Con Artists, and What They Do :: essays research papers

The world we live in today requires us to be good at whatever career we choose or we are not able to support ourselves. In order to be the best we can be, we usually work hard, practice our chosen field, and put forth all effort needed to make us good at what we do. There are many ways we can choose to support ourselves. Careers are varied and we have many jobs to choose from. With so many opportunities open to people today, it should be easy to select a career that gives you an honest living. We all want to trust others and hope that people are honest. This, wanting to trust, is what some people use in their chosen careers. People who use others in order to gain an income are known as con artists. To con people means to swindle, or cheat, them and being an artist means that one is very skilled at what he does so a con artist is very much capable of cheating others to make a profit.   Ã‚  Ã‚  Ã‚  Ã‚  Con artists are everywhere. They seem to sense when other are vulnerable, such as older people. Our elderly come from a time when people believed others. They truth their neighbors and friends. If they say they will do something, they mean they will do it. Our elderly are simply too trusting. It is hard for them to look another person in the eye and lie. It is hard for them to take something that does not belong to them. Unfortunately, the con artist does not have a problem with either lying to people or stealing from them. He has his chosen profession down to the art he has practiced. He is good at what he does because he works at being good at it. The con artist is an actor. He should win an Oscar for his performances. He is able to change personalities like a chameleon changes colors. The con artist can be anything he needs to be for whatever â€Å"job† he is working on at the time. He usually is a very likable person who is able to blend in with others on any occasion or any given situation. Sadly, if these swindlers had chosen to work an honest job, they probably would have been very good at what they did. It requires more planning and convincing to rip people off than it takes to work at a legitimate career.

Imitation Essay

I am not a singer or a dancer. I cannot break it down on the dance floor or sing a sweet melody. I am not one who can feel the rhythm of the music and move my body in sync with it. I cannot entice someone with the power of my voice. I am a texter. And by that definition, I am someone who has always loved communicating without speech. I can send a 160 character text message in 15 seconds or less. I can communicate all my thoughts and feelings through emoticons (smiley faces) and tlas (three letter acronyms. ) I spend a great time thinking about what acronyms I can use. Does this make since with that? How can I communicate with people faster? The way texting can create an emotion, a visual image, or create a complex fraise into four short letters. Texting is the tool of my trade. Recently I was made keenly aware of the different ways I communicate texting. I was talking to my mom when I discovered this, and observed that I was texting my mom completely different from the way I was texting my girlfriend. And I was texting my girlfriend completely different then how I was texting my friends. When I was texting my mom I was saying things like, â€Å"I don’t know. I’ll ask my teacher about it tomorrow at school,† and â€Å"I will call you when we are coming back home†-a text filled with grammatical correct writing and the forms of the English language that you are supposed t o use in an English classroom. Breaking down fraises was not a part of how I texted my mother. Just, today I observed how I text my girlfriend and I again found my differentiating of my texting. I found myself saying, â€Å"dats koo Iw2g :-P† (that’s cool. I want to go. ) My girlfriend did not see any change in my text message. And then I realized that this was because I often used the same kind of language with her, and sometimes she uses it with me. It has become a different kind of language that kind of language that relates to family talk. When I text my friends I have to use only the common tlas that everyone knows, such as idk (I don’t know), because when I use all the acronyms I know, some say that the understand eighty percent to ninety percent of it, while some people say the understand fifty percent of what I have to say. So when I spoke to my friends my language tended to be plain, simple, but also sophisticated in the way that some fraises were shorten. When my mother looked at me text my girlfriend for the first time in her life, she was completely bewildered and could not read a single line. Because of this I always thought my mother as a little slow, when it came to texting, and that she would never understand the language and the understanding of the English language that you can get from it. Fortunately, for reasons I want get into today, I realized that if all I did was text in the language that I used with my girlfriend then she would eventually learn the art of texting and how it creates a new kind of language. By hours of learning my mom, and also some of my friends, soon discovered how they could reveal their intent, their passions, their imagery, the rhythms of their speech, and the nature of their thoughts, through long tlas. I know I succeeded where it counted when my mother finished reading one of my texts and gave a reply saying â€Å"So easy to read. † I am a texter. I read, I think, I question, I text. I appreciate language.

Vaccinations and Autism - Free Essay Example

Sample details Pages: 3 Words: 1007 Downloads: 1 Date added: 2019/02/14 Category Medicine Essay Level High school Tags: Autism Essay Did you like this example? Dr. Julia A. McMillan, a noted professor with extensive background in pediatrics, who highlighted several key points in favor of thimerosal not being a causal agent of autism. Don’t waste time! Our writers will create an original "Vaccinations and Autism" essay for you Create order She noted that the recommendation that thimerosal be eliminated from vaccines for infants was made as a precaution, knowing that mercury in large doses is a neurotoxin andnot because there was evidence that the mercury used in vaccines causes neurologic damage; vaccinations on the recommended schedule for children do not contain thimerosal with the exception of some flu vaccines (or contain only a trace amount that cannot be removed after the original manufacturing process); despite public thought, many vaccines, including measles-mumps-rubella, oral polio, and the conjugated pneumococcal, never contained thimerosal; the cause (or causes) of autism is unknown (2005). In reviewing the literature surrounding a causal relationship between vaccinations and autism, this writer encountered two barriers: very little evidence supporting a causal relationship between vaccinations and autism and a lack of recent research supporting or debunking the relationship between the two. Even some of the research that may have appeared to be in favor of a causal relationship on first glance, provided inconclusive evidence to support this hypothesis or flat-out denied that vaccinations cause autism. Whereas this writer began this assignment fully invested in the idea that vaccinations play a definite role in causing autism, a level of uncertainty is now apparent due to the research cited in this report. With that being said, more research as well as consultation with professionals are needed to weigh the options and make an informed decision as it relates to consenting to childhood vaccinations. And while there may not be an all-out refusal of vaccinations, it may mean making an adjustment to the vaccination schedule where possible. To vaccinate or not to vaccinate; that is the question. In conclusion, the Centers for Disease Control and Prevention have indicated that vaccines have reduced preventable infectious diseases to an all-time low and now few people experienc e the devastating effects of measles, pertussis and other illnesses. Many of these are childhood vaccines that have contributed to a significant reduction of vaccine-preventable diseases. Yet the public wonders whether, in the absence of outbreak, vaccinations may present more of a risk than the diseases they prevent. To have a balanced view, possible side effects have to be weighed against the expected benefits of vaccination in preventing the serious complications of disease. This sentiment can be seen in the conclusion made by press reports and public discussion: that â€Å"we’ll have an answer to the question of whether thimerosal is responsible for the increase in the incidence of autism among our children only by waiting to see what happens to that incidence now that vaccines for infants are free of thimerosal† ( ) a very sobering but logical thought that may not offer a sense of satisfaction to the average person. What would help, as Parmet (2016) elaborates is for the American legal system to treat public health as a legal norm in order to maximize health benefits and minimize risk of vaccines. In short, creating of norm of honesty and forthrightness when informing the public and everyone be held accountable. REFERENCES Black, C., Kaye, J., Jick, H. (2009). Relation of childhood gastrointestinal disorders to autism: Nested case control study using data from the UK general practice research database. British Medical Journal. 325, 418-421. Cannell, J. J. (2015). Autism causes, prevention treatment: vitamin D deficiency and the explosive rise of autism spectrum disorder [E-Book Version]. Retrieved from https:// ezproxy.alfred.edu Immunization Safety and Autism, https://www.cdc.gov/ vaccinesafety/00pdf/ CDCStudiesonVaccinesandAutism.pdf. https://www.cdc.gov/vaccines/schedules/hcp/imz/child-adolescent.html Geir, M. R., Geir, D. A. (2003a). Thimerosal in childhood vaccines, neurodevelopment disorders and heart disease in the United States. Journal of American Physicians and Surgeons.8(1), 6-11. Geir, M. R., Geir, D. A. (2003b). Neurodevelopmental disorders following thimerosal-containing vaccines. Experimental Biology and Medicine. 228,660-664. Geir, M. R., Geir, D. A. (2006). A meta-analysis epidemi ological assessment of Neurodevelopmental disorders following vaccines administered from 1994 through 2000 In the United States. Neuroendocrinology Letters. 27(4), 401-413. Gerber, J., Offit, P. (2009). Vaccines and autism: A tale of shifting hypotheses. Vaccines. 48(4), 456-461. Gross, L. (2016). In search of autism’s roots. PLOS Biology. 14(9), 1-3. https://doi:10.1371/journal.pbio.2000958.g001 https://www.healthychildren.org/English/safety-prevention/immunizations/Pages/History-of- Immunizations.aspx Hiviid, A., Stellfeld, M., Wohlfahrt, J., Melbye, M. (2003). Association between thimerosal- containing vaccine and autism. Journal of the American Medical Association. 290(13), 1763-1766. Hornig, M., Briese, T., Buie, T., Bauman, M. L., Lauwers, G., Siemetzki, U., Hummel, K., Rota, P. A., Bellini, J., O’Leary, J. J., Sheils, O., Alden, E., Pickering, L., Lipkin, W. I. (2008). Lack of association between measles /virus vaccine and autism with entereopathy: A case-con trol study. PLoS ONE. 3(9), 1-8. https://www.vaccinesafety.edu/IOM-Reports.htm Madsen, K. M., Hiviid, A., Vestergaard, M., Schendel, D., Wohlfahrt, J., Thorsen, P., Olsen, J., Melbye, M. (2002). A population-based study of measles, mumps and rubella vaccination and autism. The New England Journal of Medicine. 347(19), 1477-1482. Parmet, W. (2010), Pandemics, populism, and the role of law in the H1N1 vaccine campaign. Journal of Health Politics, Policy and Law. 4,1061-1082. Parmet, W. (2016), Health: policy or law? A population-based analysis of the supreme court’s ACA cases. Journal of Health Politics, Policy and Law. 41(6), 113-153. REFERENCES Pitney, J. Jr. (2017). The politics of autism: Navigating the contested spectrum. Lanham, MD: Rowman Littlefield Pub Inc. Singh, V., Lin, s., Newell, E., Nelson, C. (2002). Abnormal measles-mumps-rubella antibodies and CNS autoimmunity in children with autism. Journal of Biomedical Science. 9, 359-364. Suryadevara, M., Handel, A., B onville, C. A., Cibula, D. A., Domachowske, J. B. (2015}. Pediatric provider vaccine hesitancy: An under-recognized obstacle to immunizing children. Vaccine. 33(48), 629-634https://www.fda.gov/BiologicsBloodVaccines/Vaccines/default.htm Wakefield, A. J., Murch, S. H. Anthony, A., Linnell, J., Casson, D., Malik, M. (1998). RETRACTED: Ileal-Lymphoid-Modular Hyperplasia, Non-Specific Colitis and Pervasive Developmental Disorder in Children. The Lancet. 351(9103), 637-641. White, E. (2014). Science, Pseudoscience, and the Frontline Practitioner: The Vaccination/Autism Debate. Journal of Evidence-Based Social Work. 11(3), 269-274. Wolff, S. (2004). The History of Autism. European Child Adolescent Psychiatry.13, 201-208.

Happy Stakeholders in Special Education

Stakeholders in special education are the people who have something at stake. First, there are the parents and the child, who have much more than success on standardized tests at stake. Parents are concerned about their children gaining the skills they need to reach independence. Students are the ones in school. Their stake includes both the things they are currently aware of, like Am I happy? and things which will only be evident when they reach maturity: Will I have the skills to go to college or find a job? The Education of All Handicapped Children Act (PL 42-142) established rights for children with handicaps. Because of the failure of public institutions to provide adequate services for children with handicaps, they gained new rights to these services. Now educational institutions, states, communities, and general education teachers have stakes in the successful delivery of services to children with disabilities. We as special educators find ourselves in the middle. Students First, of course, are the students. Keeping them happy in the present moment may make our lives easy, but denies them the challenges they need to do their best and acquire the skills they need to live independently. For a special educator the Rigor that we need to create is to align our instruction as much as possible to the standards: in most states today they are the Common Core State Standards. By following standards, we guarantee that we are laying down a foundation for future success in the curriculum, even though we may only be approximating the general education curriculum. Parents Next, of course, are parents. Parents have delegated the responsibility to act in the best interest of their children, though in some cases legal guardians or agencies may act on the childs behalf. If they believe that the Individual Education Plan (IEP) does not meet their childs needs, they have legal remedies, from asking for a due process hearing to taking the school district to court. Special educators who make the mistake of ignoring or discounting parents may be in for a rude awakening. Some parents are difficult (see Difficult Parents,) but even they usually are concerned about their childrens success. On the very, very rare occasion you will get a parent who suffers from Munchausen by Proxy Syndrome, but mostly parents seeking to get the right kind of help for their children dont know how to go about it, or they have been treated so dismissively that they will never trust a special educator. Keeping communication open with parents is the best way to have them as allies when you and their child face a really big behavioral challenge together. General Educators When the Education for All Handicapped Children was written, it established a couple of legal standards against which all programs are measured: FAPE (Free and Appropriate Public Education) and LRE (Least Restrictive Environment.) The law was based on the outcome of the PARC Vs. Pennsylvania lawsuit, which, when settled in the interest of the plaintiffs by the U.S. Supreme Court, established them as rights on the basis of the Equal Protection Clause of the 14th Amendment. Initially, children were included in the General Education program under a concept called mainstreaming which basically placed children with disabilities in general education classes and they had to sink or swim. When that proved to be unsuccessful, the inclusion model was developed. In it, a general educator will either work with the special educator in a co-teaching model, or the special educator will come into the classroom a couple times a week and provide the differentiation the students with disabilities need. When done well, it benefits both special education and general education students. When done badly it makes all stakeholders unhappy. Working with general educators in inclusive settings is generally very challenging and requires developing relationships of trust and collaboration. (see General Educators.) Administrators Generally, there are two levels of supervision. The first is the special education facilitator, coordinator, or whatever you district calls the person in this chair. Usually, they are just teachers on special assignment, and they have no real authority of the special educator. That doesnt mean they cant make your life miserable, especially if the principal is dependent on that person to see that documents are completed properly and the program is in compliance. The second level is the supervising principal. Sometimes this responsibility is delegated, but in most cases, the assistant principal defers on important matters to the principal. Either the special education coordinator or the supervising principal should serve as the LEA (Legal Education Authority) at students IEP meetings. Your principals responsibility is broader than just being sure that IEPs are written and programs are compliant. With the NCLB emphasis on testing and progress, special education students may first be viewed as a demographic rather than individuals with challenges. Your challenge is to help your students while at the same time convincing your administrator that you are making a contribution to the success of the whole school. Your Community Often we miss the fact that our final stakeholder is the community in which we live. The success of children impacts our whole community. Often the cost of educating students, especially in smaller communities like those in New England, a few children with significant disabilities can create huge expense which can challenge fragile budgets. Private residential programs can be extraordinarily expensive, and when a district so fails a child that he or she ends up in a program that can cost a quarter million dollars a year, it has a serious negative impact on a community. On the other hand, when you as an educator succeed in helping a student become independent, develop communication or in any way become more independent, you are potentially saving your community millions of dollars.

Coca Cola, The Biggest Supplier And Producer Of Carbonated...

Executive Summary Introduction Coca-Cola is the biggest supplier and producer of carbonated soft drink which are heavily known and sold all over the world. The Coca-Cola Company claims that the drink is sold in more than 200 countries worldwide. Coca-Cola are the biggest drink manufacturer in the world and because of its soaring popularity it is the most popular beverage in the world. Forbes ranks Coca-Cola as #4 on the world’s most popular brand with a brand value of $56billion as of 2015. Coca-Cola is recognised all over the world with the word ‘Coca-Cola’ being ranked the 2nd most recognised word in the world. The reason for this being Coca-Cola are an absolutely colossus organisation which operates globally selling and promoting†¦show more content†¦But again these are only some of the negative attributes acquitted to Coca-Cola. Their brand image on the other hand has a huge impact on how they represent themselves to consumers such as images associated with Coca-Cola include freedo m, youth, refreshment, fun, innovation etc. These are just some of the assumptions which come to mind when thinking of Coca-Cola’s image. On the other hand we could look at how Coca-Cola compares to its competitors both direct and indirectly through the use of a perceptual map (See Appendix 1). It is clear that Coca-Cola leads the competition in terms of quality and popularity with competition from both direct and indirect companies such as Pepsi who are their main competitors but indirect companies include Tropicana Innocent smoothies. As these are its indirect companies competing against them in the opposite and more healthy market which means Coca-Cola brand image is being damaged as it’s indirect company competition is showing them up in terms of healthy imagery as they promote to consumers healthy living whereas on the other hand Coca-Cola is known to cause the opposite of what innocent smoothies do for its consumers. Many marketing strategists often argue not to look at competition too narrowly. Research on non-comparable organisation

Death in Leamington and Devonshire Street Essay Example For Students

Death in Leamington and Devonshire Street Essay Do you agree with this assessment in the light of your reading of Death in Leamington and Devonshire Street, W.1.?  Betjemans lexis in the poem Death in Leamington exemplifies only dark and decaying imagery, expressing death itself through powerful metaphors and thus exhibiting a sombre mood which is significant in its reflection of the death of the woman. Indeed, through his diction, Betjeman is able to conjure a world himself, which is put across quite carefully to the reader in its specific detail. The poem Devonshire Street, W.1. is equally a construction of a world by carefully chosen detail. It is itself ridden with symbolism and literary contrast what with the building being personified as lofty, thus an impersonal mood is brought about, which is symbolic of the age itself and portrays a world of apparent negativity.  The death of the woman in Death in Leamington is ironic in its presence to the Nurse. As she comes to wake the woman up, she realises that she is in fact dead: a crude and lonely happening, which provides greater emphasis to the evning that the poem takes place in. Indeed, the statement the light of the evning star is an antithesis in itself, with the very dichotomy between light and dark being portrayed here, thus adding to the sense of confusion that exists in Leamington Spa. The stucco is peeling in stanza six, implying through such symbolism that there is a sense of decay, a symbolic death of both the woman and of an era, with this ambiguity only strengthening the pessimism throughout. Furthermore, as the gas in the hall is turned down, greater symbolism is created, as this has connotations of a turning down of life of a grey decay.  The very satire that exists in Chintzy, chintzy cheeriness is dark in its deeper meaning. The fact that a woman has died is anything but humorous and yet Betjeman includes such satire, perhaps to reflect upon a world in which we do not understand death for what it is a passing of life but something altogether lighter. This would indeed give meaning as to why the nurse carries on with her business-like manner as she tiptoe gently away from the scene of death, with Betjeman providing greater meaning to our obliviousness as man and woman, and the way in which we do not appreciate perhaps all that we should, thus this womans life (who is alone in the frame of such eight quatrains), is dismissed without any attention being paid to her stop of the heart . Through Betjemans purposeful diction, a reflective world in itself is hence created, which is careful in its detail. The poem Devonshire Street, W.1. uses language by Betjeman to construct a world in itself of carefully chosen detail. The door is heavy with a wrought-iron screen, which is in fact symbolic of a divide in life: a division of compassion and of emotionlessness, which cannot be reunited as this metaphorical divide is one of wrought-iron. The narrator repeats No hope, with this repetition providing emphasis to the negativity which seemingly permeates both Death in Leamington and Devonshire Street, W.1. Indeed, the adjectives merciless, cold, silly, timidly and iron all also contribute to the creation of a world that exists in the heart of London which is, again, oblivious of the needs and sorrows of others, thus a world by carefully chosen detail is in fact created by Betjeman as his lexis is greatly infused with symbolism of deeper meaning.

The Art of Japanese Management free essay sample

The art of Japanese management talks about the differences of the Eastern and Western management, and clarifies this differences by citing transnational companies and the ways they did or do solve social and cultural problems that the main management has nowadays. The book starts by sitting on the history of great western organizations like government, military and the church. Its divided in 8 chapters, but its mainly divided in 3 subjects: The 7 S framework, the japanese reflection and The American way. The first leadership concept that shows is the line of command. Contrasting with China and Japan, the occidental society evolves separately with separate influence spheres: The church was always taking care of the faith and the spiritual life of the men meanwhile the government and the commercial institutions had the role of providing the to the human beings to take care of the existence. The corporation started to growth acting as a dominant organization inside a society in this century. We will write a custom essay sample on The Art of Japanese Management or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The western world was starting to leader the rest of the world, there was no surprise that we all know as modern management was a western invention. The new professionals have the same challenges as before in time: How to efficiently administrate the organization, how to delegate responsibilities, and how to gratify and motivate the employees. The main difference between Western and Eastern organizations is that the last ones use the organizational structure and formal systems to attack these issues. In general, comparing with Western organizations, Eastern organization pays more attention on social and spiritual subjects. The ideology takes persons to achieve organizational goals, but mainly and invariably, these are based on sanctions. Today, the most important tasks like the significance of punctuality, sense of belonging, sanctions against thievery, the importance of performance at work, and the ways to solve conflicts and issues are taking by society before their members take part of a company’s task force. Most of the times eastern societies are representatively big, and most of the time matters like public, private and spiritual are so integrated that the companies take control of these type of tasks as a whole in human being. Company takes another role rater to just being transactions between work and capital. The book gives us the advice to take the best practices of the Japanese administration and to adopt it to our environment, questioning some western â€Å"truths† and some management abilities. To explain the 7 S Framework, the book describes the actions of Konosuke Matsushita, founder of Panasonic, over the management of National and other companies. To start describing the Strategy, Matsushita broke all the existing rules about convention of company names, by naming his company National instead of Matsushita. He changed the way of product commercialization by selling it directly to the stores, without intermediaries, lowering costs. Matsushita gave importance to market shares, high volumes of production generates saving on production cost allowing the company to transmit this reduced prices to their customers. The third element of the strategy was the followership, in which Matsushita didn’t create or invent products, instead, the company’s research and development imitates it but the big difference was that the company offered the same product with an attractive improvement. His best concept of research and development was to take the product, imitate it to the maximum detail and to find a better and more attractive way to offer it to the competitor. Describing organizational structure, he fixed the goal of maintain the thing small and entrepreneurial. To start growing, he organized the company into divisions. When he saw that the manager’s skill were improving, he figured out that they were preparing to be general administrators of a growing company, but the issue were that all the managers were making this progress in their abilities independent and separately. For this, he centralizes the controllership’s functions, the personnel functions, he institutionalize a central bank and the centralized all the training. Regarding Systems, Matsushita was the pioneer of the effective financial systems, and he copied the planning system from Phillips, the Dutch electronics manufacturer. The planning system consisted on that every 6 months, the managers of each division had to deliver 3 plans: The first one was a plan to 5 years, in which he stipulates all the changes that the organization or division will suffer regarding on alterations of new technologies and the environment. The second plan was a plan of to 2 years, in which stipulates how the division will translate the long term strategy in the new plant’s capacity and the new products. The third plan was the â€Å"Program for the Next Sixth Months operation period†. In this plan, the division explained month to month the sales projections, productions, incomes, inventories, accounts receivable, personnel requirements, quality control targets and capital investments. In questions of style, Matsushita was distinguee for his â€Å"hands on† approach. Matsushita understands that a manager has to effectively communicate to people down the line, telling them what he cares about. His key success has been the ability to get to the employees seven levels down and motivate him to energically pursue the organization’s objective. Another future of Matsushita‘s style was the pragmatic approach to a conflict. As in real life, there will be adjustments and its means to pull together rather to push apart. About spiritual values, Matsushita philosophy provided a basis of meaning beyond production. Matsushita was the first company in Japan to have a song and a code of values. This song was singed every day at 8:00 am al across Japan. For Matsushita, It was unthinkable that work, which occupies at least half of the day, should deny its powerful role. The firm has a inescapable responsibilities to help their employee’s themselves. The basic business principles were: â€Å"To recognize our responsibilities as industrialists, to foster progress, to promote general welfare of society, and to devote ourselves to the further development of world culture† The employee’s creed was: â€Å"Progress and development can be realized only through the combined effort and cooperation of each member of Our Company. Each of us, therefore, shall keep this idea constantly in mind as we devote ourselves to the c continuous improvement of our company†. The seven â€Å"spiritual† values were: 1. National Service Through Industry 2. Fairness 3. Harmony and Cooperation 4. Struggle for Betterment 5. Courtesy and Humility 6. Adjustment and assimilation 7. Gratitude. This values foster consistent expectations among employees in a work force continent to continent spread. Regarding Staff, Matsushita experience started with the basics of business. Every employee, whether they were engineers, accountants, or salesman, began with spending 6 months selling or working directly in a retail outlet. Also, each spends time performing routine tasks on a assembly line. The distinctiveness of the firm is that everyone that stays come to be a part of a culture with common understandings and shared values that helped to facilitate the business needs. Employees weren’t view as participating in management, but their opinions are sought. About skills, it is difficult in a Japanese organization to separate the people from the company. The most salient skills of the founder were the versatility; sometimes he was intensely hands on and sometimes distant. Matsushita seems to combine the gifts of many men. The firm’s skills emerged from the consistent ways in which the parts of the organization all join together. Its organizational structure is reinforced by its system; these gain significant support from the Matsushita style, spiritual values, and staffing policies. Human values were promoted with efficiency. Following this and through extraordinary inter consistency between strategy and skills, it is able to replicate the Matsushita model. The American way is reflected in a chapter that resembles all the managerial methods of Harold S. Geneen, which was president of International Telephone and Telegraph for over two decades. At first sight, the managerial methods implemented are good, but they were created to work only in an environment with the same variables. The comparison between Matsushita and ITT wasn’t perfect but gives us a clear perspective of how things can be done perfectly as Japans in our cultural way. Geneen’s behavior and tension he created produced and intense competitive pressures which drove the executives persistently. His method of management was traditional. There were important and interrelated elements in Geneen’s management approach where he played a central role in his management design. The unshakeable facts, which are something hard and indisputable; at minimum it is the firsthand opinion of an expert, based on the most current information. The second part revolved around a design of checks and balances using staff as parallel and independent source of information from the line and permitting overlapping delegations of authority among and between line and staff functions. The third part of Geneen’s approach was the use of large structured meetings as the focal point of his decision-making process. The fourth part was to impose of a variety of rewards and pressures to ensure his total command. Geneen created tensions between line and staff. In contrast with Matsushita, division managers were seen to lead a challenging and precarious existence, while line staff half of the time exaggerated problems to make they look good under the boss eyes. One product manager traced the source of the problem between line and staff to the bonus system, because it represented 30% or more of the salary. The problem was that putting staff on individual performance bonuses resulted in the justification of their existence. They were always trying to prove what they had done in order to look good in the reports. This created an adversary relationship with people on the line. The reward system drove that kind of behavior. Geneen meetings were interrogatory, even adversarial,. The general manager’s report had already been written and everyone assumed to have studied it, but the meetings were held to identify new problems. Part of what made Geneen’s system to work was the fear. Fear of being caught uninformed and being humiliated in meetings and of being punished. It it’s often said that positive motivations are more powerful than negative ones. Geneens personal style can also be described as attentive, committed, determined, pragmatic, and forceful and disciplined. His managerial approach had powerful effects on others, and the labels they used to characterize these patterns in his behaviors, and thus his values and beliefs, were often charged with emotion. Seven elements were used to understand better both Matsushita and ITT. Strategy belongs to a firm’s plan of action that causes it to allocate it scarce resources over time to get from where it it’s to where it wants to go. Structure refers to the way a firm is organized, whether it’s decentralized or centralized, whether it emphasizes line or staff. Structure refers on how boxes are arranged. System refers to how information moves around within the organization. Staff belongs not to staff in the line/staff senses, but to demographic characteristics of the people who live in an organization. Skills are those things which the organization and its key personnel do particularly well. Style refers to the patterns of behavior of the top executive and senior management team. Super ordinate Goals or shared values include spiritual and significant meanings and shared values of the people within an organization and refers to the overarching purposes to which an organization and its members dedicate themselves.