Big Bang essays

Big Bang essays Every since scientists came up with an idea of how the universe started and was created, through the Big Bang, there has always been discussion and questioning on what the universe was, before it was created. Was there nothing because there was no time and no God, or was there something we havent discovered yet. Over the past decades, several scientists have theorized on life before the Big Bang, and have come up with these theories: Brane Theory, String Theory, and Inflation theory/Eternal Inflation. Although these theories tell of how the Big Bang started, it does not really explain the universe before the time before the Big Bang era, and how everything needed to start the Big Bang was placed/formed in that before the universe place. Many theories are a revision of an old theory, such as the case with the Brane theory and the String Theory. The String Theory and the Brane Theory both do not explain how matter got there to create the Big Bang. The String Theory says that the universe consists of tiny loops of strings that can form matter. According to this theory, the Big Bang may be a transition from a previously shrinking universe that has reached it smallest size and has begun to expand again. This may be true, but it does not tell us how these strings came to place and how the shrinking universe got there. The Brane Theory is a modification, where membranes which can create matter float around in a five dimension megaverse, and if they collide, it could start the Big Bang. The Inflation theory and the Eternal Inflation are related, in that the Eternal Inflation explains how the Inflation theory would work. The Inflation theory suggests that in the universe there are Inflation bubbles which give rise to universes, and these bubbles are stretched to create universes. It suggests that this can occur several times within the same universe, therefore creating a never endin ...

Managing bullying and harassment in the workplace Research Paper

Managing bullying and harassment in the workplace - Research Paper Example 2. Discussion and Analysis Let’s give a brief discussion about bullying and harassment. Bullying based on sex, gender, race, ethnicity, color, language, cultural background, socio-economic background, physical impairment, and etcetera, comes under the concept of discrimination. For example, age discrimination includes bullying such as not selecting an old age candidate for a job posting, abusing an old employee, firing or demoting him, not providing him employee incentives, or preferring others to him when it comes to important decision-making and problem-solving. Quid pro quo is the situation in which the person’s employment status is decided based upon his response to the sexual advances by his employer. It can also be described as â€Å"do this and I’ll do that for you†. Reverse quid is the situation in which the employer behaves like â€Å"do this or I’ll do that†. This more generally involves threats and punishments. Hostile environment is the environment that results from offensiveness shown by the victim as a response to unwelcome sexual conduct from the harasser, and this situation starts hindering the victim’s job performance. ... 3. Literature Review Branch, Ramsay and Barker (2013) conducted a research on workplace bullying. They assert that researchers have long been formulating theories and explanations about bullying and harassment at workplace, especially after the emergence of the concept of school bullying. They state that although workplace bullying and harassment have become widely known aspects of organizational cultures, yet organizations face challenges in implementing management strategies to manage these. Workplace bullying and harassment not only affect the victims but also have hazardous impacts upon the bystanders. Hence, it becomes necessary for the organizations to consider all impacts of workplace bullying and harassment in order to work out such strategies that cater with the needs of not only the victims but also the bystanders. Deery, Walsh and Guest (2011) studied the effects of workplace bullying and harassment on job satisfaction. Their research sample consisted of nurses in British hospitals. They compared two types of harassment: insider harassment that came from seniors and co-workers, and outsider harassment that came from patients. They also studied the effect of anti-harassment policies on workplace environment. They concluded that the nature of bullying and harassment changed with the nature of the harasser (insider or outsider); however, anti-harassment policies were found to have a profound impact as they resulted in considerable decrease in the harassment incidents at the workplace. This research helps understand that anti-bullying and anti-harassment policies at the workplace are crucial if the aim is to reduce workplace bullying and harassment. Bentley et al.

The Cross-border Merger of Kraft and Cadbury Term Paper

The Cross-border Merger of Kraft and Cadbury - Term Paper Example An overview of the Kraft –Cadbury merger In February 2010, Cadbury gave in to Kraft’s US$ 19.7 billion takeover after a fierce battle lasting over 100 days. Kraft Foods US is a major confectionary maker. The British chocolate maker had earlier in 2009, rejected a US$ 16.4 billion hostile takeover bid from Kraft, stating that the value did not represent the intrinsic value of the Cadbury brand. Industry experts believe that the combined group is the number one in chocolate and confectionary segments, as well as the second in the high growth gum segment (Ralph & Olesseni, p.61). Cadbury had agreed for 840 pence per share which would give them a total valuation of $19 billion. Media reported that Cadbury slipped into US giant Kraft Foods and the British Prime Minister committed that the jobs in UK could be protected. It was estimated that Cadbury employees numbered more than 45000 worldwide. It was expected, Kraft Cadbury combined would generate large cost savings, enablin g Kraft to become a global market leader. The conglomeration would also generate annual sales of more than $ 50 billion. The market reaction was mixed especially from UK where the fear of job loss came up and cultural reaction was that the country’s honor namely Cadbury’s brand, had been given to US. Kraft Foods was one of the major US confectionery manufacturers with net revenue of $42 billion and operating in 150 countries as of 2008. It was founded 1903 as a cheese company by James L. Kraft (Funding Universe, 2002) and over the years established fine brands like Milka, Toblerone, Jacobs, Oscar Mayer and Oreo. Even though Kraft was able to capture US and European markets, it was the second largest food company in the world and Nestle, Switzerland continued to occupy the premier position with its brands firmly established not only in developed countries but also in developing countries. Nestle had reported a net profit of $9.55 billion with an annual turnover of $99 b illion in 2009. Next in the race for second position was Cadbury, UK with its popular brands like Dairy Milk bars, Roses chocolates, Trident gum and Halls cough drops, built over 150 years not only in UK and developed countries but also firmly established its presence in the developing countries like India, Mexico and Brazil for over 50 years. Cadbury’s revenues in 2008 stood at ?5.4billion. Kraft Foods US with an ambition to reach the top slot in the global confectionery market made a bid for $10 billion to acquire a 100% stake in Cadbury at the end of 2009. The bid was rejected outright as the market value of the share was more than ? 7 per share and Kraft Foods had to reconsider the valuation process of Cadbury and made a revised offer of around $ 19.6 billion in early 2010 over which the shareholders of Cadbury numbering over 90% consented to the acquisition. Evolution and Growth of Kraft Foods Kraft Foods Inc., the second largest food company in the world, had brands spr ead over five consumer sectors – snacks, beverages, cheese, grocery and convenient meals. Kraft Foods had strong presence worldwide and operated in150 countries as of 2008. The company had evolved from a cheese company, started by James L. Kraft in 1903. James L. Kraft had started his cheese business to relieve the grocers from travelling daily to procure cheese. The merger of Kraft – Phenix and National Dairy Products Corporation in 1930 led to the further growth of Kraft. New brands such as Miracle Whip salad dressing, Velveeta pasteurized process cheese spread, were launched and turned to be successful. Innovative advertising strategy followed by Kraft was another driving force for Kraft’s success. The company was renamed as Kraft Foods Company in 1945 and during the post war period Kraft Foods continued with its new product launches and innovative advertising. In spite of various restructuring activities, Kraft General Foods’ financial results were no t rosy. In early 1995, the three units, Kraft USA, General

Social Media Marketing Marketing Essay

Social Media Marketing Marketing Essay The rise in popularity of social networking Web sites and other social media outlets such as Facebook, Twitter, LinkedIn, and individual blogs has grown subsequently during these recent years. This literature review shall demonstrate on how the social media networks have an impact on businesses; following an introduction of what is exactly the social media marketing, secondly what are the networks for and thirdly the impact of the social networks on consumers. Some studies have been made by several researchers and authors about the impact of social media in businesses which will be evaluated in this research proposal. Social media networks are fast becoming the infrastructure of the Web as all of our personal data and connections are being aggregated into databases. The value of Facebook, Linkedin, and Twitter is part how much of our personal information they store and part how useful they can make this information for companies, advertisers, marketers, and consumers. The more information social networks know about us and our connections, the more targeted they can make their advertising and ultimately their business value (Levitt 2010). Tuten (2008) described social media as communities which include forums, virtual worlds , social news organisations, social- opinion sharing sites and social networks. In addition to this, Tuten (2008) remarkably suggested that social networks are built with a platform that enables users to create or identify profiles with the ability to interact with other members and participating in various site activities. With memberships that are growing daily and the amount of people interacting with these various sites, marketers and businesses have found a tool that can make money likewise Tuten (2008) argued that marketers in the USA spent $920 million on social network advertising which showed a net progression of businesses implementing social media into their businesses. On the other hand Bowman (2010) investigated that social media is expanding at a sophisticated business tool because it provides businesses a unique opportunity to target customers and its prospect. For instance, the mas sive social network facebook.com which has millions of subscribers is one of the most appreciated site for businesses can create fan pages on offering instructional videos to show people how their products are reliable. Further research demonstrated that social networking sites are promoting rapidly through the internet acquiring users around the world; the more quickly social networking sites grow, the more quickly they spread. It has been argued that; it is a vital source of revenue for some businesses to market their products and services for example the retail industry and as a result many advertisers have conducted consumer promotions involving social media to generate attention to and participation in their promotions; for instance (Otter 2010) suggested that some companies in the recruitment sector have placed social media in their planning, companies such as Microsoft, Roundchard and CH2M Hill have successfully achieved in implenting this process which has been cost effectiv e, faster to hire and improved candidate quality. In the UK the large retailer John Lewis has invested in a research project to monitor the consumers point of view, it is part of their strategy to develop new skills in their advertising programme; in brief The Gazette the company trade magazine quoted Social media can also help generate a buzz about product or brands(cabinet-marker.co.uk). Equally Starbucks have seek digital and social media marketing investment in their channel in the UK, their success has involved a global campaign in releasing new product online via the social networks. Starbuck`s strategy was to involve customer loyalty via facebook, the company has also planned to integrate activities across a number of iniatives including the Starbucks Card, public affairs, customer care and shared planet across social media channels with its 9million fans on facebook and 1million followers on twitter (nma.co.uk). Similarly, Twitter has reached the middle east for example Gulf Air; the Gulf Airs website gulfair.com has become the No.1 airline website in the Gulf region by number of followers on one of the most popular social media networks, this trend has enable the company to promote its image in their specific service sector on How to utilise digital and new media to reach customers, ommunities and special interest groups (gulfair.com). Nowadays employers and employees understand the power of social media networks in creating real business value and relationships with customers the press, analysts, and all other stakeholders ( Businessweek.com 2010). In addition to this, many employers have been managi marketing their personal brand together by promoting their company. It argues that employees participating in social networks have already developed a network that can help them in the long term within their development and promotion in regard to their progress in a company for future prospects.( Businessweek.com 2010) . DENNISoneil.com 410.343.9090

Revealing Okonkwos Character Through Proverbs Essay -- essays researc

In Chinua Achebe’s Things Fall Apart, Ibo proverbs reveal Okonkwo’s character, especially his ambition, self-reliance, and respect for elders.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the village of Umuofia, a belief the villagers have, is the belief in the earth, sun and rain gods. The villager’s religious values are very sacred. If one does not abide by a ritual such as bringing a little kota to an elder or friend, one does not respect. Other beliefs such as whistling at night, and creating violence in the village’s annual week of peace are meant to be a bad omen. The one who is at fault is believed to be cursed.   Ã‚  Ã‚  Ã‚  Ã‚  During one harvest, Okonkwo has had a shortage of yam seedlings, so he looks to Nwakibie and older man of the village. Nwakibie says to Okonkwo the proverb,† Eneke the bird says that since men have learned to shoot without missing, he has learned to fly without perching.†(Achebe 22) Nwakibie was reluctant to give his seeds away before because the borrower would plant the seeds and watch them rot away. The moral of the proverb is that one must learn to adapt to its environment. Okonkwo is a man of honor, and stands for a model of a hard worker, so Nwakibie has no problem lending Okonkwo 800 yam seedlings. Okonkwo has to learn from the planting season, because the weather is the worst ever for raising crops. Okonkwo must learn to adapt and protect his crop. He must make rings of thick sisal leaves to place around the yams. Okonkwo shows...

Role of the Learning Mentor

A 2, 500 word assignment which examines the role of the learning mentor and analyses the strategies used in supporting science, evaluating the impact on pupils’ learning. This essay will explore and evaluate the role, the responsibilities and the purpose of the learning mentor. It will highlight and review strategies used in schools today to support children’s education, assisting them to develop skills and achieve their full potential. The learning mentor has a large range of duties which require the ability to encourage social inclusion, collaborate with external agencies for specialist support and expand care to families and carers.Responsibilities also include the contribution to the assessment of pupils, the transition and pastoral care of vulnerable students and to identify and remove barriers to learning that some young people are faced with during their time in education. All of these areas will be considered and analysed. I will thoroughly examine current pract ice, theory and reflect upon my own development. Whilst examining the role of the learning mentor, I will be specifically looking at science and how it is taught and supported in schools today.My aim is to highlight the importance of the learning mentor and the impact they have on a child’s achievement and success. It will also indicate how the learning mentor’s holistic approach builds self confidence, a sense of emotional belonging and overall creates the best conditions for students to flourish academically as well as personally. Consequently, this will allow me to develop and improve my own practice and professional progression in the future. Education has not always recognised the holistic needs and development of children.However, over the years, the education system has seen a considerable amount of changes. It has been revolutionalised, transforming teaching from learning by rote to a multisensory, child centred, personalised education. This is due to many fact ors such as the development of technology, changes in society, values and attitudes, the recognition of children with additional needs and the implementation of learning mentors and support staff. So, when were learning mentors first introduced into schools and why?In 1999, as an out come from the 1997 White Paper, the Excellence in Cities (EiC) initiative was launched by the government to raise standards of attainment and was first piloted in disadvantaged, inner-city schools. As stated in Excellence in Cities: The National Evaluation of a Policy to Raise Standards in Urban Schools 2000-2003 (2005), Britain was in need of ‘inclusive schooling that recognises the different talents of all children and delivers excellence for everyone’. To achieve this objective, EiC implemented a gifted and talented programme, to provide extra support for 5-10 per cent of pupils in each school.Learning Support Units (LSU’s) were also introduced to provide intervention teaching and support programmes for difficult or vulnerable students and learning mentors were created to help students overcome educational or behaviour problems, ensuring that schools were inclusive of all. As highlighted by M. K Smith (1999) schools were able to utilise Learning Mentors for different matters according to their individuality, however the government did set out for the leaning mentor, four main objectives. These core beliefs from EiC are explained in Good Practice Guidelines for Learning Mentors (DFES 2001).Firstly, the learning mentor should have high expectations for every pupil, meeting the needs of all and taking an individualised approach to teaching and learning, ensuring barriers are removed so children can aspire regardless of the difficulties they may come up against. Barriers to opportunities could include family problems, bullying, low self esteem and poor social skills. The learning mentor must also establish good working relationships with pupils, parents, the com munity and other outside agencies.By creating a network, schools are able to work collaboratively to promote diversity, share good teaching practice and enhance performance throughout the area. The role of the learning mentor was not only introduced to improve the progress of low ability students, following a report by J. Freeman in 1998 which investigated research on the teaching and learning of high ability children, the government recognised that ‘provision for the highly able was not satisfactory’ and that children who are gifted and talented ‘have as much of an entitlement to have their needs addressed’ OFSTED (2001).Therefore, learning mentors provide extended learning opportunities to pupils to assure the prevention of a ‘glass ceiling’ that could potentially restrict performance. Besides from the objectives set out by the government, the role of the learning mentor is complex and extensive. Good Practice Guidelines for Learning Mentors (DFES 2001) makes clear that they are disciplinarians, nor classroom assistants. They are an active listener, a role model, a guide who negotiates targets and supports pupils, carers and parents whilst remaining reliable, non judgemental and realistic. R.Rose and M Doveston (2008:145) defines mentoring as ‘learning within a social context’ with learning mentors recognising ‘the necessity to ensure that students feel both comfortable with and in control of the learning process. ’ This social collaboration is clearly influenced by Vygotsky (1962) and his theory of social constructivism. A key point of Vygotskys theory is the Zone of Proximal Development (ZPD). As explain by Oakley (2004), the ZPD is the gap between a child’s actual level and the level of which the child could achieve with the guidance from an experienced adult, in this case, the learning mentor.This adult intervention can also be linked to the idea that Bruner put forward, labelling th is type of assistance as ‘scaffolding’. A concept where a more able person provides guidance and support until the learner becomes independent. When evaluating the helping relationship, G. Egan’s theory takes a holistic, person centred approach, resulting in the ability to ‘develop more options in their lives’, Egan (1990:7). The changes brought about by EiC have shaped the way education system is today, with teachers and learning mentors taking on a child centred, holistic, inclusive and personalised approach.In 2006, the Department for Education and Skills published the 2020 vision: report of the Teaching and Learning in 2020 Review presenting a vision to provide pupils with personalised learning offering a more adaptable curriculum. The 2020 vision: report of the Teaching and Learning in 2020 Review (2006:3) points out that ‘When taken as a whole across the education system, in all schools, for all pupils, we think personalising learning has the potential to transform education. ’ The Assessment for Learning Strategy 2008 explains the importance of assessment in education.It aims to ensure every child is aware of their performance and how to improve allowing them to become independent initiators of their own learning and by informing parents and carers of assessment outcomes, children are also supported at home. In schools, assessment for learning happens constantly by teachers, learning mentors, teaching assistant and peers. Examples of formative assessment are precise learning objectives, peer and self assessment and immediate verbal or written feedback. Summative assessment gives a broader view of improvement and uses standardised tests.Assessment is essential for schools to plan the next steps for pupils in order to close the gap in attainment and is vital to effective personalised teaching and learning. In 2008, OFSTED evaluated the impact of assessment for learning on inclusion identifying that it is benef icial to pupils with special educational needs (SEN), providing pupils with the opportunity to discuss, question, explore and review ‘builds an understanding of what success looks like and how to apply skills’ OFSTED (2008:21).Assessment for learning therefore clearly goes hand in hand with personalised learning allowing children, teachers, learning mentors and parents to reflect, evaluate and advance. Subsequently, as indicated by Capel and Gervis (2009: 135) when feedback is given in conjunction with praise, pupils are more motivated to continue to make effort with a positive approach to the activity. Maslow (1970) made this very argument with his hierarchy of needs theory explaining that in order to feel the need to fulfil one’s potential, other needs such as self esteem or love and belonging must be met first. Aspects of Maslow’s theory can also be seen in government frameworks used in schools. Although currently under review, Every Child Matters (2003 ) has five outcomes, areas which are central to the learning mentors work. For example for children to ‘be healthy’, the learning mentor may be involved with setting up breakfast clubs, arrange sporting activities or promote healthy dinners. As for ‘staying safe’ they might organise police visits, implement a listening room or create an anti bullying initiative.For children to ‘enjoy and achieve’ they may perhaps provide one to one intervention to support achievement, have homework clubs and offer assistance for transition. The learning mentor could also arrange community work, school council groups and circle time, giving pupils the opportunity to ‘make a positive contribution’. And to allow children to achieve economic well-being, the learning mentor may possibly organise work experience, seek career advice and work with parents and other outside agencies. As a teaching assistant, my role differs from that of the learning mentor. The responsibitlies of the teaching assistant, although still aim to support pupils to reach their full potential are not as broad at the support offered by a learning mentor and is approached from a somewhat different angle. This is highlighted in a video at teachermedia. co. uk 2 outlining the differences between these two roles. From my experience, teaching assistants are usually classroom based; however work together with teachers and learning mentors to ensure the best type of individual support can be provided for all.With experience of supporting and teaching the national curriculum in year 3, I have observed the learning and development of many children. One subject which always usually requires a range of support strategies is science. Science is not just the teaching of facts and theories. As stated in the report, Primary Science (2003), teaching science equips pupils with indispensable skills that are transferable throughout different parts of the curriculum. The report e xplains how the main aim of primary science is to ‘stimulate pupil’s curiosity in the world around them and encourage critical and creative thinking’ (2003:1).The National Curriculum (1999) sets out the statutory programme of study for science, the four main areas of teaching are, life processes and living things, physical processes, materials and their properties and scientific enquiry. For pupils to achieve in science there is a balance needed between teaching factual knowledge and the skills of scientific enquiry. For example, students must be given the opportunity to address questions scientifically, plan and carrying out experiments, build on previous knowledge and interests, evaluate and discuss ideas.The teaching of science is essential as it promotes learning across the curriculum including spiritual, moral, social and cultural development, key skills, thinking skills, communication, application of number, working with others and information technology. à ¢â‚¬ËœSuccessful Science’, a report by OFSTED (2011) found that the impact of good teaching could be seen when more practical science lessons were taught, when pupils were involved in peer and self-evaluation and when the pupils were given the opportunity to develop the skills of scientific enquiry by taking part in decision-making, discussion and research.Teaching was seen to be more engaging when the science that they were learning about had relevance to their lives and experiences. When I was asked to plan and teach block of lessons on magnets to a group of middle ability year 3 children, it was important to take into account many factors. How much science motivates children? What teaching strategies and theories to use? Would it need to be differentiated and how could I ensure progress had been made? The plan involved a range of multisensory activities such as testing magnetic materials around the school, finding the strongest magnet, watching videos, labelling the irecti ons of force. Such activities were tailored for multiple intelligences, Gardner (1983) and also exercised both right and left brain skills ensuring the engagement and motivation of both boys and girls, Cheminais (2008). The lessons had clear, precise learning objectives as research shows that this works as classical conditioning, the action of providing a lesson objective will result in the learner’s response in knowing what to expect to learn, Gange and Medker (1996). Theories that influenced the teaching strategies used include both constructivists and social constructivist teaching.For example, for the pupils to develop their scientific enquiry skills, the activities were designed to allow them to construct their own learning through experiences. This meant that by planning and carrying out an experiment to find the strongest magnets, the students gained the knowledge that the strongest magnet is not always the largest magnet. Alfrey (2003) explains that Piaget thought tha t children have to assemble their own comprehension and ‘assimilate’ from such experiences, creating mental structures called ‘schemas’.Piagetian theory views the role of the adult as someone who is to provide a rich, stimulating environment for children to naturally discover, explore and actively build their own schemas through stage appropriate activities and tasks that will eventually support assimilation and accommodation. Some aspects of social constructivist teaching methods were used in the lesson, for instance the pupils were collaboratively seeking answers, and they shared their ideas, had group discussion and developed their listening skills.During the session the children asked lots of questions, this again showed just how involved the children were and how they were actively seeking answers and explanations. Talking Science Pedagogy (2008) summarises five teaching models used in science. Direct interactive teaching was used in the lessons when t he magnets were first introduced to the children. Scientific vocabulary was taught such as north and south pole, magnetic field, attracts and repel.When the children learnt that opposites attract and the same repel, we used girls and boys to create an analogy in order to help them to picture it. During the lesson some issues did arise that could have potentially affect learning. The children had their own presumptions about magnets which lead to misconceptions. To identify these, the students were asked to discuss what they already knew about magnets, and then create a mind map with the findings. These included, ‘they stick to stuff’, ‘they stick to anything metal’ and ‘big magnets are strongest’. .

What is an organizational culture Explain both how the...

A culture is a pattern of assumptions and beliefs deeply held in common by members of an organization (Schein, 1985). Culture comprised of assumptions, values, norms and tangible signs such as artifacts of organization members, slogans, logos and observable behaviors. It is difficult to express culture distinctly but you can tell the culture of an organization by looking at the member s clothes, the arrangement of the furniture and how they communicate with each other. Different organization has different culture. Culture is vital in an organization as it laid the foundation of the organizational internal environment and it also plays a significant role in shaping managerial behavior. Organizational culture can be defined as the set of†¦show more content†¦They can do this by breaking free from their old approach and change to a new approach. For instance, Schwinn has changed its motto- Established 1895.Re-established 1994. This represent an attempt to create a new culture that reflects today s competitive environment in bicycle market. Similarly, Continental Airlines re-invented itself few years ago. The employees were taken outside the Headquarters building in Houston to watch the firm s old policies and procedures set afire. The firm s new strategy is known as Go Forward plan. This plan is to avoid people from remembering the firm s troubled past and to focus on the future. An understanding of the organizational culture is very important for many reasons. First, culture is a powerful force in the organization. It shaped the overall effectiveness and the long term success of the organization. Company s that develop a strong culture are likely to succeed. For that reason, managers need to have a clear understanding and appreciation of the importance of the organization s culture. Managers must understand the culture and then decide if the culture should be maintained and changed. Only by understanding the organization s current culture can managers take appropriate actions. Next, culture is seen as the context for control. Culture was described as facilitating control when the control system is consistent withShow MoreRelatedWhat is Organizational Culture? Explain both how the culture of an organization might evolve and why an understanding of the organizational culture is important1618 Words   |  7 PagesWhen we hear the word culture , what appear on our minds are traditions, which have lived and been practiced through the generations of a certain race, tribe or people, for examples, top-spinning and traditional wedding for the Malays. In the following paragraphs, I will be explaining what organizational culture actually is, as applied to the organizations nowadays. According to R.W. 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