shiseido s Marketing Strategy1944 Words   |  8 PagesIntroduction The aim of this essay is explain how do internal (culture) and external (Climate and Ethnic) factors influence the standardisation and adaptation of Shiseido’s marketing strategy in Chinese and U.K market. The first part is literature review on the topic of international standardization and adaptation. The second part is the main body of the essay. Then last part will give companies some marketing recommendations according to the analysis of internal and external. 1. Literature ReviewRead MoreAdaptation vs. Standardization in International Marketing – the Country-of-Origin Effect9552 Words   |  39 PagesThrassou (Cyprus) Adaptation vs. standardization in international marketing – the country-of-origin effect Abstract The literature on international marketing presents a confrontation between two mainstream schools of thought regarding international marketing. The one supports the standardization approach and argues that multinational companies’ behavior should be uniform to minimize total costs and promote a global corporate image. The other argues for the need for adaptation to fit the unique

Why Did Reconstruction Fail - 870 Words

Why did Reconstruction fail? Reconstruction in the United States is historically known as the time in America, shortly after the Civil War, in which the United States attempted to readdress the inequalities, especially of slavery and many other economic, social and politically issues including the poor relationship between the North and the South of America. These problems were highly significant in America, and a variety of groups in government tried to resolve these problems, but this only led to the Civil War. Unfortunately although there were numerous new constitutions and laws introduced to tackle these issues, it could be said that reconstruction did indeed fail, and there was a variety of reasons that many historians touch upon to†¦show more content†¦Me and Ma couldn’t live.† Their poverty was so extreme that they had to go back without any dignity to their slave owners â€Å"we starting working for Mr. Emenson. He had a big store, teams and land. We liked it and I been here fifty six years now. There was so much wild game, living was not so hard.† (Mckinney) It’s evident that poverty left many African Americans in despair, they wanted their freedom so badly but they wanted to live more therefore had no choiceShow MoreRelatedAfrican American and Black People Essay1273 Words   |  6 Pagesissues most concerned black political leaders during Reconstruction? Reconstruction brought important social changes to former slaves. Families that had been separated before and during the Civil War were reunited, and slave marriages were formalized through legally recognized ceremonies. Families also took advantage of the schools established by the Freedmens Bureau and the expansion of public education, albeit segregated, under the Reconstruction legislatures. New opportunities for higher educationRead MoreReconstructions Failure809 Words   |  4 Pagesbeen proved false. Some people may believe that the main reason why the congress’ reconstruction ef forts to ensure equal rights to the freedmen failed was because virtually no one in America thought blacks were equal to whites. Basically it was because people still have racial thoughts; slaves didn’t get to fully acquire the meaning and prerogatives of their rights; in other words they were uneducated. Also during the reconstruction multiple deals were made in order to make things go by in certainRead MoreWhat Were The Principal Questions Facing The Nation At The End Of The Civil War?1276 Words   |  6 Pageswar, the questions of freedom, treatment of Confederate soldiers, how states should readmitted to the Union, and repairs in the South remained. The foremost question that both white southerners, white northerners, and African Americans faced was what did freedom mean: for white southerners, it meant freedom from the perceived tyrannical rule of the North; for white northerners, it started and stopped with emancipation with the exception of the Radicals and some Moder ates; and for African Americans,Read MoreHow Do You Account for the Failure of Reconstruction to Bring Social and Economic Equality of Opportunity to the Former Slaves766 Words   |  4 PagesWar occurred, the slaves were given freedom from their owners, and slavery was banned. That attempt at reconstruction was not a complete fail, but it took a little bit of time for America to give social and economic equality to slaves. There were many attempts made by several different presidents, but not all seemed to work due to the South’s stubbornness. The failure of reconstruction later did not bring social and economic equality to former slaves in the south because of things like the Jim CrowRead MoreThe Constitution Holds Great Credit1365 Words   |  6 PagesThe constitution holds great credit even after two hundred and twenty-eight years of existence. Why? This is because of a number of reasons, first due to the fact that this document is the foundations of what this nation st ands upon today and what finally brought the country in unison successfully after the revolution. Also because the constitution is the document that protects the citizens of all their liberties and rights still today, not to mention though it was signed in seventy eighty-eightRead MoreCh 16 Reconstructed1096 Words   |  5 Pagesbegan their new free lives. Often times they all struggled but they were now free. 2. Compare the economic conditions of the South with the economic conditions of the North during the period of Reconstruction. The economic conditions of the South compared to the North during the period of Reconstruction varied quite heavily. The South was limited in many ways after the war and had little to expand and prosper where as the North had everything from political power to trade. They made it so theRead MoreThe American Civil War1418 Words   |  6 Pagesthe economic and social institutions in the South† (â€Å"Civil War and Reconstruction†). The Civil War helped add more protection the rights of the slaves and it also helped rebuild the economic system in the South that once relied on slaves. This new freedom among slaves was shown in the creation of the Civil Rights Acts. This Civil Rights Act of 1866 â€Å"guaranteed blacks equal protection under the law† (â€Å"Civil War and Reconstruction†). This act helped in force the protection of freed slaves. With thisRead MoreReconstruction Failure Essay1600 Words   |  7 PagesThe Reconstruction period is the name give n to the time in between 1863 and 1877. This period’s main goal was to reunite the United States of America after the most substantial event of disunity in American existence: The Civil War. Reconstruction consisted of many proposed plans and attempts to reinstate the Southern states back into the union. In the early stages, there was some promise as to what reconstruction had the ability to accomplish, because some political groups had the right ideas aboutRead MoreAnalysis Of The Movie Song Of The South 1578 Words   |  7 Pagescritics over the tropes and stereotypes that it portrays in its animated films. This is not a recent event however. One of Disney’s most notorious and controversial films, Song of The South, was released in 1946. Song of the South, set during the Reconstruction Era, focuses on a young boy named Johnny who learns that his parents will being living apart for an unknown amount of time, moves to a plantation in Georgia, while his father conti nues to live in Atlanta. Depressed and confused over the recentRead MoreAbraham Lincoln : Heroes Serve Powers Or Principles Larger Than Themselves952 Words   |  4 Pagesduring 1861 to 1865, and he presents with all his power to his country. Abraham Lincoln was an outstanding hero because he endured many hardships in life, abolished black slavery, and helped reconstruct America after the Civil War. One reason why Lincoln is known as a hero was that he never gave up even though he had many hardships in his personal and political life. This is similar to Tollefson’s idea about a hero having character flaw like â€Å"political incorrectness† and become â€Å"easy targets

Biblical World View Essay - 949 Words

BIBLICAL WORLD VIEW ESSAY BIBL 110 In The Essence of the New Testament: A Survey, Towns and Gutierrez, the authors concur with other Biblical scholars understanding that â€Å"the teaching of Romans is not only crucial for Christian theology, but the greatest revivals and reformations throughout the history of Christianity have resulted from an increased understanding and application of the teaching of this epistle† This essay will attempt to summarize how the first 8 chapters of this amazingly written Book of Romans shapes my own personal Biblical worldview. I will first look at 4 areas in which Paul specifically presents clear evidence to his readers of the truth of the Gospel Message. The first area He presents is in regard to†¦show more content†¦Paul goes on to list the many sinful ways of the darkened minds that chose not to honor God. The inspired list of sins that Paul declares leaves no room for any man to truly believe that he is without sin. It is in that list of sins that Paul shows the sep aration of all mankind from God. It is only in that place of acknowledgment of sin that man can begin to understand his or her human identity. My own human identity is shaped more and more each day as I choose to stand before God acknowledging that I am a sinner. I have a world view that is changing to become more understanding of the need to spread the Gospel message because of my increased awareness of my own sin nature. The third and forth areas of Pauls writing in Romans builds on the first two. Now that mankind has had the obvious evidence of the existence of God in Nature, and now that mankind has seen that he fits somewhere on the list of behaviors that do not honor God, Paul moves on to point out the affects of ungodly living. Mankind began to worship idols, and humans turned against each other as the result of turning their hearts and minds against God. Because of mans choice to turn from God, the sinfulShow MoreRelatedBiblical World View Essay988 Words   |  4 Page sBiblical Worldview Essay As an Accountant, I will not balance the books to display more revenue that the company does not possess, nor will I spend money from company funds for my personal needs and or pleasures because these are not the attributes of the image of God. â€Å"So God created man in His own image; in the image of God He created him; male and female He created them† (Genesis 1:27). I need to represent His image in all that I do. â€Å"Mankind is created in order to represent God here on earth†Read MoreBiblical World View and Education Essay examples1558 Words   |  7 PagesBiblical Worldview and Curriculum Development Emily A Cobb Liberty University EDUC 672 Biblical World View and Curriculum Development What is the role of a teacher? What is the role of a learner? How does a teacher in a classroom apply their faith, beliefs, and view of the world into their classroom? How does this worldview affect the outcome of the curriculum that is developed and taught to their students? This paper will explore these questions and how the ideas of world viewRead MoreBiblical World View Bibl 104 Essay examples894 Words   |  4 Pagesmight classify them; and it reminds me that whether you call it the Vibe or not those one on one connections are our chance to help change someoneelses life and conceptions. Biblical Worldview Essay Grading Rubric Student:| Criteria|PointsPossible|PointsEarned|Instructor’s Comments| Content: Does the essay cover the subject as thoroughly as possible? Are at least 2 topics covered? Does it demonstrate a personal understanding of the subject?|50||| Introduction: Is there a clear introductoryRead MoreEducation Through a Biblical Worldview1046 Words   |  5 PagesBiblical Worldview Essay Christina Roberts L27520522 September 30th, 2015 INFT 101 Thesis In the book of Romans chapters 1-8, Paul vocalizes truths that are the foundation of a biblical worldview. Paul addresses certain components relating to the natural world, the human identity, human relationships, and culture. In this essay, I plan to compare and contrast Romans chapters 1-8 as it applied in Paul’s tie and mine. I believe Paul’s teachings encourages us to seek the truth of scriptureRead MoreThe Relationship Between Biblical Teaching and Ethical Behaviour1023 Words   |  5 PagesThe Relationship Between Biblical Teaching and Ethical Behaviour All Christians share the belief that the Bible is divinely inspired. We all turn to it to be challenged and inspired by it, and to expose ourselves to the divine perspective. For the church the Bible is normative. That is to say the church places itself under the authority of scripture. The Biblical definition of ethics is connected with doctrine and they are not offered apart from a set of guidelines and Read MoreEssay Human Nature And The Declaration Of Independence1629 Words   |  7 Pages Human Nature and the Declaration of Independence nbsp;nbsp;nbsp;nbsp;nbsp; I would like to show that the view of human nature that is shown in The Declaration of Independence is taken more from the Bible and that that view is in disagreement with two of the three esays given in class. The Biblical perspective of man is that he was created by a divine Creator with a specific plan in mind and made in the image of his Creator. Men are entitled to the pursuit of happiness but also requiredRead MoreBiblical Worldviews Of Romans And The Romans1067 Words   |  5 PagesBiblical Worldview Essay In this essay, I ll explore the Biblical worldviews of Romans 1-8 and my viewed opinions of all of the subject matters. On the other hand, I’ll aim to examine the sins committed by the Romans during the era of Paul’s generation and how in my opinion, these sins will continue to pledged to today’s society. Moreover, the Biblical Worldviews of the book of Romans illustrate God’s devotion to our daily lives. However, everybody’s worldwide as they see life, and that issueRead MoreBlack Boy And The Grapes Of Wrath Analysis1728 Words   |  7 Pages respectively, full of biblical allusions to demonstrate that religion is ineffective at addressing the issues of the indigent because teleological narratives, when applied to material context, do not have the same end. While this paper claims that both authors have a negative casting of religion, other writers feel the opposite. One writer is Kelly Crockett, who posits a positive reading of religion in The Grapes of Wrath. In her essay, she identifies a slew of biblical allusions, and argues thatRead MoreViews On The Historical Adam Essay1061 Words   |  5 PagesFour views on the historical Adam consists of four prominent biblical scholars, who together, provided there understanding of scripture to a project that shed light on the figure identified in Genesis 1 as Adam. The four contributors to this book are: Dr. Denis Lamoureux, Dr. John Walton, Dr. C. John Collins, and Dr. William Barrick. Four Views on the Historical Adam visibly outlines four key views on the Genesis figure Adam held by evangelicals. The content provided is theologically consistent inRead MoreGlobal Missions Paper1189 Words   |  5 Pagesï » ¿ Global Missions Paper HTH 469/Grand Canyon University 08/24/2014 In this essay I will analyzes Escobars thesis and compares and contrasts his theological contribution with other theologians. I will discussion Escobars contextual approach as compared/contrasted in relation to one theological theme with two other contemporary theologians. I will summarize how Escobars overall theological contribution either expands or challenges the theological perspectives of

Information Security Management Standards †Myassignmenthelp.Com

Question: Discuss About The Information Security Management Standards? Answer: Introduction At present time the business environment is changing rapidly due to development in technology and information system. In this concern, the report is describing the process of selecting an AIS/ERP to make investment decision in information system. Apart from this, the report is outlining on business process, business requirements, system requirement and selection of a vendor. The report is considering SIGMA HEALTHCARE LTD to make better understanding about the AIS/ERP to improve the business performance. Business processes of the organization Business processes are set of several activities that are accomplished by an organization to achieve predefined goals and objectives. These business processes are systematic approaches of improving the organizations performance efficiently (Becker et al., 2013). The business processes enable to the organization to execute certain business activities internally with effective cost and resources. In this concern, depending on organizational structure and nature of work the business process are categorized as below: Primary processes or operational processes: The primary or operational processes are referred as fundamental set of several business activities. These processes are related with the core value chain and business activities that are essential for the whole operational activities of an organization (Becker et al., 2013). In Sigma Healthcare Ltd, the primary processes are employed to deliver value for the customer by serving to construct a service or product. The primary processes characterize indispensable business activities that are accomplished to achieve business goals and objectives such as generating revenue. Furthermore, in a healthcare or medicine related organization the primary processes are cross-functional, end-to-end activities to deliver value to customers. These processes are often critical processes because these business processes are symbolized as crucial activities that an organization executes to carry out its long-term mission. Sigma Healthcare Ltd employed these processes to framework the value chain, where all strides include value to the previous stride to contribute in the formation or delivery of products and services to generate value for the customers. The management of Sigma Healthcare Ltd has focus on its manufacturing process to provide qualitative products and generate believeness of the customers on its products and services (Sigma Healthcare, 2017). Apart from this, the company has also make attention on quality assurance process product assembly process and preventive maintenance procedure to make effective the primary business processes. Support processes: In an organization, these processes are intended to make available support for the primary processes as requirement of infrastructure and management resources in the primary business activities. It is analyzed that the primary processes and support processes are different from each other as the primary processes generate direct value to the customers but the support processes not generate direct value to the customers. The examples of support processes are infrastructure management, information technology management and human resource management (Hung et al., 2011). All of these support processes are involved in a life cycle of resources and associated with organizations different functional areas. In addition, the processes related to managing ability of the organization and not delivering direct value to the customers but helpful for the organization to deliver the product and services. In medical industry, the support processes also include a number of cross-functional activities such as engineering design, purchase planning and process of placing the production capacity. All of these cross-functional activities could contain cross-functional group with agent from finance, engineering, purchasing, manufacturing, information technology and different types of functional organizations to support the operational activities of the organization (Hung et al., 2011). Hence, the support processes of adopted by Sigma Healthcare Ltd do not openly generate the customers value but important for the organization as strategic and fundamental requirement of the organization. Therefore, the company can use these support processes to increase the organizations ability of accomplishing primary processes. Management processes: In an organization, the management processes are exploited to assess, supervise and manage different types of business activities. These procedures ensure that the primary processes and support processes are assembling operational goals, regulatory, legal and financial requirements. As support processes the management processes also not directly provide value to consumers, but are essential to make sure that the Organization is operating effectively and efficiently its business operations (Susanto et al., 2011). In addition, the business environment of Australia is stable and supportive for the organizations therefore it is analyzed that the management processes of Sigma Healthcare Ltd are effective to achieve its goals and objectives in medical industry. Business requirements Business requirements are defined as a phase of expansion life cycle, which facilitates the requirements to the end users as a first duty of the organization to direct the plan for future system. In other words, the business requirements are related to specific needs that must be address by the management to achieve organizational goals and objectives in effective manner. Therefore, the business requirement must be defined clearly at a very high level with providing enough guidance and information related to organizations mission (Ramachandran, 2013). In this concern, the different contents of business requirements for Sigma Healthcare Ltd are discussed as below: There is requirement of target audience to expand the business activities across different countries The management has need of different types data such as demographic data, sales data and industry data for better business decisions For better financial position there is requirement of stakeholders and business partners Requirement of highly experiences employees who have good knowledge in medical industry because the highly experienced employees will be able to produce qualitative products There is requirement of training for the new educated employees to introduce the current trends in medical industry and understand the new technology adopted by organization In healthcare industry the technology is developed rapidly therefore there is requirement of implementing new technology in the organization for better performance and quality products Systems requirement The system requirements are different from the business requirement in many ways. The system requirements are defined as a way of describing high level design to deliver business requirements. As AIS/ERP is computer based system to manage different internal and internal resource with including financial resources, tangible assets, materials and several human resources therefore it has some essential system requirements (Grabski et al., 2011). The purpose of system requirement is to assist the flow of information among all business departments inside the limitations of an organization with managing relationship to the outsider business partners. In this concern, to manage different business activities different system requirements are discussed as below: Server Hardware Requirements: For a successful implementation of ERP in the organization, it is essential to establish appropriate server hardware system. As Sigma Healthcare Ltd is big organization and there is multi user of software therefore the organization is required to use a high level of CPU such as Xeon with intellectual features such as 2 Quad Core CPUs, 2.0ghz+ CPU speed, 32GB RAM, and high disk storage. In addition, a healthcare company can use MD software to work well because MD can be easily scaled up in the large organizations and can be used by different users at a time. This software is not supported by Windows XP because this window does not meet the security standards required in medical organizations. In this regard, the organization will be required Windows Vista Home Premium, Windows 7 Home Premium, Windows 8 and Windows 10 Home for professional use (NowMD, 2017). These system hardware requirements will be helpful for the organization in performing the accounting and different organizations operations. In addition, the MD is entirely supported by Remote Desktop Services which is also known as Terminal Services in the Windows Server operating system. Therefore, it company can establish the fully innovated and advanced technology it its AIS/ERP to support the management processes. Furthermore, the different software features that are essential as system requirements are discussed as below: It is essential for an organization to check properly that the established system is able to generate automated transaction, billing, invoices, printing, credit and processing in the selected software package (Peschard et al., 2013). The automated system will be able to carry out the IT investment objectives of the organization therefore it important to establish automated system to manage all financial activities. Core Accounting Features: The organization should consider that the established accounting software is able to generate account receivable, account payable, audit trial, general ledger, drill down and expenses management for better financial decisions. In present time, these accounting features are essential for an organization to manage business account with accuracy. Fixed asset features: There are different types of fixed asset features such as depreciation tracking, split asset and RFID tracking that are essential for an organization to consider in software. Apart from this, the software should be functionally considered by the organization to execute inventory management practices in effective manner. Hence, it is essential for an organization to establish fixed asset feature for effective inventory management practices. Tax features: In corporate sector there are different types of taxes such as sales tax, VAT and excise duty that are paid by the companies. Therefore, the tax feature is essential tool for established IT system to perform the accounting functions in effective manner. These features are essential in a software package to maintain financial transactions according legal rules and regulations of account. On behalf of this feature the required information will be helpful for the management to take appropriate financial decisions. Reporting features: The established accounting software should be able to produce balance sheet, cash flow statement, budgeting, custom report, sales report, PL account and depreciation automatically with accuracy. These features will be supportive for the management to produce overall financial report for business decisions and achieve the IT investment objectives in dynamic manner. Security feature: It is essential for an organization to secure its data related to business operations. In this concern it is analyzed that the established software should be secure and protect the financial data from hackers. Software and vendor selection In is analyzed that ERP (Enterprise Resource Planning) is an electronic and valuable tool for the organizations, which may impact on overall business activities. In this regard, to manage several business activities such planning, purchasing, research development, supply chain management, marketing and sales it is essential to select an appropriate software and vendor. On the basis of above analysis it is observed that the company can use SAP vendor in order to establish accounting software (Tullous and Utecht, 2011). It a beneficial vendor for Sigma Healthcare Ltd due to a wide range of accounting features in compare to other vendors. In other words, the SAP vendor offers a wide range of accounting features and enterprise resource planning such as business intelligence module, account receivable, budgeting and resource modules for the organization. In addition, the SAP vendor include the features of procurement module, supply chain management module, manufacturing module and social media that creates it importance for the organization. Furthermore, it is analyzed that the SAP vendor is a better accounting solution for both medium and large size organizations therefore it is advantageous for Sigma Healthcare Ltd in obtaining accounting goals and objectives. In this regard, the SAP vendor covers different areas of an organization in order to assist several accounting and human resource services so that the organization can select this software package to obtain objectives. Apart from this, an organization can cover different industry sectors such as banking, finance, aerospace, defense, education, consumer services, information technology, telecommunication, insurance retail and entertainment. Therefore, this software package can make an organizations operational activities effective in different areas which may increase the organizational performance in effective manner. Besides, the SAP vendor offers different support system to provide effective consumer services through email, live chat, brochures, phone and online platform. Therefore, it is analyzed that the Sap is an effective and fast procedure of making relation and contact with the target customers at lower cost. As well as, the organization can lessen its sales cost and time with increasing the cash flow. It is also analyzed that the SAP vendor is helpful in reducing the borrowed cost and delivery time with increasing the investment potentials. Hence, selection of SAP vendor and accounting software is helpful for the organization in increasing overall productivity and considerable in saving cost of operational activities. Ways which companies or organizations can utilize to improve business efficiencies There are different ways that that can be utilized by the organizations to improve the business efficiencies. These ways are described as below: Improve communication at the workplace: In the competitive business environment, it is essential for each organization to improve the way of communication at workplace. In this concern, it is analyzed that the management of the organization should communicate with its employees face to face get their views and opinions freely (Patterson, 2015). This communication process will be helpful for the employees to generate confidence and motivate to do work hard. Therefore, it is an effective way of improving business efficiencies. Inspire through Gamification: It is an effective for the organization through which an organization can motivate its employees in different way. Regular company meetings: It is essential for an organization to organize regular meetings with its team members to discuss on generating issues at the workplace. On the basis of discussion in meetings the management will be able to take business decision related to development of products and services as well as beneficial decisions for the employees. Provide opportunities for skills development: In the competitive business environment it is essential to provide the opportunities of developing skills for the employees. These opportunities will encourage the employees to perform their duties in effective way, which will lead to higher performance of the organization. In this regard, the organization should involve different appraisal programs for the employees to develop their skills and better opportunities. For this the management can implement training programs for the employees and create more opportunities to provide new responsibilities as the employees have abilities to contribute in in organizations competitiveness. Develop helpful processes at the workplace: By developing a helpful process at the workplace the organization will be able to develop the employees capabilities. In this regard, it is analyzed that in the helpful processes each of the employees will feel free and able to ask to each in difficult situations and also feel confident to do work in better way. Therefore, it is an effective way for the organization to develop the business efficiencies. Provide helpful technology at the workplace: In the growing competitive business environment it is essential for an organization to invest on employee resources. The organizations should adopt new technologies and collaborative tools to improve the work efficiency at workplace. Level of efficiency of technology implementation In the present business era, it is essential for each organization to develop its technology at the work place for better business results. The technological implementation may improve the work efficiency of an organization. In this concern, it observed that the technology is playing huge role in developing the organizations capabilities of producing innovative products. As well as, the technology also facilitates an effective platform of communication for the organization to communicate with employees and customers. In addition, the technology connects team members within the organization to communicate with each other in effective manner. Furthermore, it is analyzed that the technology also provides automated business environment in the organization, which improves the efficiency of production at lower cost and in less time. Therefore, the technological implementation is cost and time effective for an organization. In addition the technology also provides an effective financial platform for the investors to invest in an organization as they support financial to the organizations by investing as a partner. As a result, the technological implementation is an effective way for the organization to improve the level of efficiency in the growing industry. Potential security risks and data breaches There are different types of security risks and data breaches in an organization. In the present competitive business environment, the security risks and data breaches have been increased due to different reasons (Hall and Mcgraw, 2014). These risks are described as below: Risk of theft: It is a major risk in front of the organizations that may cause of security risk and data breaches. For example, if a formal employee has grudge with the organization than the employee may leak the organizations data to its competitors to get money. Loss of any electronic tools: It is also major risk faced by the organizations in present time. Many times an individual forgets its laptops or other devices at airports and other places, which may leak the important data related to the organization. Unauthorized Access and IT hacking: In the growing technological business environment it is a big risk in front of the management. It is observed that many times the cyber attacks on an organizations information technology and hacks the important electronic data and documents. Guidelines to mitigate these risks It is essential for an organization to protect its data related to organizations strategies and other important information. In this concern, the management should create a multidisciplinary team of executive leaders to recognize security and privacy issues, disclosure practices and standardized access. In addition, the management of the organization should implement technology to prevent and detect unauthorized data to manage effectively security and privacy of data. Conclusion From the above discussion it can be concluded that Sigma Healthcare Ltd involved in different business processes such primary processes, supportive processes and management processes. As well as, it is analyzed in the technological development the organizations should implement their accounting procedures and ERP processed for better business results. Furthermore, it can also be concluded that the technology has been developed tremendously that have impacted on the business operations in great manner. References Becker, J., Kugeler, M., and Rosemann, M. (2013)Process management: a guide for the design of business processes. USA: Springer Science Business Media. Grabski, S. V., Leech, S. A., and Schmidt, P. J. 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