Advantages and Disadvantages of System Testing

Advantages and Disadvantages of System Testing Assessment and reporting are the means by which learning can be monitored and stakeholders can be informed of achievement. Its educational aspect sees results used to identify strengths and weaknesses and improve future learning, and its instrumental aspect involves grouping of students according to achievement . Parents, teachers and students are interested in its educational function, whereas external stakeholders such as governments are concerned with the instrumental aspect. Movement towards a global and digital economy has necessitated skilled and knowledgeable school leavers, crucial for Australias social and economic prosperity. Governments therefore require schools to demonstrate student achievement at acceptable levels to justify their economic support . This accountability also ensures the community understands provision of funding and services to schools . To provide this information, assessment must be undertaken on a national scale. As the information required differs to that required in the classroom, strategies for assessment differ in design, implementation and reporting. National assessment must be inexpensive, rapid and externally mandated, and results must be transparent and accessible . Herein lie the issues with national testing. Authentic assessment is becoming popular in the classroom, testing real-life experiences and practical knowledge over numerous assessment tasks. In contrast, national tests assess students on one occasion and rely on a pen-and-paper mode of deliver, leading to debate over validity. Benefits of system-wide testing Over the past 40 years, international and national testing has increased substantially. While early implementation assisted selection of students for higher education, more recent national assessment is used to evaluate curriculum implementation . As different curricula operate throughout Australia and internationally, benchmarking has been developed to facilitate comparisons between countries or students and identify strengths and weaknesses . In Australia, the National Assessment Program (NAP) incorporates annual NAP literacy and numeracy (NAPLAN), and three yearly sample assessments in science literacy, civics and citizenship, and information and communication technology literacy. Most debate surrounds NAPLAN, hence it will be discussed further. NAPLAN proceeds under direction of the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA, previously MCEETYA) and is federally funded. It was developed to test skills essential for every child to progress through school and life . Each year, all students in Years 3, 5, 7 and 9 are assessed in reading, writing, language conventions and numeracy. NAPLAN endeavours to provide data enabling Government to: analyse how well schools are performing identify schools with particular needs determine where resources are most needed to lift attainment identify best practice and innovation conduct national and international comparisons of approaches and performance develop a substantive evidence base on what works . NAPLAN claims to achieve this by collecting a breadth of information that cannot be obtained from classroom assessment. Government benefits from analysis on such large data samples: outcomes for groups including males/females, Indigenous and low socio-economic status students provide an evidence-base to inform policy development and resource allocation . Comparing individual students to others in their state, and national benchmarks provides detailed information for teachers to inform future learning. Individual students can also be mapped over time, to identify areas of improvement or those requiring intervention. In addition, national testing assists students moving schools in that it allows immediate identification of their learning level by their new school . Strict guidelines surround reporting of results to ensure benefits are gained. The Government have committed to ensuring that public reporting: focuses on improving performance and student outcomes is both locally and nationally relevant is timely, consistent and comparable . If NAPLANs implementation follows these guidelines, it will provide great benefit to Australia. However in these early stages of implementation, it is important to consider the troubled experiences of other countries regarding national testing. Lessons to be learnt National assessment was introduced in England in 1992 to establish national targets for education. Students are assessed at ages 7 and 11 in English and mathematics, and at 14 also in science . The no child left behind legislation was implemented in the USA in 2001 to reduce the disparity between high and low ends of student achievement, focussing on literacy and numeracy. Students are assessed yearly between Year 3 and 8, and once between Year 9 and 12. Results are analysed on the basis of socioeconomic and ethnic background, and published as school league tables by the media. Federal funding is linked to school performance . The common issues with both cases will be discussed below. Being a topical issue, the majority of literature on national testing is highly biased towards the authors opinion. However if or when these effects occur, they have the capacity to negatively impact on students. As such, they also need to be considered within the Australian context. Narrowing of the curriculum With funding linked to success, teachers are obliged to ensure students achieve the best result possible in assessed subjects, and can end up teaching to the test. Those teachers who produce successful students using this strategy are rewarded, deepening the problem . Within assessed subjects, increased class time is spent teaching students to take tests and increasing focus on tested areas, leading to reduced emphasis on skills such as creativity and higher order thinking . Furthermore, time spent on subjects not tested is reduced in preference for those that are. This type of teaching has been labelled defensive pedagogy and leads to narrowing of the curriculum . Excluding low-achieving students Reports suggest that some low-performing students are excluded from enrolment or suspended during testing to improve school performance . In one example, students with low scores were prevented from re-enrolling, but were officially labelled as having withdrawn . Compounding this effect, successful schools then have further power to choose students, leading to a widening gap between low and high performing schools; in direct opposition to the reasons for implementing national assessment . disregarding high-achieving students High-achieving students can also be adversely affected, as many results are reported only as percentage achieving benchmarks. Priority is therefore given to students just below benchmarks to ensure they reach them . This has been described as developing cookie-cutter students, all with similar skills . In doing this, students achieving above benchmarks are not challenged, reducing motivation and causing disengagement. Lowered self-esteem In one study, for the three years after national testing was implemented student self-esteem was significantly reduced compared to students the previous two years. Furthermore, attainment in national tests correlated with self-esteem, suggesting that both pressure of testing and the students achievement can influence self-esteem . Increased drop-out rates When compared to schools of similar socio-economic background but without national testing, a significant increase in Year 8-10 students dropping out of school was observed . This may be linked to pressure to suspend students or reduced self-esteem and motivation associated with high-stakes testing. Reporting of league tables National testing results are often reported as league tables, presenting average scores allowing direct comparison between schools. However, results tend to reflect socio-economic status rather than true achievement, and the depiction of schools as successes or failures leads to even further inequity between socio-economic groups . Importantly, the tables give no information as to the cause of low achievement or means for improvement , and therefore do not fulfil their intended purpose. Recent trends have seen publication of value-added data, adjusted for socio-economic status , however the methods of calculation are not explicit, hence their benefit is debatable. disparity from classroom assessment Classroom assessment has become increasingly authentic, with students being assessed on real-world tasks , giving them the best possible chance of demonstrating knowledge and skills. The use of national testing opposes this model, assessing students on one single occasion and leaving teachers uncertain as to appropriate pedagogy. Results obtained during classroom inspections of authentic styles of assessment have been shown to differ to those from national testing , leading to questioning over validity. Ensuring reliability and validity in Australia The issues described above need to be considered to ensure reliability and validity of national testing in the Australian context. Reliability Reliability refers to consistency of assessment, where results should be the same irrespective of when, where and how the assessment was taken and marked . The primary issue is marking consistency throughout Australia. Information technology facilitates accurate marking of simple answers, and Newton suggests computer-based scoring algorithms for constructed responses also improve reliability. Moderation ensures all assessors use the same strategies, and marking by more than one person may also improve reliability. Moderation also assists in maintaining threshold levels over time . Validity Validity refers to the assessment testing what it was designed to test. Construct validity: assessment is relevant, meaningful and fair and provides accurate information about student knowledge Content validity: assessment is linked to a specific curriculum outcome Consequential validity: assessment does not result in a specific group of students consistently performing poorly Concurrent validity: students receive similar results for similar tasks . Debate arises over the capacity of national assessment to demonstrate real-world tasks in meaningful contexts, or deep thinking and problem solving . With diverse cultural and language backgrounds, Australian students bring to school a variety of experiences and beliefs and demonstrate learning differently. The single occasion, pen and paper style delivery of national testing does not capture this diversity and can lead to anxiety . This is evident particularly for students from Indigenous and low socioeconomic backgrounds. One teacher suggested that the assessment is daunting, and skills valued in their culture are not seen as relevant . The concept of silent and individual examination is foreign due to their cultural value of collaboration, and the numeracy assessments are unfair because of their low English literacy (G. Guymer, personal communication, April 2011). Much time is spent teaching students how to complete forms, reducing teaching time already limited by low attendance . The aspiration for equality in Australian education is evident. However, this evidence suggests that rather than closing the gap national testing may actually be increasing it. Reporting of results In the past, rather than publishing league tables Australia has value-added to data by grouping schools with similar characteristics, to track individual students, and identify schools in need . However, this grouping has been challenged, as each school is essentially unique . To address this, the My School website was published in 2010 (http://www.myschool.edu.au), publishing a school profile including information on staffing, facilities and financial resources. The NAPLAN results are reported for each school against national averages as well as against 60 schools with similar socio-economic characteristics throughout Australia . Using results to improve learning Despite the overwhelming negative response to national testing, it is unlikely to disappear. As such, using results to improve student learning is the best response. Some methods used successfully are described below. Diagnostic application Although not designed for the purpose, results can be used to identify strengths and weaknesses for individuals or groups of students. By analysing specific questions, common errors can be identified and inadequacies in thinking inferred . In doing so, national assessment results can be used as a formative assessment to guide future teaching. As NAPLAN is undertaken every three years, results for individual students can also be analysed over time to identify improvement or decline. Consistency of schooling Together with the National Curriculum, results from NAPLAN will ensure students receive the same schooling across Australia. This will reduce difficulty associated with students changing schools, as their achievement level will be immediately accessible. Incorporation of content in the classroom NAP assessment tasks will be based on National Curriculum content once implemented. As students will be exposed to content during class, national testing should not pose an added burden for teachers. Teachers at Ramingining School ensure all worksheets incorporate question formats similar to those on NAPLAN tests, and in primary school tests are undertaken weekly in English or mathematics under test conditions (G. Guymer B. Thomson, personal communication, April 2011). The school therefore does explicitly teach students to take the test. Allocation of funding and resources Arguably the most important outcome of national testing is to identify schools with particular needs and determine where resources are most needed to lift attainment . Appropriate distribution of funding and resources will mean NAPLAN has delivered on these promises. In turn, there should be a closing of the gap between low and high achieving schools, and a reduction in many of the issues discussed. Hopefully, implementation of the National Curriculum will support the purposes of NAPLAN, together leading to equality for young Australians.

IP addressing scenario Essay

When is it worth setting up a DHCP server for your office and how many computers would you say is the minimum amount that really justifies the work of setting up the server? Let’s first explore what DHCP is so we can understand what it does and can accurately answer the question at hand. DHCP stands for Dynamic Host Configuration Protocol and provides a mechanism for conveniently assigning network addresses and other network configuration parameters to a system upon request, usually when it is first bootstrapped or attached to the network. This is what allows you to manage the IP address of any given computer on your network from one location. Being that we ran out of addresses for IPv4 and are now basically only using borrowed addresses Maintaining the IP address for a network individually would be a huge chore for any network professional. Thankfully DHCP was invented making our job a little easier. Now the question is when is it worth setting up a DHCP server? In my opinion that would be, with anything larger than 2 computers. I am going to want to be able to manage the computers on my network from one location, my location. I am not going to want to have to get up from my desk, interrupting my current task to configure your IP address while making sure the IP address I am assigning isn’t a duplicate. This basically comes down to how much work you want to do as a network manager. Do you want to continually update and configure computers, at each individual desk, every time their IP address is released, or anytime you need to add computers to your office, or do you want to be able to do it from the comfort of your own computer? For me, I would be ok with 2 computers to maintain but any more then that and I am going to want the DHCP server set up.

Sigmund Freud’s Theory of Psychosexual Development.

| | Sigmund Freud by Max Halberstadt, 1921| | | Sigmund Freud and Jean Piaget Assignment An assignment on Sigmund Freud’s ‘Theory of Psychosexual Development'. | Class 2013, Term 1 20 February, 2013| Table of Contents Sigmund Freud1 Life history: Sigmund Freud. 1 Career and Marriage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Introduction to psychoanalysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Stages of development†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Definition of id, ego and superego†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Sigmund Freud and Jean Piaget AssignmentAn assignment on Sigmund Freud’s ‘Theory of psychosexual development and Jean Piaget’s ‘Cognitive theory of development. Life history: Sigmund Freud Sigmund Freud was a renowned Austrian neurologies, known for founding psychoanalysis. He was born Sigismund Schlomo Freud on the 6th of May 1856. Sigmund is the first of eight children and highly favoured by his Jewish Galician parents in Moravian town of Pribor (German: Freiberg in Mahren), Austrian Empire, part of the Freud, and other psychoanalysts (1922) Czeck Republic. His father, Jacob Freud (1815-1896, was a wool merchant who had fathered two children from previous marriages.Although Jacob’s family was Hassidic Jews, he did not follow this tradition. Sigmund’s mother, Amalia (nee Nathansohn), was 20 years her husband’s junior. The young couple were financial ly unwell at the time their son Sigmund was born but Amalia took solace in the fact that her son was born with a caul because she saw it as a positive omen for the boy’s future. They were living in a rented room in a blacksmith’s house at Schlossergasse 117 As a result of the Panic of 1857, Jacob lost his business and the Freud family had to move to Leipzig before settling in Vienna in 1865.Despite their financial situation, Sigmund’s education was priority to his parents resulting in him entering the Leopoldstadter Kommunal-Realgymnasium, a prominent high school when he was only nine years, where he proved to be an outstanding pupil and graduated from the Matura in 1873 with honors. He loved literature and was proficient in German, French, Italian, Spanish, English, Hebrew, Latin and Greek. It has been suggested that due to the fact that he read William Shakespeare in English throughout his life, his understanding of human psychology was derived from Shakespear e’s plays.Sigmund Freud entered the University of Vienna at age 17, intended to study law but joined the medical faculty instead, where he studied zoology under Darwinist Professor Karl Claus. He spent four weeks at Claus’s zoological research station in Trieste, dissecting hundreds of eels in an inconclusive search for their male reproductive organs. He graduated with an MD in 1881 Career and marriage Freud started his medical career in a psychiatric clinic in Vienna General Hospital, a practice owned by Theodor Meynert.He got married to Martha Bernays, the granddaughter of Isaac Bernays, a chief Rabbi in Hamburg, in 1886. The couple had six children. In 1886 Sigmund Freud resigned his hospital post and entered a private practice specializing in nervous disorders. Carl Gustav Jung, a Swiss psychotherapist and psychiatrist who founded analytical psychology Started the rumour that a romantic relationship may have developed between Freud and his sister-in-law, Minna Bern ays, who had moved in to the Freud family household at Berggasse 19 in 1896 after the death of her fiance.Some Freud scholars reckoned that there was factual basis to these rumours after a publication of a Swiss hotel log, dated 13 August 1898, showed Freud had stayed there with a woman not his wife Although this does not prove that Freud stayed at the hotel with Minna Bernays, it does confirm the part about Freud stepping out of his marital vows. Peter Gay, a Sterling professor of History Emeritus at Yale University and former director of the New York Public Library’s Center for Scholars andWriters (1997-2003), who was previously skeptical of this rumour, revised his view of the matter and concluded that an affair between Freud and Minna was possible. Based on historical investigations and contextual analysis of Freud’s writings, Peter J. Swales, a Welsh â€Å"guerilla historian of psychoanalysis†, who had written essays and letters about Sigmund Freud suggeste d that Minna became pregnant and had an abortion during their affair. Freud who initially smoked cigarette began smoking tobacco at age 24. He believed that smoking enhanced his capacity to work and that he could exercise self-control by smoking in moderation.He neglected to consider the fact that self-control cannot prevent buccal cancer, a disease he eventually suffered from. Wilhelm Fliess, a German Jewish otolaryngologist who practiced in Berlin, became concerned about the effect of smoking on his health and warned him of the same as a friend and colleague, but he remained a smoker. Freud suggested to Fliess in 1897 that addictions, including that to tobacco, were substitutes for masturbation, stating that it was â€Å"the one great habit†. Introduction to Psychoanalysis Freud became greatly influenced by the work of his friends who later became his colleagues.In October 1885, Sigmund Freud went to Paris on a fellowship to study with Jean-Martin Charcot, a renowned neurol ogist who was conducting scientific research into hypnosis. Charcot specialized in the study of hysteria and susceptibility to hypnosis, which he frequently demonstrated with patients on stage in front of an audience. Freud began using hypnosis in his clinical work at his established private practice in 1886 Freud was greatly influenced by Josef Breuer, an Austrian physician whose work laid the foundation of psychoanalysis, mentor and collaborator with Freud.Breuer used a different method of hypnosis from the French method to help his patient, a method that does not use suggestion. Freud postulated that psychoneuroses had their origins in deeply traumatic experiences that had occurred in patient’s past such as sexual molestation in early childhood (hysteria and obsessional neurosis), a formulation now known as Freud’s seduction theory. Freud and Breuer published their theories and findings in Studies in Hysteria (1895). The treatment of Anna O, a patient of Breuer, pro ved to be transformative.When interviewed Anna mentioned that talking uninhibitedly while under hypnosis caused a reduction in the severity of her symptoms as she retrieved her memories of early traumatic incidents in her life. A treatment she referred to as â€Å"talking cure†. This led Freud to eventually conclude in the course of his clinical practice that a more consistent and effective pattern of symptom relief could be achieved, without recourse to hypnosis, by encouraging patients to talk freely about their experiences. This procedure he called â€Å"free association†.Further more, he found that patients’ dreams could be fruitfully analyzed to reveal the complex structuring of unconscious material and to demonstrate the psychic action of repression, which underlay symptom formation. By 1896 Freud had done away with hypnosis all together and was using the term â€Å"psychoanalysis† to refer to his new clinical method and the theories on which it was based. In 1897, Freud argued that the repressed sexual thoughts and fantasies of early childhood were the key cause factors in neuroses, whether derived from real events in the child’s history or not.This led to the emergence of Freud’s new theory of infantile sexuality and eventually to the Oedipus complex. After much work together, Breuer ended the relationship because he felt Freud placed too much emphasis on the sexual origins of a patient’s neuroses and completely refused to consider other viewpoints. Freud continued to refine his argument and in 1900, after a serious period of self-analysis, he published The Interpretation of dreams, and then in 1901 he published another book titled The Psychopathology of Everyday Life. In 1905, he published Three Essays on the Theory of Sexuality.The great reverence given to Freud’s theories was not in evidence for some years as most of his contemporaries felt like Breuer, that his emphasis on sexuality was either scandalous or over played. Oedipus complex in psychoanalytic theory term denotes the emotions and ideas that the mind stores in the unconscious through dynamic repression, these concentrate upon a child’s desire to sexually possess his/her mother and kill his/her father. It was derived from the 5th-century BC Greek mythologic character Oedipus, who unwittingly kills his father, Laius, and marries his mother, Jocasta.Freud believed that the Oedipus complex is a desire for the mother in both sexes (he felt girls have a homosexual attraction towards their mother); a complex he believed is a universal, psychological phenomenon innate (phylogenetic) to human beings and the cause of most unconscious guilt. In the classical Freudian psychoanalytic theory, child’s identification with the same-sex parents is the successful resolution of the Oedipus complex and of the Electra complex key psychological experiences that are necessary for the development of a mature sex role and i dentity.Sigmund Freud further proposed that boys and girls experience the complexes differently: boys in a form of castration anxiety, girls in a form of penis envy; and unsuccessful resolution of the complexes might lead to neurosis, paedophilia and homosexuality. Men and women who are fixated in the Oedipal and Electra stages of their psychosexual development might be considered â€Å"mother-fixated† and â€Å"father-fixated†, which may result in an adult choosing a sexual partner who resembles their parent. Stages of development The six-stage chronology of Sigmund Freud’s theoretic evolution of the Oedipus complex is: Stage 1. 897 – 1909. After his father’s death in 1896, and having seen the play Oedipus Rex, by Sophocles, Freud begins using the term â€Å"Oedipus†. Stage 2. 1909 -1914. Proposes that Oedipal desire is the â€Å"nuclear complex† of all neuroses; first usage of â€Å"Oedipus complex† in 1910. Stage 3. 1914 â⠂¬â€œ 1918. Considers paternal and maternal incest. Stage 4. 1919 – 1926. Complete Oedipus complex; identification and bisexuality are conceptually evident in later works. Stage 5. 1926 – 1931. Applies the Oedipal theory to religion and custom. Stage 6. 1931 – 1938.Investigates the â€Å"feminine Oedipus attitude† and â€Å"negative Oedipus complex†; later the â€Å"Electra complex†. Definition of id, ego and superego Id, ego and super-ego are the three parts of the psychic apparatus defined in Freud’s structural model of the psyche; they are the three theoretical constructs in terms of whose activity and interaction mental life is described. According to this model, the id is the set of uncoordinated instinctual trends. The ego is the organized, realistic part and the super-ego comprises that organized part of the personality structure mainly but not entirely unconscious, that includes the individual’s ego ideals, piritual goa ls, and the psychic agency or conscience that criticizes and prohibits his or her drives, fantasy, feeling, and action through guilt. Oedipus and Oedipus complex: Otto Rank behind the Sphinx, by Gustave Moreau (1864) Worth mentioning is an article on Sigmund found on About. com education by Kendra Cherry, She writes â€Å"Psychology’s most famous figure is also one of the most influential and controversial thinkers of the twentieth century. Sigmund Freud’s work and theories helped shape our views of childhood, personality, memory, sexuality and therapy. His work is relevant in all areas of development. I am thrilled to find that his work is related to childhood development, perhaps not as well rounded and child focused as Maria Montessori’s interest which is solely on all aspect of child progressive development. Bibliography Sigmund Freud, Wikipedia. Wikimedia Foundation. 20 Feb. 2013. ;en. wikipedia. org;. Sigmund Freud. biography. 20 Feb. 2013. Bio. true stor y. ;www. biography. com; Kendra Cherry, About. com education. 20 Feb 2013. ;about. com;

Nike- Huma Resources Essay - 1220 Words

It all started with a simple handshake between two running geeks in Eugene, Oregon and now they own the worlds most competitive sports and fitness company. The Pacific Northwest is Nikes hometown but like so many ambitious souls, they have expanded their horizons to every part of the world. Nike has two headquarters; it’s World Headquarters in Oregon and its European Headquarters in The Netherlands. Those two running geeks are Bill Bowerman and Phil Knight. The long lived business partnership began in 1962 as Blue Ribbon Sports (BRS). Their first year sales were $8,000 and every year after proceeded to increase. In 1972 they changed their company name to Nike. The word Nike comes from the Greek winged goddess of victory. They have†¦show more content†¦They review the index in seasonal planning, which takes place three times a year. They regularly gauge their progress and compete with one another (as well as work with one another) on sustainability issues. Their third vision is to support young people with their rights to sports and physical activity. They see real value in physical fitness, and see its impact on mental and physical health. Their efforts to engage young people in sport and physical activity will push them in new directions and will help to view sports as a tool for positive social change. This can be a method of breaking down cultural barriers and bringing people together on the level of the playing field. nbsp;nbsp;nbsp;nbsp;nbsp; Nike’s organizational structure consists of Chairman, Philip H. Knight, President, CEO, and Director William D. Perez, VP and CFO Donald W. Blair. They have employed Nike employees, around 23,000 people worldwide. If you include manufacturers, retailers, shippers and service providers, nearly one million people help bring Nike to athletes everywhere Nike has established a very â€Å"campus† like environment for their employees. It is very likely to see soccer games, runners or any other type of sports occurring outside of the Nike headquarters building. Nike encourages its employees to work out during their shift and provides sports activities throughout the day. It allows employees to mixShow MoreRelatedEssay on Anti Globalization3397 Words   |  14 Pages Large corporations with international undertakings stand accused of social injustice, unfair working conditions (including slave labor wages, living and working conditions), as well as lack of concern for environment, mismanagement of natural resources, and ecological damage. However, protest objectives extend beyond the claimed corporate impropriety. Multinational economic institutions, such as the World Trade Organization, the World Bank, and the International Monetary Fund, are seen as establishingRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesUnderstanding Work Teams 307 Communication 335 Leadership 367 Power and Politics 411 Conflict and Negotiation 445 Foundations of Organization Structure 479 v vi BRIEF CONTENTS 4 The Organization System 16 Organizational Culture 511 17 Human Resource Policies and Practices 543 18 Organizational Change and Stress Management 577 Appendix A Research in Organizational Behavior Comprehensive Cases Indexes Glindex 637 663 616 623 Contents Preface xxii 1 1 Introduction What