Business Syno (2) Essay Example | Topics and Well Written Essays - 1500 words

Business Syno (2) - Essay Example Furthermore, it helped me to understand and evaluate my research and analytical skills. I came through the understanding that it is not easier to write a case study since it requires a thorough understanding of the subject matter (Academic Writing World, 2011). Case studies are generally non-interventive and empathic. Good case studies are often quite reflective (Stake, 1995). While undergoing the case study assignment, I went through several stages in order to get it done. There are different steps that I followed in order to complete the assignment within a stipulated time period. According to Cranfield Business School, there are three stages for learning the case method. They are ‘individual consideration of the case’, ‘discussion in the learning team’ and ‘discussion in the full class’ (Rosier, 1998). While conducting this case study assignment I had gone through various stages. At first, I read the cases in order to gain an overall understa nding of it. After I viewed the questions it became quite difficult for me to get the answers of the questions asked. Therefore, I thought of reading it once again. After reading it twice I got to understand what the questions exactly meant and how they could be answered. Therefore, I learnt that it is essential to read the case study twice in order to get an idea of what the case wants to reveal. My motto was to keep the reader interested in the situation. I decided to arrange for the information, come at the conclusion and reveal the readers adequate information so that they don’t have to work hard. After reading the case study, I decided to search for the related article that has been written before about my case. After having collected maximum information I was perplexed to certain extent since I didn’t know where to fit those answers. In that case I decided to sort out the relevant ones which would be useful to answer my questions. By doing this I could solve the entire question. While conducting the research work I had gone through multifarious theories. However, all theories could not be taken up for the purpose of solving the case study. Only few theories were taken into account (GTTP, 2011). The diagram below shows the stages of the process of case study Question Two I have planned to have a boundary-less career in the near future. Boundary-less career represents work life in modern organisation placing too less emphasis upon the internal boundaries. This type of careers is disconnected from a single employment setting and is segregated from the conventional organisational career arrangements (GreenHaus & Et. Al., 2009). According to my views if anyone has non assets specific skills, then they can pursue boundary-less careers. These types of skills are generally transferable to all the organisations. It is worth mentioning in this regards that the transferable skills are acquired from the colleges and the universities that can be transfe rred in employment. The transferable skills are problem solving, interpersonal skills, teamwork and general communication (Assiter, 1995). Case study analysis has helped me to integrate various transferable skills such as problem solving skills, self management skills, and communication skills and also understanding multi-cultural differences. The study also helped me to properly manage and inculcate my learning’s into application and also to manage various aspects of study module in writing the solution of

Security and Justice Essay Example | Topics and Well Written Essays - 4500 words - 1

Security and Justice - Essay Example Additionally realism beholds security studies as ‘the conditions that tend to employ force more likely, the ways that the application of force influences individuals, societies, state and the exclusive policies that states implement so as to get ready for, prevent or take part in war’ (Walt 1991: 212). The Welsh School approach considers security essentially different to traditional approaches. The School of thought describes security as emancipation (Booth 1991: 319; McDonald 2012: 43). Emancipation is understood as ‘the freeing of people (as individuals and groups) from those physical and human constraints which stop them carrying out what they would freely choose to do’ (Booth 1991: 319). These ‘physical and human constrains’ are not defined deterministically but are somewhat context-specific (McDonald 2012: 48). In comparison to a realist understanding of security, the Welsh School provides a standardized outline that people are supposed to be the referent objects of security established against the state because the moral intent of the state is to oblige a social contract and preserve its population. The two different conceptualizations of security stated above demonstrate how security is judged because there is no consensus on what the expression stands for. Both make convincing yet differing statements about what security means. Consequently, there is no available description of the term that is sensitive to the way security can be perceived or performed by all players. The Welsh School has expressly criticized the realist perception of security. Realists see the state as the principal player in world politics and hence comprehend security to be concerned with the defense of the state (Carnesale and Nacht 1976: 2; Walt 1991: 213). Welsh School scholars oppose this view, arguing that the fundamental role of the state is not to protect itself but to impose a social contract and shield its population especially since the state is offered