Organizational Culture of Google Essay - 624 Words

Organizational culture is the essence of any company. It is the way a company separates themselves from the market and especially, from their competition. According to an article in Business Insider, â€Å"Corporate culture is the personality of a company and it can’t be faked† (Schawbel, 2013, Cultural research section, para. 1). For the purpose of this paper, I will be investigating the corporate culture of Google Incorporated. Google was founded in 1998 by Larry Page and Sergey Brin who met at Stanford University in 1995 (Google Company website). What is Google’s organizational culture? Google’s organizational culture is represented in several ways which include their management structure, and their public transparency, their†¦show more content†¦In a company where the founder’s still ensure that cereal is fresh in the cafeteria, and continually solicit feedback from employees, there is a vested effort to show the value of the employees. When you couple that with a flat organizational structure which empowers the lowest of employees to make decisions, it further qualifies the organizational culture. It’s really the people that make Google the kind of company it is (Google Company Website). Google embodied this particular culture because they decided very early on that their focus would be on their employees, hence, causing them to opt for an employee-friendly culture. Google also knew they wanted to be different in their approach to everything, and surround themselves with the best people to do just that. A blogger for KISSmetrics wrote, â€Å"These interview questions may seem unnecessary to some, but they are one method Google uses to filter and find the smartest, most thoughtful candidates. If you want to run an extraordinary company, you need to hire extraordinary people.† (Bulygo, 2013, How google hires section, para. 7). An organization like Google requires a leader with a bountiful amount of inspiration. The organizational structure has very few vertical positions, so the few in those positions must be able to inspire the many that will be making decisions during the course of their work. The very natureShow MoreRelatedGoogle Organizational Culture9872 Words   |  40 Pageson an organizational environment. This investigation draws attention to several important cultural issues in business utilizing an anthropological perspective. It probes the relationship between culture and human behavior, between organizational values and organizational behavior, and identifies several effective methods for managing cultural differences that often permeate an organization’s workforce. Key words: Anthropology, culture and behavior, manage culture difference, organizational behaviorRead MoreGoogle s Organizational Structure And Organizational Culture1564 Words   |  7 PagesOrganization Structure Organizational structure is the framework around the different groups which is organized. It is like a manual that tells your organization and the customers how the organization operates and what is obtained in order to keep the business moving towards success. Structure gives the customers a clear guideline on how to proceed and binds them together. It is important to deal with structure when the organization is developing and think about the flow at the beginning whenRead MoreEssay on The CEO and Organizational Culture Profile: Google1104 Words   |  5 Pagesï » ¿ The CEO and Organizational Culture Profile: Google Strayer University BUS 520 Leadership Organization Behavior Dr. Latrice Love Cooper July 29, 2013 Description of the Organization Google, a company that originally started out of someone’s garage, has gone on to change the way of life for many across the world. Google has become a way of living for so many until terms such as â€Å"Google it† has been coin, to represent the search engine able to deliver answersRead MoreGoogle s Organizational Culture And How It Drives Employee Task Performance1788 Words   |  8 Pages Introduction Google Chrome, Google Fiber, Google Glass, Google Cars†¦ it seems Google is always one step ahead of their competition with their innovation, which has made them highly successful in today s business landscape. The purpose of this paper is to discuss Google’s organizational culture and how it drives employee task performance. To get a complete picture of how the organizational culture affects Google’s success, first look at the history of the company, followed by examining how theyRead MoreHr Intergation with Cultural873 Words   |  4 PagesHR and Integration Contribute Organizational Culture to Google, Scripps and UPS Success MSL660 Human Resource Management Billy Manning Belhaven University Dr. Adam Google over the years have developed a working relationship with HR and the organizational culture that has made them a leading competitor in their marketplace as well as a successful one. At Google one can see how organizational culture and HR strategy contributed to their success. For example, the human capital whichRead MoreGoogling Googles Organizational Culture Communications1052 Words   |  5 PagesGOOGLING GOOGLE S ORGANIZATIONAL CULTURE COMMUNICATIONS Elmer Fudwinger COM/530 COMMUNICATIONS FOR ACCOUNTANTS March 21, 2011 GOOGLING GOOGLE S ORGANIZATIONAL CULTURE COMMUNICATIONS Fortune s magazine repeatedly crowns Google as ranking in the top 5 of the 100 Best Companies to Work For. Since its beginning in 1998, what role does Google s organizational culture and communications play in this coveted achievement? Their values are proudly displayed within their company websiteRead MoreAnalyzing The Culture Of An Organisation With Which You Are Familiar?763 Words   |  4 Pagesmodels and frameworks of your choice. analyse the culture of an organisation with which you are familiar? As a business I have admire Google’s performance this company has its unique organisational culture in my opinion this company provides a model that other companies could not provide so Google is involving promote its operations which leads it to a great stage among its competitors. Here is such good example about the organizational culture in this company the most of the works are done withoutRead MoreQuestions On Organizational Theory And Behavior1459 Words   |  6 Pages COURSE: ORGANISATIONAL THEORY AND BEHAVIOR COURSE CODE: MGT 4020 INSTRUCTOR: DR. SIKALEI DAMARY GROUP ONE INTERNET EXERCISE: ORGANISATIONAL CONTEXT: DESIGN AND CULTURE MEMBERS ID NO GITATA IAN MWANGI 639068 MBEERA KEITH 641323 NDERITU SUSAN NJERI Read MoreOrganizational Culture And Corporate Social Responsibility Essay1654 Words   |  7 Pagesthis research is to create a link between Organizational Culture and Corporate Social Responsibility. The Organization Culture and the Corporate Social Responsibility affair is a subject every business talks about and I have done my research on Google analysing and finding the correlation between Corporate Social Responsibility and Organizational Culture. Google supports so many people to find information and stay alert of the news. Within couple of years Google has become the world’s number one websiteRead MoreComparing Structure And Culture Of The Same Industry Essay1202 Words   |  5 Pagesstructure and culture of two or more firms in the same industry. Which would you prefer to work for? The two firms being compared were google and apple, both firms dominate the intersection of technology and consumer access. In addition they both compete across a huge range of sub-industries such as computing software, hardware, operating systems, applications and web browsing amongst others. However each firm takes a different approach from an organizational perspective. GOOGLE Google Inc. is an American

The Issue Of Gun Control - 1714 Words

Interestingly pro-gun groups identify the reason for increased gun crimes as tightening laws and putting more restrictions on guns. According to Wooster College and a research that they conducted, many individuals who are pro guns believe â€Å"Gun control doesn’t protect people from violent crime, it increases it. Every region where gun control is high, there is a higher instance of gun violence and crime in general. In regions where there are less restrictive gun laws, you’ll see lower instances of crime and gun violence.† Regarding if this statement is actually true or not is not identified, however, this statement lines up with the idea that a person who is restricted will eventually find a way to get what they want, sometimes even if†¦show more content†¦Ã¢â‚¬Å"Those persons with guns in the home were at greater risk than those without guns in the home of dying from a homicide in the home (adjusted odds ratio = 1.9, 95% confidence interval: 1.1, 3.4 ). They were also at greater risk of dying from a firearm homicide, but risk varied by age and whether the person was living with others at the time of death.† (Dahlberg) Taking this quote from the article, it clearly outlines how they were able to prove that having a gun is increasing the risk of a violent situation. Whether it was a homicide or a suicide, having a gun meant that if an individual was aggravated enough, they would ultimately have access to a deadly weapon within the household. Suicide cases with guns are often times seen as a 100% kill rate, whereas other methods of suicide may not have as high of a death rate. To reiterate, Dahlberg quotes:â€Å"Persons with guns in the home were also more likely to have died from suicide committed with a firearm than from one committed by using a different method (adjusted odds ratio = 31.1, 95% confidence interval: 19.5, 49.6).† The ease of just pulling the trigger and ending one’s life is a very scary thought to think about. Thinking about this first study, it definitely raises the question of â€Å"What about those who practice safe and proper gun safety measures?†, to which Dahlberg answers in his study â€Å"Results show that regardless of storage practice, type of gun, or number of firearms in the home, having a gun in the home was

Living in a Global Society Rubric Free Essays

Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Description: Teacher candidates will develop an instructional unit based on a realistic fiction trade book. Additional information: 1. The selected trade book will have part or all of its setting in a country other than the United States of America. We will write a custom essay sample on Living in a Global Society Rubric or any similar topic only for you Order Now 2. The unit will display integration of language arts (English usage, writing/composition, and spelling), reading (comprehension and fluency), math, science, social studies, the arts, physical education, and student use of technology. . The arts, physical education, and technology will need to be integrated into only one lesson each somewhere within your unit. These do not need to be done on a daily basis. b. Language arts, reading, math, science, social studies will need to be integrated into each day’s instructional planning. 3. Learning activities need to incorporate at least three of the five following items: a. Culture and cultural diversity b. Time, continuity, and change c. Economic, scientific, and technological development d. Individuals, groups, and institutions . Civic ideals and practice of the country that is the setting of the book 4. The integrated unit will cover three complete days’ instruction. Local pacing guides are not to be taken into account. The three days of instruction will be done on Plan Book Sheets. Please indicate content areas that are being integrated. 5. All appropriate standards for each integrated lesson are to be listed. 6. Template for submitting on following page. 7. One full day’s instruction will also be developed using the Blueprint Lesson Plan format. Candidates will pick any one of the three days developed on Plan Book Sheets as the day that also gets Lesson Plans. 8. Candidates will have an individual checkpoint meeting with their instructor to ensure appropriate progress is being made towards completion of this assignment. 9. Candidates will bring a copy of their Rubric/Response Sheet for Individual Unit Meetings to their unit meeting with starred items completed before meeting 10. Completed unit assignments will be submitted in a zip bag on a flash drive with rubric. After any editing, the candidate will upload finalized version to Task Stream. 11. Please email questions to me at emily. long@uncp. edu ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Introduction of Story – Vocabulary, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Continuation of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Conclusion of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado The University of North Carolina at Pembroke School of Education – Teacher Education ELE 4030: Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Candidate: | |Aspect of Assignment | Possible points | |Cover sheet (Candidate’s name, course, semester year, Integrated Unit based on †¦ (name of trade book), level of |-10 if missing or | |instruction |incomplete | |Plan book sheet completeness clarity |10 | |Lesson plans in Elementary Lesson Plan Format, completeness, and clarity |10 | |Curriculum integration |10 | |Language arts strategies |10 | |Reading strategies |10 | |Math strategies |10 | |Science strategies |10 |Social studies strategies |10 | |Arts strategies |5 | |Physical education strategies |5 | |Student use of technology |5 | |Developmental appropriateness |5 | |Total points earned out of 100 Instructor comments | | | |/100 | | | | University of North Carolina at Pembroke School of Education – Elementary Education Department Rubric/Response Sheet for Individual Unit Meetings **Candidate: Cristy Prince | |**Book used author: Snow Treasure by Marie McSwigan | |**Appointment day time: Tuesday, October 11, 2011 at 4:00 p. m. | |Aspect of Assignment |Possible Points | |On time for appointment |10 | |One day’s Plan Book Sheets |20 | |Three Lesson Plans in Elementary Lesson Plan Format |20 | |Curriculum Integration 20 | |Meshing of activities with appropriate standards |20 | |Clarity/precise language |10 | | |100 | |Subtotal | | |Rubric not provided by candidate |-15 | |Rubric provided but starred items not completed |-15 | | | | |Total | | Comments: ———————– Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud the first 10 chapters, stopping along the way to introduce vocabulary (Norway, Norse, kroner, Nazi, etc. ) and geography (Norway, the Arctic Circle, Poland, Germany, Britain, and France). The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to begin to think what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss how both humans and animals adapt to such a cold, harsh climate. During math, we will continue talking about Norway and their system of currency. We will work on currency conversions, starting with a basic lesson and then moving on to using the web site www. xe. om to practice further. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 11-20, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss what animals indigenous to our country could survive in Norway. During math, we will continue talking about Norway and how they moved their gold from the cave to the Snake. We will work on word problems that revisit such a conundrum to figure what it would take to move amounts from site to site. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 4: Data Analysis and Probability – The learner will understand and use graphs, probability, and data analysis. Healthful Living Education – Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 21-30, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state. Students will be asked to draw pictures of what adaptations they believe that we as North Carolinians would need to make to survive in Norway. In this picture, they will also draw a picture of their favorite NC indigenous animal with their adaptations. During math, we will wrap up our discussion on Norway with a Venn diagram comparing and contrasting the Norse with Americans. We will further this with a bar graph of what students believe to be attributes common to both countries. To wrap-up our journey into Norway, we will practice our â€Å"sled-moves† during recess. The students will work both individually as well as in pairs to come up with the most original slalom. How to cite Living in a Global Society Rubric, Essay examples

Hamlet Journal Assignments free essay sample

It constructs character that of the speaker and others. It explores ideas. It gives Hamlets version of events. Suggest a reading of your own. Entry 5- Act I scene iii What, do you think, are the invited readings of Polonius, Laertes, and Ophelia, their relationships and what they say? For example, are the speeches of Polonius to be read as good advice or as pompous hypocrisy? What other readings are possible? Cite evidence to support or refute each of the following readings. Polonius gives largely good advice to Laertes. Polonius gives largely meaningless advice to Laertes. Polonius sees it as his fatherly duty to instruct his son. The advice of Polonius and Laertes to Ophelia is motivated by self-interest. Polonius and Laertes want to protect Ophelia, whom they see as an innocent. Laertes must obey his father in all respects. Ophelia accepts the advice of her father and brother without argument. We will write a custom essay sample on Hamlet Journal Assignments or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Laertes can disregard his fathers advice without serious consequences. Ophelia has no choice but to obey her father. (cont. next page) Reread Ophelias speech beginning, l shall the effect of this good lesson keep (l. iii. 49-55). How might this reply to Laertes be read? Could this speech be made to Polonius? Entry 6- Act I scenes iv and v Hamlets speech about some vicious mole of nature has been read as a description of Hamlets tragic flaw. The lines, So oft it chances in particular men to From that particular fault (l. iv. 26-39), for example, are shown as a preface to the Laurence Olivier film of Hamlet followed by the subtitle: The tragedy of a man who could not make up his mind. Reread the speech carefully (I. iv. 1 5-41). About whom could Hamlet be speaking? Clemen writes of corruption as a basic motif in Hamlet and argues that there is a trong vein of imagery suggesting a process of infection and decay in the play. How might this speech be read to support such an idea? What, do you think, is the invited reading of the lines beginning, So oft it chances in particular men ? Is it to be read, for example, as a truth for all time or as Hamlets point of view and, therefore, open to question? Entry 7 Act I scenes iv and v John Dover Wilson writes, The first act is a little play in itself, and the Ghost the hero of it; 550 out of 850 lines are concerned with him The Ghost is the linchpin of Hamlet; remove it and the play falls to pieces. Consider what part the Ghost plays in Hamlets first appearance (in 1. ) in the scene with Hamlet, Horatio, Marcellus, and Barnardo (1. . 165-275) in the scenes between Hamlet and the Ghost (l. iv. 42-96; l. v. l-1 15). Entry 8 Act I scenes iv and v Reread the exchange between Hamlet and the Ghost (I. v. l-1 15). What does the Ghosts reply to Hamlets comment, Speak. I am bound to hear (l. v. 1 1) imply about the Ghosts attitude to revenge and his conception of Hamlet s duty? What other lines in this exchange support this reading? What is Hamlets immediate reaction to the Ghosts demand for revenge? Entry 9 Act I scenes iv and v How are readers invited to read the Ghosts advice to Hamlet? Cite evidence to support or refute a reading of the Ghosts advice: as a fathers rightful request. as a duty to be carried out without delay. understandable but morally questionable. just but not Justice. of dubious status coming from a spirit. sound advice to be acted on in good conscience. What, in your reading, has Hamlet resolved to do by the end of this act? Entry 10- Act II scene i Consider Ophelias description of Hamlets visit to her, beginning, O my lord, my lord, I have been so affrighted! (ll. i. 85-1 12). Is it possible to decide on a reading which the text invites? Is Ophelias account to be trusted? If it is, what does Hamlets behavior signify? Cite evidence to support or refute that he is: playing a part? genuinely distressed? putting on an antic disposition? having a mental and emotional breakdown? (cont. next page) deceiving Ophelia? acting from other motives? Entry 11 Act II scene ii The scene opens with a character in a powerful position giving instructions to two characters in subservient roles; that is, Claudius instructing Rosencrantz and Guildenstern to report on Hamlet. Briefly note down all the examples so far where particular characters give advice or instructions to other characters who occupy subordinate positions. You might find it helpful to record your decisions in chart form. Comment on what it is that allows the adviser to give advice or instructions in the different situations. What assumptions about the rights and duties of a father and daughter, for example, could be said to underlie the exchanges between Ophelia and Polonius? Record how each recipient of advice appears to respond to the instructions. What are your readings of Rosencrantzs, Guildensterns, and Poloniuss protestations of loyalty to Claudius, beginning, Both your majesties and I assure my good liege (11. 11. 27-30;46-48)? Are they (cite evidence to support or refute each point): examples of hypocritical flattery? proper statements of the duty owed by loyal subjects to their king? ambiguous, given the speakers and the recipient? Entry 13- Act II scene ii Polonius, Voltemand, and Cornelius report to Claudius in the next part of this scene, adding to the list of incidents involving characters who are watching, spying and eporting on other characters. Make a list of incidents involving spying, who is involved, and for what reasons. What is your reading of the motives of the different characters involved in spying? Is Ophelia, for example, deceitful (to her lover) or dutiful (to her father) in reporting Hamlets behavior to Polonius? Consider all the characters involved in spying. Entry 14- Act II scene ii How do you read Hamlets explanation of what is wrong with him I have of late, but wherefore I know not, lost all my mirth (ll. ii. 318-334) (cite evidence to support or refute each point)? as a genuine description of his feelings? s an antic disposition designed to deceive Rosencrantz and Guildenstern? as a universal expression of despair felt by men and women? Consider such things as the structure and form of his explanation as well as his audience and what he knows about them. What are possible readings of Hamlets comment, But my uncle-father and aunt- mother are deceived. I am but mad north-north-west. When the wind is southerly, I know a hawk from a handsaw. (11. . 399-403)? Entry 15- Act II scene ii Reread the scene with the players (11. . 392-561) and note connections to earlier scenes in the play concerning the duty of revenge and Hamlet and Ophelias elationship (hint: consider the allusions and why Shakespeare might choose to use them here). You should consider whether Hamlet is putting on an antic disposition and what he reveals about himself through his words. Cite evidence to support your assertions. Entry 16- Act II scene ii Reread the players speech, which Hamlet begins by reciting, The rugged Pyrrhus (ll. ii. 475-522). Take note of words and phrases describing Pyrrhus, before answering these questions: How would you describe the language? How does it differ from the language used in Hamlet so far? Would you agree with Hamlet that it fine (ostentatious) (ll. ii. 465-70)?