Designing Discovery Learning Environments †MyAssignmenthelp.com

Question: Discuss about the Designing Discovery Learning Environments. Answer: Introduction This assignment is a discussion of the development processes in form of an implementation plan which drove the reconstruction of an Australian Tertiary College. The main consideration in this discussion is the reassessment of the technological level of the institution; as well as the pedagogy which then develops the vision statement. The tertiary Colleges vision statement provides a procedure that the institution would undertake to attain its development potential. The technological analysis involves the impacts on each and every stakeholder including the students, parents, the organization and the staff. Other aspect of analysis that would help in the determination of the level of development; brought about by the implementation of information systems include socio-ecosystem analysis. The preferred Socio-Ecosystem aspect of development happens in stages. They include: In the assignment the change levers are also determined with regards to the stakeholder alignment strategies. The last stage of development in this case is a plan associated with change management. The first aspect of IS Management is vision statement implementation. A vision statement is like a path or a roadmap to follow. In another way, it may also mean a compass point showing the direction of success. The vision of any organization focuses on the future of the same firm. The vision statement is one important factor that influences the creation of changes. On the same, this assignment is going to discuss the educational vision statement of Australian Tertiary College on the basis of the institutions pedagogy, curriculum, and mostly technological level. Regarding IS Management, the institutions vision is: Australian Tertiary College has fully integrated ICT in every bit of its educational processes. Teachers have also adopted the use of ICT devices in their educational processes (Kamboj and Singh 2015). Through such developments, the institution has been able to provide online studies. Integrated in the educational system is the HS1 system for management. Through this system the institution has been able to provide academic content both to virtual and real students. This is one system that has worked many institutions. Some of these institutions are federal governments. HS1 helps in the management of information of individuals. In our IS Management case, this system is employed by Australian Tertiary College to ensure that the information of all stakeholders of the institution is tracked and also stored properly. According to the vision statement, the system is centrally administered through twelve office areas. Such a way allows the institution to track, with a lot of ease, the students performances and the operations of the college. Analysis of Stakeholder In our study case, the stakeholders include teachers, students, the immediate community, management and the subordinate staff. Before the implementation of the information systems, the stakeholders have to come to a consensus that such systems will improve student performance. Talking of ICT integration, the institution will adopt the use of ICT teaching devices as well as management databases such as HS1 (Bingimlas 2009). On implementation, ICT will form the backbone by which students are taught on how to fight for work in the local and international markets. Such would be achieved through the employment of interactive and innovative techniques in the teaching field that would boost student performance. Some of the programs that would be implemented are computer aided designs, computer assisted instructions, and audio-visual aids. Also, as the digital age matures, the learning processes should be both digitalized and engaging (Bingimlas 2009). On the basis of management of information of the colleges stakeholders, the VMM cloud computing management platform (which is a database management system) ensures that every piece of data is safe. This platform is also important in the development of a Human Resource framework of management. The creation of an excellent and professional staff is only possible if the Australian Tertiary College develops a proper human resource framework (Roy 2012). With a proper HR (Human Resource) department, the institution will be able to hire ICT experts. On the contrary, everything depends on a proper management and administrative system (Roy 2012). In this IS Management discussion, Australian Tertiary Colleges key stakeholders that would ensure a successful implementation of the identified system is a Project Team. The activities performed by this team include rotationalization of student record forms as well as change management. With regards to the anticipation of this stakeholder analysis, the chosen team should include: Endorsement and funding approval from the Executive Committee or the board. Appointment of the management team Communication coordination and change management by an experienced project manager. IT integration and Infrastructure compatibility with the technical environment that exists since the system requires an interface. Security access levels availability Ability to handle cross campus students. Being able to resolve duplicate and merged URs. Effective Staffs Impact Statement The Payroll Cycle Each and every aspect of finance includes proper methods of payment that is managed through proper payroll cycles. Having ICT integrated into the system ensures that the management of the institution is able to monitor the payment of workers. The payment cycles have help several organizations form financial partnership platforms (Albugarni and Ahmed 2015). Before, the institutions Socio-Ecosystem was not as efficient as its level of technology. There were very few ICT devices used in the teaching and learning processes. Such lead to the need for technological advancements. During the initial stages of implementation, the institution employed the use of computers in particular levels of operation like the sector of administration (Roy 2012). By then, the institution used just one interactive board together with a few projectors to be used in particular occasions. As the need for more interactive boards, computers, projectors, and other gears for teaching arose, the institution added more. The intended goals were thus achieved. Australian Tertiary College then began offering ICT courses leading to the need for training more teachers on the pros and cons of technology. The number of students applying for ICT courses also soared. Earlier on, students would prefer doing business courses to ICT courses (Roy 2012). Australia Tertiary Colleges socio-ecosystem happens to be one that the school has well furnished classrooms with full ICT equipment. Such an achievement is in line with the vision of the school. Regarding the institutions vision, each and every classroom should have computers, interactive boards, and other ICT learning equipment. Earlier on, the institution didnt offer courses associated with ICT. However, the vision states that the future of the learning and teaching need to integrate aspects of ICT even more. Each and every course will then have to integrate ICT. ICT will have to form the backbone of every learning process. Such is to mean that more information systems would have to be employed. Changes brought be the implementation of information systems Among the myriad of changes include altering the stakeholders mentality as well as changing the framework of the organization. Regarding the framework of the organization, each and every sector need to be restructured in a way that ICT equipment are all integrated and also in full operation. Also, regarding changing the mentality of stakeholders, all the teachers have been able to change their strategies of teaching to have technology incorporated. Having technology added to the teaching practice would ensure that the learning process is made easy and interesting. Students would also learn about the importance of information systems and ICT. Teachers and parents, as stakeholders, would also have a better chance of tracking the performances and improvements of students (Kaur 2015). Still on the changes, research activities are performed now and again to have the reactions of the involved parties realized. Benchmark studies are also conducted for the purpose of determining the cons, pr os, and impacts of having ICT integrated in the education processes. A year after implementation, the school had already initiated sensitization programs that would teach on the pros and cons of integrating ICT into the institutions operational framework in terms of the academic, management and administrative aspects. However, the institution needed more interactive boards. Five years down the line, the institution acquired enough ICT equipment in form of laptops, computers, projectors, interactive boards and tablets. Also, the institution ensures that proper incentives such as government policies are employed in the facilitation of the ICT processes of learning. More ICT teachers are recruited while students interested in learning ICT course would be admitted. Ten years after the implementation of the information systems, the institution would have made several positive changes. Such changes include the introduction of online courses. Another change is the adoption of a better database management system. Such a system would be used in three main sectors. These sectors are administrative, management and academic. The management system is intended to increase operations efficiency. At this time, the school would have effectively incorporated ICT in every offered course. The application for ICT courses by students would also be massive such is due to the fact that technology would have dominated the academic processes. Change Levers and Stakeholder Alignment Those involved in the institutions educational activities are sensitized on the benefits as well as the impacts of having proper information systems as well as incorporating ICT in the teaching processes. Every stakeholder is properly informed on the requirements of global markets with regards to training of ICT experts. Such a reason ensures that the institution teaches students under international standards of management and entrepreneurial skills that are needed to make them work anywhere in the universe (Kaur 2015). It is through technology and the aspects of information systems management that several countries have been able to boost their economies. Australia, for instance, uses more than US $8 billion annually to ensure that its economic sectors are improved. Such sectors include the education segment (Kaur 2015). Australian Tertiary College has always employed government policies and incentives for proper information system management as well as the use of ICT to get protection from the law so as to avoid cyber-crimes and other computer technology associated malice (Kaur 2015). Each and every aspect highlighted in this discussion paper has been made possible by the availability of government funds. Teachers are as well given in-service training for the purpose of boosting their confidence when it comes to utilizing ICT teaching resources for such processes (Kaur 2015). The software and hardware information system resources have all been vital in the achievement of organizational goals. Since the institution in question had the capacity to implement the suggested plan through its management, maintenance of the same organizational changes is unlikely to cause any problems. Such changes have had massive impacts on the operations of the institution. In case such changes would have not been initiated, the institution wouldnt have been able to survive the current technological outlay in management aspects. On the contrary, the achievements of Australian Tertiary College depend on Team Corporation. Team corporation is whereby every stakeholder executes his or her role in processes that would ensure the sustenance of changes that are recommended (Vincent 1992). Conclusion As highlighted in the introductory part of this activity, this assignment discusses the implementation plan which leads to the development processes or rather, the reconstruction of the Australian Tertiary College. The main consideration in this discussion is the reassessment of the technological level of the institution; as well as the pedagogy which then develops the vision statement. From the Colleges vision statement, a procedure that the institution takes to attain its development potential is discussed. The technological analysis involves the impacts on each and every stakeholder including the students, parents, the organization and the staff. Other aspect of analysis that would help in the determination of the level of development; brought about by the implementation of information systems include socio-ecosystem analysis. Reference Albugarni, S Ahmed, V 2015, Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers and students.International Journal of Education and Development using Information and Communication Technology,[online]. (1). Available at: https://search.proquest.com.libraryproxy.griffith.edu.au/docview/1681507463?accountid=14543 [Accessed 26 Sep. 2017]. Bala, R 2017, Unit Guide. [online] Unitguides.mq.edu.au. Available at: https://unitguides.mq.edu.au/unit_offerings/72118/unit_guide [Accessed 26 Sep. 2017]. Bingimlas, KA 2009, Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science Technology Education,(3). Kamboj, P Singh, SK 2015, Effectiveness of Selected Teaching Strategies in Relation to the Learning Styles of Secondary School Students in India. [online]. Interchange. Available at: https://link.springer.com.libraryproxy.griffith.edu.au/article/10.1007%2Fs10780-015-9253-7 [Accessed 26 Sep. 2017]. Kaur, L 2015, Future classroom with ICT tools.Educational Quest: An International Journal of Education and Applied Social Sciences.[online]. Available at: https://search.informit.com.au.libraryproxy.griffith.edu.au/documentSummary;dn=842121265964419 [Accessed 26 Sep. 2017]. Mayer, F 2017, CET-Innovation Entrepreneurship . Sony falls back (1,3). McClendon, K Ho, T 2016, Building a Quality Assessment Process for Measuring and Documenting Student Learning. Assessment Update, (2). Messnarz, R Ekert, D 2007, Assessment-based learning systemslearning from best projects. Software Process: Improvement and Practice, (6). Open Innovation, 2003, Open Innovation :: Open Innovation Community. [online]. Openinnovation.net. Available at: https://openinnovation.net/about-2/open-innovation-definition/ [Accessed 26 Sep. 2017]. Overview of Vision and Visioning Process, 1998, Strategic Thinking In-Service materials, University of Wisconsin-Extension. Pieters, J Limbach, R Jong, T 2004, Designing discovery learning environments: process analysis and implications for designing an information system. International Journal of Learning Technology, (2). Roy, K 2012, ICT -enabled rural education in India.International Journal of Information and Education Technology,(5). Vincent, C 1992,The role of vision in the process of restructuring planning. [online] ProQuest Dissertations Theses Global.Available at: https://search.proquest.com.libraryproxy.griffith.edu.au/docview/304004872?accountid=14543 [Accessed 26 Sep. 2017]. Kerzner, R 2013, Project Management: A Systems Approach to Planning, Scheduling, and Controlling. Morris, G 2013, Reconstructing Project Management (1). O'Conchuir, D 2011, Overview of the PMBOK Guide. Overview of the PMBOK Guide (2). Portny, E 2013, Project management for dummies [online]. Available at: https://ebookcentral.proquest.com.ez.library.latrobe.edu.au/lib/latrobe/detail.action?docID=1161976 [Accessed 26 Sep. 2017] Profi222, 2017, IBM human resource practices and HRM theories: Integration of HRM theories into IBMs practices. [online]. Profi20.livejournal.com. Available at: https://profi20.livejournal.com/11631.html [Accessed 26 Sep. 2017].

William Shakespeare Essays - Shakespearean Tragedies,

William Shakespeare William Shakespeare was a great English playwright, dramatist and poet who lived during the late sixteenth and early seventeenth centuries. Shakespeare is considered to be the greatest playwright of all time. No other writer's plays have been produced so many times or read so widely in so many countries as his. Shakespeare was born to middle class parents. His father, John, was a Stratford businessman. He was a glove maker who owned a leather shop. John Shakespeare was a well known and respected man in the town. He held several important local governmental positions. William Shakespeare's mother was Mary Arden. Though she was the daughter of a local farmer, she was related to a family of considerable wealth and social ezding. Mary Arden and John Shakespeare were married in 1557. William Shakespeare was born in Stratford in 1564. He was one of eight children. The Shakespeare's were well respected prominent people. When William Shakespeare was about seven years old, he probably began attending the Stratford Grammar School with other boys of his social class. Students went to school year round attending school for nine hours a day. The teachers were strict disciplinarians. Though Shakespeare spent long hours at school, his boyhood was probably fascinating. Stratford was a lively town and during holidays, it was known to put on pageants and many popular shows. It also held several large fairs during the year. Stratford was a exciting place to live. Stratford also had fields and woods surrounding it giving William the opportunity to hunt and trap small game. The River Avon which ran through the town allowed him to fish also. Shakespeare's' poems and plays show his love of nature and rural life which reflects his childhood. On November 28, 1582, Shakespeare married Anne Hathaway of the neighboring village of Shottery. She was twenty-six, and he was only eighteen at the time. They had three children. Susana was their first and then they had twins, Hamnet and Judith. Hamnet, Shakespeare's son, died in 1596. In 1607, his daughter Susana got married. Shakespeare's other daughter, Judith, got married in 1616. In London, Shakespeare's career took off. It is believed that he may have become well known in London theatrical life by 1592. By that time, he had joined one of the city's repertory theater companies. These companies were made up of a permanent cast of actors who presented different plays week after week. The companies were commercial organizations that depended on admission from their audience. Scholars know that Shakespeare belonged to one of the most popular acting companies in London called The Lord Chamberlain's Men. Shakespeare was a leading member of the group from 1594 for the rest of his career. By 1594, at least six of Shakespeare's plays had been produced. During Shakespeare's life, there were two monarchs who ruled England. They were Henry the eighth and Elizabeth the first. Both were impressed with Shakespeare which made his name known. There is evidence that he was a member of a traveling theater group, and a schoolmaster. In 1594, he became an actor and playwright for Lord Chamberlain's Men. In 1599, he became a part owner of the prosperous Globe Theater. He also was a part owner of the Blackfriars Theater as of 1609. Shakespeare retired to Stratford in 1613 where he wrote many of his excellent plays. There are many reasons as to why William Shakespeare is so famous. He is generally considered to be both the greatest dramatist the world has ever known as well as the finest poet who has written in the English language. Many reasons can be given for Shakespeare's enormous appeal. His fame basically is from his great underezding of human nature. He was able to find universal human qualities and put them in a dramatic situation creating characters that are timeless. Yet he had the ability to create characters that are highly individual human beings. Their struggles in life are universal. Sometimes they are successful and sometimes their lives are full of pain, suffering, and failure. In addition to his underezding and realistic view of human nature, Shakespeare had a vast knowledge of a variety of subjects. These subjects include music, law, Bible, stage, art, politics, history, hunting, and sports. Shakespeare had a tremendous influence on culture and literature throughout the world. He contributed greatly to the development of the English language. Many words and phrases from Shakespeare's plays and poems have become part of our

What You Can Learn From the FHLC

What You Can Learn From the FHLC The Family History Library Catalog, the gem of the Family History Library, describes over 2 million rolls of microfilm and hundreds of thousands of books and maps. It does not contain the actual records, however, only descriptions of them - but is an important step in the digital genealogy process for learning about what records might be available for your area of interest. The records described in the Family History Library Catalog (FHLC) come from throughout the world. This catalog is also available on CD and microfiche at the Family History Library and at local Family History Centers, but to have it available for searching online is of amazing benefit. You can do much of your research from home at whatever time is convenient and, therefore, maximize your research time at your local Family History Center (FHC). To access the online version of the Family History Library Catalog go to the Familysearch homepage (www.familysearch.org) and select Library Catalog from the Library navigation tab at the top of the page. Here you are presented with the following options: Place Search - Use this option to find catalog entries about a place or for records from a place.Surname Search - Use this option to find catalog entries about records that include a specific surname, such as written family histories.Keyword Search - Use this option to find catalog entries about records that contain a certain word or phrase. You can use this to search for keywords in titles, authors, places, series, and subjects.Title Search - Use this option to find catalog entries about records that contain a certain word or combination of words in the title.Film/Fiche Search - Use a Film/Fiche Search to find the titles of items on a specific microfilm or microfiche in the Family History Library Catalog.Author Search - Use an Author Search to find the Author Details record for a person, church, society, government agency, and so forth identified as an author of a specific reference. The Author Details record lists titles linked to the author and may include notes and references.Cal l Number Search - Use a Call Number Search to find an item by its call number (the number used to locate items on the shelves in the Family History Library or the FamilySearch Center). Lets start with the place search, as this is the one that we find the most useful. The place search screen contains two boxes: PlacePart of (optional) In the first box, type the place you want to find entries for. We  would suggest that you start your search with a very specific place name, such as a city, town or county. The Family History Library contains a huge amount of information and if you search on something broad (such as a country) you will end up with too many results to wade through. The second field is optional. Since many places have the same names, you can limit your search by adding a jurisdiction (a larger geographic area that includes your search location) of the place you want to find. For example, you can add the state name in the second box after entering a county name in the first box. If you do not know the name of the jurisdiction, then just search on the location name itself. The catalog will return a list of all jurisdictions which contain that particular place name and you can then select the one which best meets your expectations. Place Search Tips Keep in mind while searching, that the names of the countries in the FHL catalog are in English, but the names of the states, provinces, regions, cities, towns and other jurisdictions are in the language of the country in which they are located. Place Search will only find the information if it is part of the place-name. For example, if we  searched for North Carolina in the above example, our results list would show places named North Carolina (there is only one - the U.S. State of N.C.), but it would not list places in North Carolina. To see places that are part of North Carolina, select View Related Places. The next screen would display all counties in North Carolina. To see the towns in one of the counties, you would click on the county, then click View Related Places again. The more specific you make your search, the shorter your lists of results will be. If you have trouble finding a specific location, dont just conclude that the catalog does not have records for that place. There are many reasons why you may be having difficulties. Before you give up your search, be sure to try the following strategies: Be sure you typed the place-name correctly.If you qualified your search with another jurisdiction, try the search again without this qualification.Search for records using a larger jurisdiction. For example, if you cannot find records for a town, search for county records. Once you locate the place for which you are looking, you will be presented with a list of places. If you qualified your search with another jurisdiction, the list should be short. If you did not qualify your search, the list may be long. If the list shows the place you want, click on the place-name to see the Place Details record. This records usually contain the following items: View Related Places  - Clicking on this button will give you a list of other places you might be interested in.Notes  - A few historical facts and details about the placeTopics  - A list of topics for which records are available that relate to the place that you are looking for. This list might include such topics as: biographies, cemeteries, census records, church records, guardianship records, history, land and property records, maps, military history, tax records, vital records, voting records, etc. To best explain what is available in the Family History Library Catalog, it is easiest to take you step-by-step through a search. Begin by doing a  place search  for Edgecombe. The only result will be for Edgecombe County, North Carolina - so next select this option. From the list of available topics for Edgecombe County, North Carolina, we are  first going to select Bible Records, as this is the first source which the Catalog Helper suggested for information on our great, great grandmothers maiden name. The next screen which comes up lists the titles and authors available for the topic which we selected. In our case, there is only one Bible Record entry listed. Topic: North Carolina, Edgecombe - Bible recordsTitles:  Bible records of early Edgecombe Williams, Ruth Smith Click on one of your result titles to learn more information. Now you are given the complete catalog entry of the title you selected. [blockquote shadeyes]Title:  Bible records of early EdgecombeStmnt.Resp.:  by Ruth Smith Williams and Margarette Glenn GriffinAuthors:  Williams, Ruth Smith (Main Author) Griffin, Margarette Glenn (Added Author)Notes:  Includes index.Subjects:  North Carolina, Edgecombe - Vital records North Carolina, Edgecombe - Bible recordsFormat:  Books/Monographs (On Fiche)Language:  EnglishPublication:  Salt Lake City: Filmed by the Genealogical Society of Utah, 1992Physical:  5 microfiche reels; 11 x 15 cm. If this title has been microfilmed, the View Film Notes button appears. Click on it to see a description of the microfilm(s) or microfiche and to obtain microfilm or microfiche numbers for ordering the film through your local Family History Center. Most items can be ordered for viewing at your local Family History Center, though a few cannot due to licensing regulations. Before ordering microfilms or microfiche, please check the Notes field for your title. Any restrictions on the use of the item will be mentioned there. [blockquote shadeyes]  Title:  Bible records of early EdgecombeAuthors:  Williams, Ruth Smith (Main Author) Griffin, Margarette Glenn (Added Author)Note:  Bible records of early EdgecombeLocation:  Film FHL US/CAN Fiche 6100369 Congratulations! Youve found it. The FHL US/CAN Fiche number in the lower right-hand corner is the number which you will need to order this film from your local family history center. Place search is probably the most useful search for the FHLC, as the librarys collection is primarily organized by location. There are several other search options open to you, however. Each of these searches has a specific purpose for which it is very useful. The searches do not allow wildcard characters (*), but do allow you to type in only part of a search term (i.e. Cri for Crisp): Surname Search A surname search is primarily used to find published family histories. It will not find surnames listed in individual microfilm records such as census records. A surname search will provide you with a list of titles of catalog entries tied to surnames that match your search and the main author for each title. Some of the published family histories are only available in book form and have not been microfilmed. Books listed in the Family History Library Catalog cannot be sent to Family History Centers. You can request that a book is microfilmed, however (ask a staff member at your FHC for help), but this may take several months if the library has to obtain copyright permission to do so. It may be faster to try to obtain the book elsewhere, such as a public library or from the publisher. Author Search This search is primarily used to find catalog entries by or about a certain person, organization, church, etc. The author search finds records which include the name you typed as the author or the subject, so it is especially useful for finding biographies and autobiographies. If you are looking for a person, type the surname in the Surname or Corporate Name box. Unless you have a very rare surname, we would also type all or part of the first name in the First Name box to help limit your search. If you are looking for an organization, type all or part of the name into the Surname or Corporate box. Film/Fiche Search Use this search to find the titles of items on a specific microfilm or microfiche. It is a very exact search and will only return the titles on the particular microfilm or microfiche number that you input. The results will include an item summary and the author for each item on the microfilm. The Film Notes may contain a more detailed description of what is on the microfilm or microfiche. To view this additional information, select the title and then click on View Film Notes. Film/Fiche search is especially useful for finding the records available on a film/fiche which is listed as a reference in Ancestral File or the IGI. We also use the film/fiche search to look for additional background on any film we plan to order because sometimes the film/fiche search will include references to other relevant microfilm numbers. Call Number Search Use this search if you know the call number of a book or other printed source (maps, periodicals, etc.) and want to learn more about what records it contains. On a book’s label, call numbers are usually printed on two or more lines. To include both lines of the call number in your search, type in the information from the top line, then a space, and then the information from the bottom line. Unlike other searches, this one is case-sensitive, so be sure to type in upper and lower case letters where appropriate. Call number search is probably the least used of all of the searches, but can still be very useful in cases where people list an item and its call number as a reference source without any indication to the information which it contains. The online Family History Library Catalog is a window to the two million plus records (print and microfilm) which the Family History Library maintains in its collection. For those of us around the world who cant easily make it to Salt Lake City, UT, it is absolutely invaluable both as an avenue for research and as a learning tool. Practice using the different searches and play around with different techniques and you may find yourself amazed at the things you find.

Employee Satisfaction and Motivation in London Retail Dissertation

Employee Satisfaction and Motivation in London Retail - Dissertation Example Table of Contents Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Table of Contents †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 1. Introduction †¦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‚¬ ¦Ã¢â‚¬ ¦. 5 1.1 Purpose of the Study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 1.2 Research Objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 1.3 Rationale for Choosing the Research Topic †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 1.4 Scope and Limitations †¦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‚¬ ¦.. 7 2. Literature Review †¦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‚¬ ¦... 8 2.1 Motivational Theories †¦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‚¬ ¦.. 9 2.1.1 Content Theories †¦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‚¬ ¦ 9 2.1.1.1 Maslow’s Hierarchy of Needs †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 9 2.1.1.2 Alderfer’s ERG Theory †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 2.1.1.3 Herzberg’s Motivator-Hygiene Theory †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ... .†¦Ã¢â‚¬ ¦.. 15 2.1.3 Summary of Theory in Practice †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15 2.2 Importance of Keeping Each Employee Motivated and Satisfied with their Work †¦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‚¬ ¦...†¦. 17 2.3 Factors that May Increase or Decrease Each Employee’s Work Satisfaction †¦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‚¬ ¦. 21 2.4 Factors that May Increase or Decrease Customer Satisfaction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 21 2.5 Strategic Ways on How Employees can be Motivated in Increasing the Quality Service They Give to the Company’s Customers †¦ 22 2.6 Theoretical Framework †¦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‚¬ ¦ 25 3. Research Methodology †¦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‚¬ ¦ 26 3.1 Research Method Design †¦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‚¬ ¦.. 26 3.2 Research Questionnaire Design †¦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‚¬ ¦ 28 3.3 Research Ethics †¦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‚¬ ¦. 29 4. Research Findings and Analysis †¦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‚¬ ¦.. 29 4.1 Part I – Demographic Profile ......................... ............................................... 29 4.2 Part II – Employees’ Work Attitude and Behaviour .................................... 31 4.3 Part III – Relationship between Dependent and Independent Variables ..... 32 5. Conclusion and Recommendations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....................†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 36 References †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 38 - 45 Appendix I – Research Survey Questionnaire

Quality Safety and Management Coursework Example | Topics and Well Written Essays - 2000 words

Quality Safety and Management - Coursework Example These regulations lay out the duties of all the stakeholders in the construction process, ranging from the clients, designers as well as, putting more emphasis on the CDM coordinator. Generally, issues pertaining construction industry have become of grave concern to the public in totality. For instance, it has been noted that there has been much discussion in the construction industry about the duties and powers that the CDM Coordinator currently has, and what changes to those powers could improve the effectiveness of the CDM Regulations to achieve their high level aims. More evidently, research has hinted that the UK construction industry suffers from numerous problems, not least of which is its reputation for not meeting clients’ needs. This paper seeks to analyze these two connotations with a view to make clear the recommendations for the issues. Research and evaluation Since the formulation of new regulations, researchers have sought to highlight the state of affairs of th e construction industry with an intention to bring into focus their perspective on the issue of challenges facing the construction industry as it stands today. With introduction of the CDM coordinator, a turn of events was expected. ... Notably, performance of the construction industry has been rated on the cost, quality and the time involved. According to Hunt, Robitaille and Villiams (2008) following fragmented nature of the industry there has been poor communication between the stakeholders involved in a construction project and the CDM coordinator. Investigations into the matter has revealed that, the changes previously established have never been implemented implying that the construction industry has been on the verge of resisting change (Crosby, 2004). It has also been established that although clients were the main parties in instigating change in the construction industry, they were rarely involved in the governance of the sector and also there was the need for proper communication between the clients and the contractors, and the coordinator (CIRIA, 1999). Rethinking Construction pointed out on the need for adoption of mechanisms that will guarantee quality and efficiency in the UK construction industry. Th ey identified the major drivers for the proposed change as committed leadership, better focus on the customer, Integration of systems and teams, having a quality driven agenda as well as, committed people (CIRIA, 1999). Another study revealed that, the output of the UK industry rose to a considerable level prompting a rise in the standards within the sector (CIRIA, 1999). According to a report by market and the chartered institute of purchasing, in spite of increased activity in the construction sector new forms of work and employment still stood at low margins (Chau and Lai, 1994). As indicated the construction purchasing managers index (CPI) stood at 50.9 mark in October, 2012

Jungian Reading Log Essay Example for Free

Jungian Reading Log Essay Both Carl Jung and Sigmund Freud are considered founders and contributors to the depth of knowledge and theory that built up psychological schools (Charet, 2000). However, Freud and Jung must not be associated with each other, as Jung made a point of rejecting the psychoanalytic community (Charet, 2000). This is due to his clear and expressed spiritual inclinations (Charet, 2000). Jung was initially part of a major triumvirate in the field of psychology, with the other two members being Sigmund Freud and Alfred Adler (Charet, 2000). However, Jung was easily separated from the other two due to his spiritual inclinations (Charet, 2000). Below are reading logs of three journal articles that discuss Jung and his theory. Stephens, B. D. (1999). The return of the prodigal: the emergence of Jungian themes in post-Freudian thought. Journal of Analytic Psychology 44, 197-220. This journal article analyzes the appearance and intertwining of two psychological principles that have been considered contradictory for the longest time (Stephens, 1999). This paper begins by the position that theories are only stories about reality of life, and they are told by people who have an opinion about how it occurs (Stephens, 1999). This article also alludes to the process of psychological story telling, which is characterized by patterns of fusion and eruption (Stephens, 1999). Freud and Jungs break in psychological theorizing occurred as far back as 1913; (Stephens, 1999). However, it is observed that these last few years had been witness to the dramatic increase in the degree of interaction between the Jungian and Freudian communities (Stephens, 1999). This theoretical and clinical interaction between the theories is found in cross-references seen in psychoanalytic journals and Jungian authors (Stephens, 1999). Stephens claims that this interaction calls for the re-examination of established theoretical assumptions and positions that would allow for the conduct of a meaningful dialogue (1999). At the same time, there are some whose position is that the emerging cross-fertilization of theories may ring about anxiety and fear, caused by being exposed tot he unknown (Stephens, 1999). Stephen relates that Jungs thoughts on reality have consistently moved, since 1913, towards being circumscribed in the subjectivist stance (1999). He engaged in the epistemological assumption that his only certainty is his personal knowledge of the inner world (Stephens, 1999). Jung participated in the formulation of the concepts called the-patient-in-the-analyst and the analytic couple (Stephens, 1999). Jung espoused the theory of mutual consciousness, wherein the patient constellates the corresponding unconscious material in the analyst (Stephens, 1999). This, in turn, leads into the inductive and reciprocal effects of this inter-penetrating psychic system (Stephens, 1999). There are some positions that post-Freudian literature is now incorporating theories from Jung, making the division between the theories of Freud and Jung disappear (Stephens, 1999). Stephens accepts the possibility that at the analytical level, these two disparate theories might come to an agreement (Stephens, 1999). However, such unification of two divergent theories is still far from becoming a total reality (Stephens, 1999). Personally and professionally, I agree in the integration of several constructs in order to create a more comprehensive take on any matter, provided that such integration is warranted by findings. Here, there are relevant stories yet to be shown, that could prove that narratives of Jung and Freud could actually meet on an agreeable plane. Morey, J. R. (2005). Winnicotts splitting headache: considering the gap between Jungian and object relations concepts. Journal of Analytic Psychology 50, 333-350. Morey follows in the steps of Stephens in tracing and observing the trend where Jung is attempted to be introduced into the broader psychoanalytic perspective, cognitive science and other academic agendas (Morey, 2005). Indeed, there are many theories that appear to be offshoots of Jungs theories, while at the same time there are also projects that are found to have been integrated into the Jungian literature Morey, J. R. (2005). Morey enumerates some examples, such as the work of Wilkinson on the mind-brain relationship and David Bradfords interest in the neuropsychology of the self, relating Wilder Penfields thoughts to Jungs theories (2005). These projects, characterized by the integration of others theories with those of Jungs, and vice versa, are results of the post-modern current (Morey, 2005). This current is observed to occur as a large pluralistic, multi-cultural dialogue that pervades different venues of culture, society, and science (Morey, 2005). This post-modern current is significantly intertwined with the process of deconstruction, where a theory, or a unitary construct is examined and torn apart, in order to being out disparate constructs that could be used, compared, and combined with other constructs in order to form a new theory (Morey, 2005). While generally, the trend with respect to Jungian psychology is that of sequestration and limitation to close followers, lately a noticeable shift in this tendency is observed and appreciated, and Jungian interpretive methods have been applied beyond the field of analytical psychology (Morey, 2005). Moreover, this process of integration is keeping up its pace with the passing of time (Morey, 2005). However, Morey cautions that the speed of theory integration might cause the loss of several fundamental qualities of Jungs thoughts (Morey, 2005). Moreys article explains in detail how Winnicott, one of the most identifiable innovators of theories on object relations, attempted to understand and apply Jungs thoughts, while at the same time trying to initiate change (Morey, 2005). Morey appreciates such an effort, because he states it allows the possibility of looking more deeply into the way that theories come together o, and vice versa (2005). He is of the position that explorations such as Winnicotts could lead to the discovery of further points of contact between Jungs thoughts and the larger psychoanalytic community (Morey, 2005). Moreover, he provides that there are also many other theories that could provide more links towards further understanding the relationship of Jungs theories to those of others (Morey, 2005). Similar to the first article, Morey describes the integration of Jung’s theories on others’, and vice versa. I am in favor of the process of deconstruction in general, and in particular when applied to psychology. I also agree with Morey that there is a need to be cautious that the process of deconstruction does not unnecessarily lose important concepts.

The Sphinx of Giza Essay -- Egypt Symbol Pyramids Sphinx Essays

The Sphinx of Giza The Sphinx of Giza is a symbol that has represented the essence of Egypt for thousands of years. The body of a lion with the head of a king comes from the Egyptian culture symbolizing strength and wisdom. The sphinx is a carved out of the living rock. Egyptologists believe that the sphinx was built in 2500 BC in the fourth dynasty. From the north side the profile of the Sphinx reveals the proportion of the body to the head. It would appear as though the head is small in proportion to the body. Because of the changing desert terrain, the body of the Sphinx has been buried several times over the past several thousand years. Most recently in 1905, the sand has been cleared away to expose the magnitude and beauty of the entirety of the Sphinx.   Ã‚  Ã‚  Ã‚  Ã‚  The sphinx is carved out of a single ridge of soft limestone 240 feet long and 66 feet high. The head was sculpted from the same stone, and the forepaws were separately made from blocks of limestone. The paws themselves are 50 feet long while the entire length is 150 feet . The head is 30 feet long and 14 feet wide. Because certain layers of the stone are softer than others, there is a high degree of erosion that has claimed the original detail of the carved figure.   Ã‚  Ã‚  Ã‚  Ã‚  The face of the Great Sphinx has been thought to be pharaoh Khafre's face Fascinatingly, the features of the face of the Sphinx has a far more striking resemblance to an older brother of Khafre, the Pharaoh Djedefre . Djedefre's short lived reign occurred just prior to the reign of Khafre. Originally it is believed that the Sphinx was painted and was quite colorful. Since then, the nose and beard have been broken away from . In between the paws of the Sphinx is a stela, now called the "Dream Stela" which is a stone slab placed vertically and inscribed with a story. The 18th Dynasty story tells of the time Thutmosis IV fell asleep under the Sphinx which was covered to the neck in sand. Thutmosis had a dream that the Sphinx spoke to him and promised that if he would free the Sphinx from the sand, Thutmosis would be destined to become king of Egypt. From Ancient Egypt ,astronomy and astrology play an inextricable part. Everything seems to have something to do with the stars, or at the very least have a close relation that is. The people who made it had the most extraordinary knowledge of the stars and the behavior o... ...hat culture and how similar it was to the older structure. The Luxor hotel and the sphinx in its entrance was built to show a different culture and theme from the rest of the hotels. Another reason why the Sphinx might have been built in Las Vegas, could be because both cities are deserts and that makes it a perfect place to build the Luxor and the Sphinx.   Ã‚  Ã‚  Ã‚  Ã‚  On the whole, both monuments are very fascinating and have special characteristics. For example, the size and design of it, the body of a Lion and Face of a Pharaoh represents the strength and power of the ruler. Both of the monuments were built for different reasons but they still represent the same culture. The sphinx in Las Vegas was built for attraction and to represent the Sphinx in Giza and to signify the Egyptian culture. It was easy to compare the two because their so much a like, and at the same time have different purposes. Looking at a Sphinx at close range is an amazing experience. It is one of the most fascinating monuments you will ever look at, the size and magnificence of it will take your breath away. So, Whenever you get the chance to see such an amazing monument do not forget to take lots of pictures.