Great Train Robbery Essay Example for Free

Great Train Robbery Essay Henry Hill, the character of Martin Scorsese’s film Goodfellas (1990), used to say: â€Å"As far back as I can remember, Ive always wanted to be a gangster† . The reason of the crime films and gagnster icons being of success with a public partly lies in this sublimated desire of an ordinary man to be as powerful, energetic, and famous as the criminals commemorated in mass-media. Rafter (2000, p. 3) explained the popularity of the genre by its fictional possibilities: [†¦] crime films offer us contradictory sorts of satisfaction: the reality of what we fear to be true and the fantasy of overcoming that reality; the pleasure of entering the realm of the forbidden and illicit and the security of rejecting or escaping that realm in the end. The crime film is traditionally associated with the American tradition of the early twentieth century, when romantic tales about heroes conquering promising spaces of the New World prairies were superseded by the not a less romantic sagas about daring individuals conquering updated urban localities. Shadoian (2003, p. 3) referred to the crime film as a prominent context for â€Å"both forming and reflecting the American imagination†. Audience has been enjoying crime movies since 1903, when Edwin S. Porter shot his Great Train Robbery. More than a hundred years of our experience with the crime film taught the public, critics, directors and producers many lessons. Shadoian (2003, p. 3) identified three reasons for the genre’s longevity: (1) â€Å"the issues it addresses have always been central to the American experience†; (2) â€Å"its formal properties have given them a clarity of outline and lucidity of exposition†; and (3) â€Å"it has been infinitely flexible in adapting itself to shifting social and cultural conditions†. But hardly is it absolutely right to emphasise the importance of the crime film for the American culture exclusively. The present dissertation analyses thirteen films made within the ‘crime movie’ context. Only six of them were produced by the USA-born directors: (1) William A. Wellman (1896 [Brookline, Massachusetts, USA] – 1975 [Los Angeles, California, USA]) – The Public Enemy (1931); (2) Raoul Walsh (1887 [New York, New York, USA] – 1980 [Simi Valley, California, USA]) – The Roaring Twenties (1939); White Heat (1949); (3) Martin Scorsese (b. 1942 [Queens, New York, USA]) – Goodfellas (1990); Gangs of New York (2002); (4) Quentin Tarantino (b. 1963 [Knoxville, Tennessee, USA]) – Pulp Fiction (1994). Though the film Brother (2000) is partially made in the United States settings, its creator is a famous Japanese director Takeshi Kitano (b. 1947 [Tokyo, Japan]). He is also responsible for another example of the crime movie, Hana-bi (aka Fireworks 1997). The other five films under analysis belong to the British directors: (1) John Boulting (1913 [Bray, Berkshire, England, UK] – 1985 [Sunningdale, Berkshire, England, UK]) – Brighton Rock (1947); (2) Mike Hodges (b. 1932 [Bristol, England, UK]) – Get Carter (1971); (3) John Mackenzie (b. 1932 [UK]) – The Long Good Friday (1980); (4) Jonathan Glazer (b. 1965 [London, England, UK]) – Sexy Beast (2000); (5) Paul McGuigan (b. 1963 [Bellshill, Scotland, UK]) – Gangster No. 1 (2000). It would be more correct to identify the reasons for the crime film being a success outside the boundaries of national mentalities. Leitch (2002) based his definition of the crime film within the conceptual context of culture rather than the national background. He (Leitch 2002, p. 14) argued that, [†¦] a crime culture [ ] depends on normalizing the unspeakable, a place where crime is both shockingly disruptive and completely normal. Crime may have different metaphorical valences in different criminal subgenres – it can demonstrate the fragility of the social contract in thrillers about innocent men on the run, attack the economic principles of the establishment in gangster films, express philosophical despair in films noirs, test masculine professionalism in private-eye films – but it is always metaphorical. Every crime in every crime film represents a larger critique of the social or institutional order – either the films critique or some characters. Finally, crime films dramatize not only the distinctive roles of criminal, victim, and avenger but also their interdependence and their interpenetration. Evidently, critics and spectators are lured to the genre by its flexibility and visualization of the concepts otherwise unseen or too repulsive to deal with in ordinary life. It is hypothesised that national mentalities affect the themes of crime movies but generic methods of the crime film depend rather on directors’ individual backgraounds rather than on their nationality.

How does Dickens Present the Criminals in Oliver Twist Essay -- GCSE En

â€Å"Oliver Twist† was written in 1838 by Charles Dickens and was originally published as a monthly magazine before being published as a novel that was subsequently read by many Victorians. It was written not only to entertain, but to raise awareness for the many issues in the society of the day related mainly to criminal activity. One of the main problems was based around the differentiation in the class of people in the Victorian era. People from the middle classes were widely known think very little of the lower classes and often considered them the evil of society. He also uses the novel to raise the issues related to the Poor Law Amendment Act of 1834 and the way that it involved sending poor or orphaned people like Oliver to ghastly overpopulated workhouses where they were poorly looked after. Dickens also fights against the negative stereotypes of criminals and prostitutes such as Nancy who eventually shows the good in herself to protect Oliver from the hands of the d eadly wrath of Bill Sikes. Although most would say Dickens is presenting the criminals as purely evil throughout the novel, characters such as Fagin and Sikes who are presented as dark creates of the criminal underworld, they do however on the very odd occasion redeem themselves with an act of good will, usually towards the boys. Fagin and Sikes, but more so Sikes are very dangerous and violent men, however Fagin is shown, along with Nancy, to have a good side within him and are given good images at parts of the novel, however Nancy’s good will proves to be her last move as her good will causes her to be brutally murdered by Sikes. This novel was written in the Victorian Era, a time when society faces many social difficulties such as industrialization, prostitu... ...edibly realistic and are well shown by the criminal’s actions and personalities in this novel. It makes me feel sympathetic for Nancy and feel strong hatred towards people like Bill and Fagin. Nancy gave up her life to protect and save the life of another human being. I find just doing that for somebody is a fantastic gesture and also takes a lot of courage. It definitely shows that individualism is bad for Britain, if Nancy followed individualism then it may have been the completely innocent Oliver that was killed or abused. He also shows that the people of Britain who are born into lower class families are not pure evil and that they definitely have much good within them. BIBLIOGRAPHY (1) http://www.scena.org/columns/lebrecht/050929-NL-twist.html Accessed 24/2/09 (2) https://www.123helpme.com/view.asp?id=37427 Accessed 5/3/09

Achievement goal theory: ‘An athlete’s motivation should always be to aim to be the best’ Essay

â€Å"Success and failure are not concrete events. They are psychological states consequent on the perception of reaching or not reaching goals† (Maehr & Nicholls, 1980. p. 228). The quality of an athlete’s sporting experience is shaped by the way in which success is defined, and by how capabilities are judged (Duda, 1993). Achievement Goal Theory (AGT) (Nicholls, 1984; 1989) outlines that people are motivated by the desire to fell competent. People can define competence and success in different ways, the main ones being ego and task orientations. Research is consistent in showing the motivational benefits of a task-orientation, either singly or in combination with an ego-orientation. In order to keep athletes involved in sport, success must mean being the best as well as task mastery and personal improvement (Duda, 1993). Drawing from past research, I will construct an essay to support the statement: ‘An athlete’s motivation should always be to aim to be the best’. I will firstly outline important tenants of AGT, in particular ego and task orientations, approach and avoidance goals, motivational climates, and TARGET guidelines. Secondly, I will use this information to provide a brief analysis of the motivational style that a coach of the Varsity rugby league team; Brent, performs, and the effects this style has on a particular 18-year-old athlete; Justin. Finally, I will describe specific theoretically based strategies that can be used by Brent, to adapt a more correct motivational atmosphere for Justin and his team. Coaches play an important role in determining the types of motivational orientations athletes perceive (Ames, 1992). Part 1: Theoretical Understanding. According to AGT (Nicholls, 1984, 1989), in achievement situations the goal of participants is to demonstrate competence or avoid demonstrating incompetence. AGT recognises at least two approaches athletes may adopt to judge their ability within a sporting context. A focus on comparing oneself to others (ego-orientated) or a focus on one’s own effort and improvement (task-orientated) Athletes, who are ego-orientated, perceive ability as limiting the effects of effort on performance (Nicholls, 1989). Here athletes show their high capacity of ability often at the expense of effort. Nicholls (1989) states that ego-orientated individuals judge their ability  relative to others, and try to demonstrate superior ability or outperform others to be satisfied. Those who are highly task-orientated use cues such as levels of effort and task completion to assess their competence, in a self-reflective manner. Here the athlete is satisfied if they perform to a level that reflects how they have mastered a task or made personal improvements (Ames, 1992). Much research points to the advantage of being task-involved when participating in sport and other achievement-related activities (Ames, 1992; Duda, 1993, 2001). Positive outcomes include health, well-being, and social and performance-related factors. When athletes report being task-oriented, they persist longer at sporting tasks, they are more engaged with their trainings, and they use more effective cognitive processing strategies (tennis). In comparison, ego-oriented goals may lead to negative outcomes, such as the tendency to drop out of sport (Duda & Balaguer, 2007). Adaptive cognitive, affective, and behavioral patterns are characteristics of task-orientated athletes as well as for those who are ego-oriented but who have high perceived competence or ability. Maladaptive patters are predicted for ego-oriented individuals who have low perceived ability (Nicholls, 1989). Athletes become predisposed to task and ego orientations because of social factors in their sport (i.e. the coach), and these orientations will subsequently influence what goal preference an athlete will adopt in a specific situation (Duda & Balaguer, 2007). Elliot (1999) & Pintrich (2000) state that task and ego goals are each divided into approach and avoidance goals. In terms of task goals, task-approach oriented athletes are interested in achieving mastery of a task; in contrast, task-avoidance oriented athletes are interested in avoiding misunderstanding the task. In terms of ego goals, ego-approach oriented athletes are interested in demonstrating that they are more competent than other athletes (i.e., have more ability than others); in contrast, performance-avoidance oriented students are interested in avoiding appearing incompetent or stupid. It is important to note that athletes can hold multiple goals simultaneously; thus, it is possible for an athlete to be both task-approach oriented and ego-approach oriented; here, this athlete  truly wants to learn and master the material but is also concerned with appearing more competent than others. The nature of the goal state (levels of task and ego-orientation) that is activated in a specific sport situation will be determined by individual preference (goal orientation) as well as situational cues (motivational climate). According to Roberts (2001) conceptions of competence are determined by both dispositional and situational factors. Research acknowledges that both students’ individual characteristics and contextual influences affect the types of goals that students adopt in various learning environments. Studies indicate that the environments in which athletes learn influence their goal orientations in important ways (Dweck, 1986; Cury, Biddle, Famose, Goudas, & Sarrazin, 1996; Spray, 2000). Whether an athlete is more task- or ego-orientated in sport depends partly on the motivational climate created by coaches. This can also be of two types: a mastery or task-oriented motivational climate, and a competitive or ego-oriented motivational climate (Ames, 1992). In this regard, athletes who have stronger ego-goal orientations are more likely to perceive an ego-oriented sport climate, whereas those with a dominant task-orientation are more likely to perceive a task-oriented motivational climate. The instructional practices that are used in trainings have an impact on the types of goal orientations that athletes adopt (Ntoumanis & Biddle, 1999) In a task-oriented motivational climate, the coach emphasises cooperation, rewards players’ effort, and ensures that everyone feels that they have clear and important roles to play on the team. When mistakes are made, the coach responds with information on how to correct the error. Here, coaches are more likely to produce athletes who are confident, coachable, willing to work hard for commonly agreed upon goals, and who enjoy their sport. In an Ego-orietated motivational climate, the coach emphasises rivalry between players, has a low tolerance for mistakes, and has favourites amongst the players. This environment has been related to athletes having greater performance anxiety and self-doubt and other behaviors which are counterproductive (Duda, & Balaguer, 2007; Ntoumanis & Biddle, 1999). In a task-orientated climate athletes experience greater enjoyment and  self-esteem, and reported less anxiety than in ego-involving climates. Athletes also report greater intrinsic motivation to play their sport when their coaches promote task involvement (Duda, & Balaguer, 2007; Ntoumanis & Biddle, 1999). Another critical area that defines the predominant motivational climate is the type of feedback given to athletes. The task-orientated climate will have responses that emphasize effort, improvement and skill mastery. The ego-involving climate will focus on the win-loss record and the athlete’s ability. In a given context, if a coach talks about and truly focuses on mastery, improvement, and self-comparisons, then athletes are likely to adopt mastery goals, and to perceive a task goal structure during training. In contrast, if a coach constantly talks about skill levels, game scores, and who is doing the best (or the worst), then athletes are likely to adopt performance goals, and perceive a performance goal structure at training. An athlete’s motivation should be to strive to be the best, but it is the perception of what is meant by ‘being the best’ that the athlete must be concerned with. Coaches can play an important role in determining what athletes perceive as being the best It is therefore important to provide the right types of goals, in the right type of motivation climate. Epstein (1989) identified that the task, authority, recognition, grouping, evaluation, and time (TARGET) structures as influential factors that can determine the motivation climate. Epstein (1989) developed a taxonomy as a way of summarising and providing order to the various dimensions. Later, Ames (1992) adopted the TARGET acronym to summarise the structures that foster a mastery motivational climate in achievement situations, and consequently, display positive patterns of behaviours in athletes. The Task (T) dimension outlines the design of the learning activities. The Authority (A) dimension refers to the type and frequency of participation in the decision-making process. The dimension of Recognition (R) concerns the use of rewards to recognise progress and achievement. The Grouping (G) dimension regards the way in which athletes are divided into groups. The  Evaluation (E) dimension involves the methods, standards, and criteria used to assess learning. The Time (T) dimension concerns the appropriateness of the time demands, the pace of instruction, and the time designated to complete tasks. This model can be used to identify and design a learning environment to help develop athletes perceived competence, enjoyment and intentions to participate. Conversely, Ego-orientated climates are created when athletes are not given varied tasks, the coach maintains authority, athletes are recoginised for their ability relative to others, homogeneous ability groups are used, evaluation is based on normative practices, and time for task’s completion is inflexible (Duda & Balaguer, 2007). The mastery TARGET structures of task, grouping, and time have shown to have the greatest positive effect on peoples activity levels (Bowler, 2009). I will now use the discussed theoretical assumptions to provide a brief analysis of the motivational style that a coach Brent employs, and the effects this style has on an athlete; Justin. Part 2: Case Study; a Brief Analysis. Justin, an athlete in Brent’s team, is not enjoying league as much as he has in the past. Justin believes it is the coaching style and team environment, which has caused this change in motivation. Brent, a rookie coach, feels that his experience he has had as a player and from having been coached himself by a number of different coaches, will lead him to be a successful coach. It is evident from the case study and from the literature that Brent’s motivational style is negatively affecting Justin’s motivation, to the point that he seems certain to drop out of the sport completely. It would advantage Brent to be more task-orientated during his coaching; he currently employs an ego-orientated motivational style. His ego-orientated motivational climate can be categorised into the six dimensions of the TARGET taxonomy (Epstein, 1989). As a dimension of (T) Task: Brent does not emphasise individual challenge or active involvement during his fitness training and he dominates conversations by explaining what he thought went wrong. As a dimension of (A) Authority: Brent does not ask for input from the team regarding training drills and he does not give the players much of a chance to give their opinions. As a dimension of (R) Recognition: Athletes are recognised for their ability relative to others during fitness sessions rather than on effort as a perceived indicator of achievement. As a dimension of Grouping (G): homogeneous groups are evident when comparing new and existing team members; there is a sense of an ‘us and them’ atmosphere. As a dimension of Evaluation (E): the coach bases evaluation on fitness levels rather than effort, with no tools to develop the progression towards individual goals. and finally as a dimension of Time (T): the time the team has for task completion is inflexible, he expects quick progression of skills and fitness, as well as this, his sessions are all planned out in advance not allowing appropriate time demands. These ego-orientated practices that Brent employs, has created a motivational climate that is of a highly ego-orientated nature. This will influence the types of goal orientations that Justin adopts. The nature of the goal state will be determined by individual preference as well as the motivational climate. Justin’s motivational preference seems also to be highly ego-orientated. There is a high chance that this is a function of Brent’s ego-orientated instructional practices (motivational climate). Justin believes that in order to be successful he has to focus comparing himself with others either during fitness training or in higher recognition situations (i.e. aiming to make national representative squads). Justin displays performance anxiety and self-doubt. He does not feel like he has been given the opportunity to improve his league skills, and is worried about losing his place on the NZ rep team. Rather than striving for task-orientated goals, he is displaying an ego-goal orientation. Another effect of having an ego-goal orientation in sport is that Justin may perceive his ability by limiting the effects of effort during trainings. This lack of effort may be the reason for his lack of game time. Justin also displays an ego-avoidance orientation; here Justin is interested in avoiding appearing incompetent. He feels the only reason he is still playing is that he would feel guilty if he did not see the season through to the end. It is still early on in the season and although things do not seem to be going well for Justin, there is still hope yet. I will know describe specific strategies that i would encourage Brent to use to structure a more  adaptive ‘motivational’ sport environment for Justin Part 2: Case Study; Strategies for a more adaptive ‘motivational’ sport environment. I believe Brent needs to reflect of the current coaching style and make changes to certain aspects, and if possible up-skill (i.e. a coaching course). In order to structure a more adaptive ‘motivational’ sport environment for Justin and his team I would encourage Brent to design strategies to enhance task-involvement. Brent could employ the TARGET (Epstein, 1989) conceptualization, which represents the six structures of the achievement context to influence his athlete’s motivation. These situational structures are assumed to be interdependent; one dimension can have direct implications on another dimension within the structure. I will now explain how Brent can structure a more adaptive motivational climate using the principals of the TARGET guidelines. As a dimension of task, Brent could provide the athletes with tools to help set self-referenced process and performance goals. For example, Brent may want to record the athletes initial and post fitness tests scores (i.e. Time it takes to run 3km) to provide athletes with individual times. Here the demand of the task is to emphasise individual challenge. This also recognises that individual ability can be a perceived indicator of achievement. As a dimension of authority, Brent could encourage input from his team by directing questions to athletes during review sessions (e.g. â€Å"how do you think we could improve on our performance from Saturday’s game†) or getting individual athletes to call out the tackle count for a set of six tackles during defensive drills. This would be a great opportunity to nominate athletes like Justin, because it provides active involvement, while also building confidence and leadership skills. As a dimension of recognition, Brent could approach each player during the training session to talk through individual strategies, progress, and evaluation. This gives individual feedback that can advantage athletes like Justin. As a dimension of grouping, Brent could use differing grouping arrangements. For example arranging groups by which state of origin team they support, what province they are from, or which position they play (i.e. a forward). By sub-dividing groups under similar characteristics can support cooperative grouping  arrangements. As a dimension of evaluation, Brent could encourage athletes to bring a notebook to training as a way of recording their own personal improvements. Brent should also acknowledge mastery of tasks and congratulate good effort rather than comparing athletes’ skill levels against each other. As a dimension of timing, Brent needs to recognise that athlete’s progress through skills and fitness at different levels, a good coach must cater for all athletes by providing optimal timing constraints. This may involve being open to training drills progressing longer or shorter than what he had planned for. By employing Epstein (1989) conceptualization of the TARGET guidelines to foster a task-involving motivational climate, athletes will experience greater confidence, enjoyment and self-esteem. Athletes will also be more intrinsically motivation to play league. An athlete’s motivation should always be to aim to be the best. It important that Brent can change his own perception of what he defines as the best from his current ego-involved definition to a more task-orientated definition. Creating this type of climate will hopefully help develop his own athletes’ perceptions of competence and enhance their sporting experience. In conclusion, this essay has outlined some specific theoretical assumptions of the achievement goal theory, and how these can be used to understand athletes’ behavioral patterns in sport. The coach-created motivational climate can play an important role in influencing athletes’ interpretation of their involvement in sport. Whether this influence is more positive or negative appears to depend on the degree to which the motivational atmosphere the coach establishes is more or less task-involving and ego-involving. I was able to assess Brent’s current motivational style using the TARGET taxonomy and its effects this style has on a athlete; Justin. Finally, I was also able to point out specific strategies of the TARGET taxonomy to help Brent create a more task-orientated motivational coaching climate. In doing so I have been able to support the statement that ‘an athlete’s motivation should always be to aim to be the best’, by acknowledging that ‘best’ can be defined from task-orientated goals. References Ames, C. (1992). Achievement goals and the classroom motivational climate. In J. L. Meece & D. H. Schunck (Eds.). Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum. Bowler, M. 2009. The influence of the TARGET motivational climate structures on pupil physical activity levels during year 9 athletics lessons. Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 2-5 September, 2009. Cury, F., Biddle, S., Famose, J., Goudas, M., Sarrazin, P. & Durand, M. (1996). Personal and situational factors influencing intrinsic motivatiuon of adolescent girls in school physical education: A structural modeling analysis, Educational Psychology, 16: 305-315. Duda, J. L. (1993) Goals: A social cognitive approach to the study of achievement motivation in sport. In R. N. Singer,M.Murphey and L. K. Tennant (eds.), Handbook of Research on Sport Psychology, pp. 421–436, New York: Macmillan. Duda, J. L. (2001). Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 129-182). Leeds: Human Kinetics. Duda, J. L., & Balaguer, I. (2007). The coach-created motivational climate. In S. Jowett & D. Lavalee (Eds.), Social psychology of sport. Champaign, IL: Human Kinetics. Dweck, C.M. (2000). Predicting participation in non-compulsory physical education: Do goal perspectives matter?. Perceptual and Motor Skills, 90: 1201-1215. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189. Epstein, J. (1989). Family structures and student motivation: A developmental perspective. In C. Ames & R. Ames (Eds.). Research on motivation in Education, Vol. 3. New York, Academic Press. Maehr, M. L. and Nicholls, J. G. (1980) ‘Culture and achievement motivation: A second look’. In N.Warren (ed.), Studies in Cross-cultural Psychology, Vol. II, pp. 221–267, New York: Academic Press. Nicholls, J. G. (1989). The competitive ethos and democratic education. London: Harvard University Press. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 97, 328-346. Ntoumanis, N., & Biddle, S. J. H. (1999). A review of motivational climate in physical activity. Journal of Sports Sciences, 17(8), 643-665. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.  Boekaerts, P. R. Pintrich, and Zeidner, M. (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press. Roberts, G. C. (2001). Understanding the dynamics of motivation in physical activity: the influence of achievement goals on motivational process. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 1-50). Champaign, IL: Human Kinetics. Spray, C.M. (2000). Predicting participation in non-compulsory physical education: Do goal perspectives matter? Perceptual and Motor Skills, 90: 1207-1215.

Book Review The Principles Of Scientific Management

Kettering University MFGO 659 Spring 2013 Book Report Assignment: The Principles of Scientific Management Submitted by: Alex Shuler Submitted to: Professor Rick Rantilla Date: June 5, 2013 The Principals of Scientific Management The Principles of Scientific Management is an academic essay written by Frederick Winslow Taylor in 1911. Frederick Winslow Taylor was an American mechanical engineer who sought to improve industrial efficiency and is regarded as the father of scientific management. His approach is also often referred to, as Taylor s Principles, or Taylorism. In the essay’s introduction, Frederick Winslow Taylor comes straight to the point when he explains the reason for writing the book: First, to†¦show more content†¦In addition, Taylor warned about attempting to implement parts of scientific management without accepting the whole philosophy, stating that too fast of a change was often met with trouble, strikes, and failure. The Principles of Scientific Management can be interpreted in terms of what we have been covering in the class lectures in several ways. I will discuss how the essay relates to class lectures on project cycle phases. Taylor s ideas were about studying the work and finding the best method for doing work and then training the workers in following this best method. Finding this best method is the science and management is very much responsible for finding and improving the work of the workers. So, this creates the separation of planning and execution, which is often mentioned when talking about Taylorism. In project management, this separation of planning and execution is evident in the project cycle phases. During the planning phase, the scope, aims and objectives of a project and mapping out the procedures, tasks, roles and responsibilities, are established to lay out the foundation of how the project will be performed. Once the planning phase is complete, it is expected that the execution phase will be performed with minimal error which is the same expectation for scientific management. This essay also provides the same view of project management with thoseShow MoreRelatedScientific Management Frederick Taylor Essay1287 Words   |  6 PagesScientific management is defined by (Robbins et al., 2012) as ‘an approach that involves using scientific methods to define the â€Å"one best way† for a job to be done’. Frederick W. Taylor is said to be the forefather of scientific management, during his time many people criticised Taylor and his work, however it is easy to see that many of his approaches are used in contemporary management systems. This essay will provide a review of the article ‘The Ideas of Frederick W. Taylor’, Academy of ManagementRead MoreOrganizational Studies And Management Essay1708 Words   |  7 Pages Assessment No 1 Individual Essay Dispatched by and prepared for: HRM3008 Organisational Change B.A (Hons) Business and Management (Cohort 5) October 2014 Module Submitted By: Kavita Dhawan (UON ID 14439311) INTRODUCTION Management has been proficient a long time period. Organized endeavors focused by people accountable for planning, organizing, leading, and controlling undertakings have occurred for thousands of yearsRead MoreThe Need for An Adequate Evaluation of Organization Behavior 1596 Words   |  7 Pagesnot ignore perspectives that are routinely ignored or excluded otherwise (Knights Willmott, 2007) . The first concept that is considered is Taylorism. Following by the name of Frederick Winslow Taylor the idea of scientific management theory is considered the basis of modern management (Buchanan Huczynski, 2010) . Taylor had the opportunity to monitor production in the steel industry from first hand as he was an engineer. Because of the specifics of the industry, workers had higher expertise andRead MoreFrederick W. Taylor And Human Relations Essay1274 Words   |  6 Pagesfocus on some important management approaches of Taylorism and the Human Relations School. First the central tenets of both models are outlined giving examples of how they are still applied in contemporary society. The advantages and disadvantages of scientific management theories by Taylor are discussed. This is followed by a comparison of the two theories and how management principles by Taylor were replaced by human relations school of thought. Taylorism is a management approach initiated by FrederickRead MoreManagement Theories1655 Words   |  7 PagesOrganization and Management Theories Heather Lunn-Howard HCS/514 11/3/2014 Jeani Thomas In this paper I will give an overview of four areas of management theory: Scientific Management, Human relations Theory, Bureaucracy, and administrative science. Along with some background on where each theory came from. Scientific Management Frederick Taylor, with his theories of Scientific Management, helped mold our modern management styles. In the early 1900s, FrederickRead MoreThe Five Paradigms Of Public Administration1196 Words   |  5 PagesFive paradigms of Public Administration will be discussed here to indicate that Public Administration is new unique synthesizing field. This is because many conceived that Public Administration as a discipline is an amalgam of organization theory, management science and the concept of public interest. It is now, time to time establish itself as an institutionally autonomous enterprise in colleges and universities in order to retain its social relevance and worth. Paradigm:1, The politics/Administration:Read MoreThe Industrial Era Essay1564 Words   |  7 Pages Assessment No 1 Individual Essay Dispatched by and prepared for: HRM3008 Organisational Change B.A (Hons) Business and Management (Cohort 5) October 2014 Module Submitted By: Kavita Dhawan (UON ID 14439311) INTRODUCTION Management have been in proficient from a long time period. Structured focused by researchers accountable for planning, organizing, leading, and controlling undertakings have occurred meant for centuriesRead MoreThe Theory Of Scientific Management Essay1436 Words   |  6 Pagespioneers of management gave the theory of Scientific management or what is now referred to as Taylorism. Scientific management or Taylorism refers to â€Å"a form of job design which stresses short, repetitive work cycles; detailed, prescribed task sequences; a separation of task conception from task execution; and motivation based on economic rewards.† (Huczynski Buchanan, 2013). The applicability of Scientific management to this day is a controversial topic as there is still debate whether scientific managementRead MoreOne Of The Major Factors Militating Against The Development1434 Words   |  6 Pageseffective management. A lot of solutions are being proffered by concerned and patriotic Nigerians daily to bail us out the quagmire. One of such solutions is this text entitled Modern Trends in Sports Administration and Management. It is written by Dr. Joseph Awoyinfa, a lecturer in the Department of Human Kinetics and Health Education, Faculty of Education, University of Lagos, Nigeria; a researcher and educational consultant. I was the person invited by the author and the university to review the bookRead MoreThe Ethics Of Business Management Essay1279 Words   |  6 PagesDr. Lisa Calvano, I did not have the impression that research was involved in any part of business management. After meeting with her, I learned exactly how important research is to the business management discipline. Research in business management is a systematic investigation that helps to answer complications and problems within businesses. Research in the field contributes to solid management understanding and knowledge. Information from research is usually produced by classical methods: statistical