The Invention of the Saddle Stirrup

It seems like such a simple idea. Why not add two pieces to the saddle, hanging down on either side, for your feet to rest in while you ride a horse? After all, humans seem to have domesticated the horse around 4500 BCE. The saddle was invented at least as early as 800 BCE, yet the first proper stirrup probably came about roughly 1,000 years later, around 200-300 CE. Nobody knows who first invented the stirrup, or even in which part of Asia the inventor lived. Indeed, this is a highly controversial topic among scholars of horsemanship, ancient and medieval warfare, and the history of technology. Although ordinary people likely do not rank the stirrup as one of historys greatest inventions, up there with paper, gunpowder and pre-sliced bread, military historians consider it a truly key development in the arts of war and conquest. Was the stirrup invented once, with the technology then spreading to riders everywhere? Or did riders in different areas come up with the idea independently? In either case, when did this happen? Unfortunately, since early stirrups were likely made of biodegradable materials such as leather, bone, and wood, we may never have precise answers to these questions. First Known Examples of Stirrups So what do we know? Ancient Chinese Emperor Qin Shi Huangdis terracotta army (c. 210 BCE) includes a number of horses, but their saddles do not have stirrups. In sculptures from ancient India, c. 200 BCE, bare-footed riders use big-toe stirrups. These early stirrups consisted simply of a small loop of leather, in which the rider could brace each big toe to provide a bit of stability. Suitable for riders in hot climates, however, the big-toe stirrup would have been no use for booted riders in the steppes of Central Asia or western China. Interestingly, there is also a small Kushan engraving in carnelian that shows a rider using hook-style or platform stirrups; these are L-shaped pieces of wood or horn that do not encircle the foot like modern stirrups, but rather provide a sort of foot-rest. This intriguing engraving seems to indicate that Central Asian riders may have been using stirrups circa 100 CE, but it is the only known depiction of that region, so more evidence is needed to conclude that stirrups were indeed in use in Central Asia from such an early age. Modern-style Stirrups The earliest known representation of modern-style enclosed stirrups comes from a ceramic horse figurine that was buried in a First Jin Dynasty Chinese tomb near Nanjing in 322 CE. The stirrups are triangular in shape and appear on both sides of the horse, but since this is a stylized figure, it is impossible to determine other details about the construction of the stirrups. Fortunately, a grave near Anyang, China from approximately the same date yielded an actual example of a stirrup. The deceased was buried with full equipage for a horse, including a gold-plated bronze stirrup, which was circular in shape. Yet another tomb from the Jin era in China also contained a truly unique pair of stirrups. These are more triangular in shape, made of leather bound around a wooden core, then covered with lacquer. The stirrups were then painted with clouds in red. This decorative motif brings to mind the Heavenly Horse design found later in both China and Korea. The first stirrups for which we have a direct date are from the tomb of Feng Sufu, who died in 415 CE. He was a prince of Northern Yan, just north of the Koguryeo Kingdom of Korea. Fengs stirrups are quite complex. The rounded top of each stirrup was made from a bent piece of mulberry wood, which was covered with gilded bronze sheets on the outer surfaces, and iron plates covered with lacquer on the inside, where Fengs feet would have gone. These stirrups are of typical Koguryeo Korean design. Fifth-century tumuli from Korea proper also yield stirrups, including those at Pokchong-dong and Pan-gyeje. They also appear in wall murals and figurines from the Koguryeo and Silla dynasties. Japan also adopted the stirrup in the fifth century, according to tomb art. By the eighth century, the Nara period, Japanese stirrups were open-sided cups rather than rings, designed to prevent the riders feet from becoming entangled if he or she fell off (or was shot off) of the horse. Stirrups Reach Europe Meanwhile, European riders made do without stirrups until the eighth century. The introduction of this idea (which earlier generations of European historians credited to the Franks, rather than Asia), allowed for the development of heavy cavalry. Without the stirrups, European knights could not have gotten onto their horses wearing heavy armor, nor could they have jousted. Indeed, the Middle Ages in Europe would have been quite different without this simple little Asian invention. Remaining Questions: So where does this leave us? So many questions and previous assumptions remain up in the air, given this somewhat scanty evidence. How did the Parthians of ancient Persia (247 BCE - 224 CE) turn in their saddles and fire off a parthian (parting) shot from their bows, if they did not have stirrups? (Evidently, they used highly arched saddles for extra stability, but this still seems incredible.) Did Attila the Hun really introduce the stirrup into Europe? Or were the Huns able to strike fear into the hearts of all Eurasia with their horsemanship and shooting skills, even while riding without stirrups? There is no evidence that the Huns actually used this technology. Did ancient trade routes, now little remembered, ensure that this technology spread rapidly across Central Asia and into the Middle East? Did new refinements and innovations in stirrup design wash back and forth between Persia, India, China and even Japan, or was this a secret that only gradually infiltrated Eurasian culture? Until new evidence is unearthed, we will simply have to wonder. Sources Azzaroli, Augusto. An Early History of Horsemanship, Leiden: E.J. Brill Company, 1985.Chamberlin, J. Edward. Horse: How the Horse Has Shaped Civilizations, Random House Digital, 2007.Dien, Albert E. The Stirrup and Its Effect on Chinese Military History, Ars Orientalis, Vol 16 (1986), 33-56.Sinor, Denis. The Inner Asian Warriors, Journal of the American Oriental Society, Vol. 101, No. 2 (Apr. - June, 1983), 133-144.

United States Federal Bureau Of Investigation Defines...

Terrorism has been creating havoc across the globe for the entirety of recorded history. Today, with the invention of the Internet and different computer programs, these radical groups that enact these deadly attacks are able to change the way they operate through the use of technological advances to further their onslaught on humanity. The United States Federal Bureau of Investigation defines terrorism as â€Å"the unlawful use of force or violence against persons or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives.† (International vs. Domestic Terrorism). Every person on the planet can be affected by terrorism, regardless of religion, gender, or race. Throughout history radical groups who become obsessed with their own opinions and beliefs try to force others to believe in their views through displays of violence and terror. Contrary to modern beliefs that terrorists are only r adical Islam groups like Al Qaeda and Isis, but in reality almost every group of people from Christians to even environmentalists have enacted radical terrorist attacks. Terrorism, like technology, is not exclusive to industrialized nations or countries but is available to anyone with the right resources. These technologies are used throughout the world to connect average people to others and is almost always used for good. Terrorist organizations take advantage of new found communicationsShow MoreRelatedDifficulties Of Defining Terrorism And Terrorism807 Words   |  4 PagesDefining Terrorism Marissa P Rice Strayer University Abstract The purpose of this paper is to discuss the difficulties defining terrorism. I will focus on four government agencies definitions of terrorism. I will then choose two to compare and contrast. Then I will choose one definition of the four agencies that I believe most accurately defines terrorism. 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All in all there were close to 3,000 people who lost their lives on that fateful day betweenRead MoreThe Bombing Of The United States Essay843 Words   |  4 PagesAccording to the Federal Bureau of Investigation (FBI), this is a case of domestic terrorism and defines it as â€Å"the unlawful use, or threatened use, of force or violence by a group or individual based and operating entirely within the United States or Puerto Rico without foreign direction committed against persons or property to intimidate or coerce a government, the civilian population, or any segment thereof in furtherance of political or social objectives† (Domestic Terrori sm). The definitionRead MoreTerrorist Essay1588 Words   |  7 Pagesproblem unique to the United States. Our constitutional commitment to political and religious freedom has not protected us from recurring official abuses. 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Branches of Psychology free essay sample

Abnormal psychology is the area that looks at psychopathology and abnormal behavior. 2. Behavioral Psychology (Behaviorism) )Is a theory of learning based upon the idea that all behaviors are acquired through conditioning. 3. Biopsychology It is focused on the study of how the brain influences behavior is often known as biopsychology. 4. Cognitive Psychology Focuses on internal states, such as motivation, problem solving, decision-making, thinking and attention. 5. Comparative Psychology Comparative psychology is the branch of psychology concerned with the study of animal behavior. 6. Cross-Cultural Psychology Branch of psychology that looks at how cultural factors influence human behavior. 7. Developmental PsychologyThis branch of psychology looks at development throughout the lifespan, from childhood to adulthood. 8. Educational PsychologyBranch of psychology concerned with schools, teaching psychology, educational issues and student concerns. 9. Experimental PsychologyBranch of psychology that utilizes scientific methods to research the brain and behavior. 10. Forensic PsychologyForensic psychology is a specialty area that deals with issues related to psychology and the law 11. We will write a custom essay sample on Branches of Psychology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Health PsychologyIt is focused on how biology, psychology, behavior and social factors influence health and illness. 12. Personality PsychologyIt is focused on the patterns of thoughts, feelings, and behavior that make a person unique. 13. Social PsychologySocial psychology seeks to explain and understand social behavior and looks at diverse topics. 4. Sports psychology Is a interdisciplinary science that draws on knowledge from the fields of Kinesiology (human kinetic) and Psychology. Mathematical psychology   Is an approach to  psychological  research that is based on mathematical modeling(mathematical concept and language) 16. Clinical psychology Clinical psychology also promotes adoption, adjustment and personal development. 17. Evolutionary psychology This looks at how human behavior has been affected by psychological adjustments during evolution. 8. NeuropsychologyStudy the structure and function of the brain in relation to clear behaviors and psychological processes. 19. Occupational psychology Study the performance of people at work. 20. Integral psychology  Branch of psychology that presents an all-encompassing holistic rather than an exclusivist or reductive approach 21. International  or  global psychology Is an emerging branch of  psychology  that focuses on the worldwide enterprise of psychology in terms of communication and networking. 22. Legal psychologyBranch of psychology  involves  empirical,  psychological  research of the law, legal institutions, and people who come into contact with the law. 23. Media psychology Seeks an understanding of how people perceive, interpret, use, and respond to a media-rich world. 24. Systems psychology Branch of both  theoretical psychology  and  applied psychology  that studies  human behaviour  and  experiencein  complex systems. 25. Theoretical psychology  It is concerned with theoretical and philosophical aspects of the discipline of  psychology.

Teaching ICT at School Reasons, Concerns and Solutions

Abstract Purpose Over the past few years, the significance of information and computer technologies has multiplied several times. New media has opened a pool of opportunities in every single field, increasing the pace of globalization and contributing to business development.Advertising We will write a custom assessment sample on Teaching ICT at School: Reasons, Concerns and Solutions specifically for you for only $16.05 $11/page Learn More Methods The given study is going to provide the themes that should be taught in ICT classes in schools so that students could be able to use the latest technologies to their advantage in studying, learn about the mechanism of their cognitive process and become lifelong learners. Results The introduction of the ICT principles into the education system will help teachers acquire new skills more efficiently. In the course of the research, an overview of the key ICT themes was done. Discussion The results have shown that, among the ICT themes that should be viewed as the school material, digital literacy, informational systems and human communication in ICT should be listed. Introduction: Nature of the Problem There is no secret that with the advent of information technologies, the landscape of communication, business and media has changed radically. Information technology has leaked into very single area and aspect of people’s lives, and it has become crucial to learn to use these changes to people’s advantage; for instance, ICT teaching can shed some light on mobile learning (El-Hussein Cronge, 2010). However, introducing ICT into the school curriculum is fraught with numerous difficulties. Statement of Purpose, Scope and General Method The purpose of the given paper is to define the themes of ICT that should be taught to students at school, as well as the methods for teaching the aforementioned themes. Seeing how the given topic is rather broad, the scope of the paper will concern the themes that can be taught to high school and college students. As for the research method, the principle of grounded theory is going to be used in order to design the basic patterns for teaching ICT. The principle of grounded theory is going to be the key method. Hypothesis Because of the opportunities in terms of technology and communication that ICT opens in front of teachers and students, it is most reasonable to use ICT as the means to accomplish such goals as the shift from an old to a relatively new teaching paradigm (EACEA, 2009, 14), more opportunities for teacher education (UNESCO, 2005, 55 55) and professional development (EACEA, 2009, 14), more efficient classroom management (EACEA, 2009, 14), better cooperation between schools (EACEA, 2009, 14) and availability of the necessary equipment (EACEA, 2009, 14). The given goals can be achieved by introducing such topics as research and e-awareness, communication, control and science, modeling and simulation and handling da ta.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Methods As it has been stressed above, the principles of the grounded research were used in the course of defining the key ICT themes to be taught in schools. The key characteristics of a good ICT lesson are going to be defined and most reasonable and efficient strategies for teaching ICT are going to be distinguished. Finally, the challenges regarding ICT teaching at schools will be outlines, and basic means of addressing these challenges will be provided. Results Results and Original Hypothesis An efficient use of interactive materials is a good method of introducing students to the opportunities provided by the ICT, (Eurydice, 2011, 10). The given approach is crucial in that it allows for demonstrating students the benefits of the ICT in a very graphic way. More to the point, the given method helps students apply the acquired skills to pract ice immediately after these skills were learned, as it was done in Malaysian schools in 2002 (Chan, 2002, 2). The third option that teachers have in terms of methods of teaching ICT to students in schools is to utilize such strategies as project-based learning, personalized learning, individualized, or student-centered, learning, scientific investigations and online learning (Eurydice, 2011, 43). The given methods are equally important, since, though having seemingly different characteristics, they are all targeted at the same goal, i.e., developing students’ independence in the use of ICT. The issue regarding classroom management should also be brought up. As ESEA report says, classroom management process becomes considerably easier with the introduction of the ICT technologies, which allows both students and teachers to focus on the class activities and, therefore, creates the most appropriate learning and teaching environment. Trends Discussion ICT helps students in their meta-cognition process. Phelps and Graham’s study shows that the integration of ICT into meta-cognition process led to rather fruitful results in fourteen schools (Phelps Graham, 2008, 129). At certain points, the goals of ICT studying and meta-cognition cross – both are aimed at helping students recognize the necessity to engage in lifelong learning and choose the best method for self-learning. As Shannon (2008) put it, it is possible â€Å"to become a self-directed learner using metacognition† (Shannon, 2008, 14). Seeing how ICT allows for encouraging self-learning in students (Eurydice, 2011, 43), it seems reasonable to use meta-cognition strategies as the basis for teaching ICT in schools.Advertising We will write a custom assessment sample on Teaching ICT at School: Reasons, Concerns and Solutions specifically for you for only $16.05 $11/page Learn More In addition, ICT clearly affects the teachers’ competence and profe ssionalism as well. ICT provides a plethora of opportunities for professional growth, including fast acquisition of new information, cooperation with other experts and availability of a number of training programs. The last but definitely not the least, such function of ICT as a better control over the technological aspect of the lesson helps teachers focus on the communication with students rather than managing equipment. Finally, more efficient time management is also an obvious advantage. Discussion It would be wrong to claim that there are no tangible problems concerning teaching ICT in schools. To start with, the changes to the curriculum that the inclusion of ICT classes demand is most likely trigger considerable organizational issues, especially regarding time management. According to the data provided above, in most cases, the introduction of the ICT studies came at the cost of other subjects. Therefore, when providing students with a chance to learn using the ICT technology , one must make the required changes to the curriculum and the rest of the classes. To solve the aforementioned issue, it will be most reasonable to apply the principle of online teaching mentioned above. The given approach allows for students to have a more flexible schedule and to choose the time management system that they prefer and that suits them best. Thus, the following themes must be presented in the ICT curriculum: Research and e-awareness; Communication; Control and science; Modeling and simulation; Handling data. Of all the themes mentioned above, the issue regarding research and e-awareness seems the most important one. It allows for both motivating students for learning more and becoming independent in their research. Therefore, the given theme must be the course priority. Conclusion With the advent of information and computing technologies, people’s social, personal and, most importantly, academic life has changed greatly. While the new options opened for stu dents seem rather alluring, including ICT into the school curriculum might be quite a problem.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In order to avoid the possible issues, it is necessary to choose the strategy that will allow teachers to supervise students instead of babysitting them in their ICT exploration. Thus, students will have an opportunity to both learn to use ICT efficiently and to become lifelong learners. Reference List Chan, F. M. (2002). ICT in Malaysian schools: Policy and strategies. Web. EACEA (2009). Study of the impact of technology in primary schools. Web. El-Hussein, M. O. M., Cronje, J. C. (2010). Defining mobile learning in the higher education Landscape. Educational Technology Society, 13(3), 12–21. Eurydice (2011). Key Data on Learning and Innovation through ICT at School in Europe 2011. Web. Phelps, R. Graham, A. (2008). Developing technology together, together: A whole-school metacognitive approach to ICT teacher professional development. Journal of Computing in Teacher Education, 24(4), 125–133. UNESCO (2005). ICTs for secondary education. Web. This assessment on Teaching ICT at School: Reasons, Concerns and Solutions was written and submitted by user Aryana P. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Leadership Essays

Leadership Essays Leadership Essay Leadership Essay Diversity has been recognized as one of the strengths BASS has in terms of the different cultures and competencies employees has to offer. A platform for each individual within the company has been created to make the most of their abilities and talents which in turn contributes to Basss successes. Employee engagement are widely described in the case study (Maniocs 2014:38) by starting with a motto Leadership starts with ME this is a key factor to motivate all employees to become great leaders within the company. Contact between managers and the workforce are maintained by means of a quarterly indaba, this platform in turn is used for employees to voice all major and minor concerns. Yearly conferences are also held to address all important issues of leadership excellence. Team meetings are held on a monthly basis for all members of the team to realism what problems they currently have, what targets they are aiming for and what steps they will take to rectify any problems. It keeps all team members informed of progress and it also encourages them to help each other if any problems need resolving. Team meetings also give employees the chance to air their views and bring out any problems that they are facing and are a major motivational factor in any business. Succession planning c By keeping the customers and their employees satisfied, BASS are sure to grow in this ever competitive market. Question 2 Comment on the significance and effectiveness of the Follow-up and Evaluation of Basss induction programmer in contributing to the organizations strategy.

Mass Murder at Babi Yar Ravine

Mass Murder at Babi Yar Ravine Before there were gas chambers, the Nazis used guns to kill Jews and others in large numbers during the Holocaust. Babi Yar, a ravine located just outside of  Kiev, was the site where  the Nazis  murdered approximately 100,000 people. The killing began with a large group on September 29-30, 1941, but continued for months. The German Takeover After the Nazis attacked the Soviet Union on June 22, 1941, they pushed east. By September 19, they had reached Kiev. It was a confusing time for the inhabitants of Kiev. Though a large portion of the population had family either in the Red Army or had evacuated into the interior of the Soviet Union, many inhabitants welcomed the German Armys takeover of Kiev. Many believed the Germans would free them from Stalins oppressive regime. Within days they would see the true face of the invaders. Explosions Looting began immediately. Then the Germans moved into Kievs downtown on Kreshchatik Street. On September 24 - five days after the Germans entered Kiev - a bomb exploded around four oclock in the afternoon at the German headquarters. For days, bombs exploded in buildings in the Kreshchatik that had been occupied by Germans. Many Germans and civilians were killed and injured. After the war, it was determined that a group of NKVD members was left behind by the Soviets to offer some resistance against the conquering Germans. But during the war, the Germans decided it was the work of Jews, and retaliated for the bombings against the Jewish population of Kiev. The Notice By the time the bombings finally stopped on September 28, the Germans already had a plan for retaliation. On this day, the Germans posted a notice all over town that read: All [Jews] living in the city of Kiev and its vicinity are to report by 8 oclock on the morning of Monday, September 29th, 1941, at the corner of Melnikovsky and Dokhturov Streets (near the cemetery). They are to take with them documents, money, valuables, as well as warm clothes, underwear, etc. Any [Jew] not carrying out this instruction and who is found elsewhere will be shot. Any civilian entering flats evacuated by [Jews] and stealing property will be shot. Most people in town, including the Jews, thought this notice meant deportation. They were wrong. Reporting for Deportation On the morning of September 29, tens of thousands of Jews arrived at the appointed location. Some arrived extra early in order to ensure themselves a seat on the train. Most waited hours in this crowd - only slowly moving toward what they thought was a train. The Front of the Line Soon after people passed through the gate into the Jewish cemetery, they reached the front of the mass of people. Here, they were to leave their baggage. Some in the crowd wondered how they would be reunited with their possessions; some believed it would be sent in a luggage van. The Germans were counting out only a few people at a time and then letting them move farther on. Machine-gun fire could be heard nearby. For those that realized what was happening and wanted to leave, it was too late. There was a barricade staffed by Germans who were checking identification papers of those wanting out. If the person was Jewish, they were forced to remain. In Small Groups Taken from the front of the line in groups of ten, they were led to a corridor, about four or five feet wide, formed by rows of soldiers on each side.  The soldiers were holding sticks and would hit the Jews as they went by. There was no question of being able to dodge or get away. Brutal blows, immediately drawing blood, descended on their heads, backs and shoulders from left and right. The soldiers kept shouting: Schnell, schnell! laughing happily, as if they were watching a circus act; they even found ways of delivering harder blows in the more vulnerable places, the ribs, the stomach and the groin. Screaming and crying, the Jews exited the corridor of soldiers onto an area overgrown with grass.  Here they were ordered to undress. Those who hesitated had their clothes ripped off them by force, and were kicked and struck with knuckledusters or clubs by the Germans, who seemed to be drunk with fury in a sort of sadistic rage. 7 Babi Yar Babi Yar is the name of a ravine in the northwestern section of Kiev. A. Anatoli described the ravine as enormous, you might even say majestic: deep and wide, like a mountain gorge. If you stood on one side of it and shouted you would scarcely be heard on the other.8 It was here that the Nazis shot the Jews. In small groups of ten, the Jews were taken along the edge of the ravine. One of the very few survivors remembers she looked down and her head swam, she seemed to be so high up. Beneath her was a sea of bodies covered in blood. Once the Jews were lined up, the Nazis used a machine-gun to shoot them. When shot, they fell into the ravine. Then the next were brought along the edge and shot. According to the Einsatzgruppe Operational Situation Report No. 101, 33,771 Jews were killed at  Babi Yar  on September 29 and 30.10  But this was not the end of the killing at Babi Yar. More Victims The Nazis next rounded up Gypsies and killed them at Babi Yar. Patients of the Pavlov Psychiatric Hospital were gassed and then dumped into the ravine. Soviet prisoners of war were brought to the ravine and shot. Thousands of other civilians were killed at Babi Yar for trivial reasons, such as a mass shooting in retaliation for just one or two people breaking a Nazi order. The killing continued for months at Babi Yar. It is estimated that 100,000 people were murdered there. Babi Yar: Destroying the Evidence By mid-1943, the Germans were on the retreat; the Red Army was advancing west. Soon, the Red Army would liberate Kiev and its surroundings. The Nazis, in an effort to hide their guilt, tried to destroy evidence of their killings - the mass graves at Babi Yar. This was to be a gruesome job, so they had prisoners do it. The Prisoners Not knowing why they had been chosen, 100 prisoners from the Syretsk concentration camp (near Babi Yar) walked toward Babi Yar thinking they were to be shot. They were surprised when Nazis attached shackles onto them. Then surprised again when the Nazis gave them dinner. At night, the prisoners were housed in a cave-like hole cut into the side of the ravine. Blocking the entrance/exit was an enormous gate, locked with a large padlock. A wooden tower faced the entrance, with a machine-gun aimed at the entrance to keep watch over the prisoners. 327 prisoners, 100 of whom were Jews, were chosen for this horrific work. The Ghastly Work On August 18, 1943, the work began. The prisoners were divided into brigades, each with its own part of the cremation process. Digging:  Some prisoners had to dig into the mass graves. Since there were numerous mass graves at Babi Yar, most had been covered with dirt. These prisoners removed the top layer of dirt in order to expose the corpses.Hooking:  Having fallen into the pit after having been shot and having been underground for up to two years, many of the bodies had twisted together and were difficult to remove from the mass. The Nazis had constructed a special tool to disentangle and pull/drag the corpses. This tool was metal with one end shaped into a handle and the other shaped into a hook.The prisoners who had to pull the corpses out of the grave would place the hook under the corpses chin and pull - the body would follow the head. Sometimes the bodies were so firmly stuck together that two or three of them came out with one hook. It was often necessary to hack them apart with axes, and the lower layers had to be dynamited several times. The Nazis drank vodka to drown out the smell and the scenes; the prisoners werent even allowed to wash their hands.Removing Valuables:  After the bodies were pulled out of the mass grave, a few prisoners with pliers would search the victims mouths for gold. Other prisoners would remove clothing, boots, etc. from the bodies. (Though the Jews had been forced to undress before they were killed, later groups were often shot fully clothed.)Cremating the Bodies:  After the bodies had been checked for valuables, they were to be cremated. The pyres were carefully constructed for efficiency. Granite tombstones were brought from the nearby Jewish cemetery and laid flat on the ground. Wood was then stacked on top of it. Then the first layer of bodies was carefully laid on top of the wood so that their heads were on the outside. The second layer of bodies was then carefully placed on the first, but with the heads on the other side. Then, the prisoners placed more wood. And again, another lay er of bodies was placed on top - adding layer after layer. Approximately 2,000 bodies would be burned at the same time. To start the fire, gasoline was doused over the pile of bodies. The [stokers] got the fire going underneath and also carried burning torches along the rows of projecting heads. The hair, soaked in oil [gasoline], immediately burst into bright flame - that was why they had arranged the heads that way. Crushing the Bones:  The ashes from the pyre were scooped up and brought to another group of prisoners. Large pieces of bone that had not burned in the fire needed to be crushed to fully destroy the evidence of Nazi atrocities. Jewish tombstones were taken from the nearby cemetery to crush the bones. Prisoners then passed the ashes through a sieve, looking for large bone pieces that needed to be further crushed as well as searching for gold and other valuables. Planning an Escape The prisoners worked for six weeks at their gruesome task. Though they were exhausted, starving, and filthy, these prisoners still held on to life. There had been a couple of earlier escape attempts by individuals, after which, a dozen or more other prisoners were killed in retaliation. Thus, it was decided amongst the prisoners that the prisoners would have to escape as a group. But how were they to do this? They were hindered by shackles, locked in with a large padlock, and aimed at with a machine gun. Plus, there was at least one informer among them. Fyodor Yershov finally came up with a plan that would hopefully  would allow at least a few of the prisoners to reach safety. While working, the prisoners often found small items that the victims had brought with them to Babi Yar - not knowing they were to be murdered. Among these items were scissors, tools, and keys. The escape plan was to gather items that would help remove the shackles, find a key that would unlock the padlock, and find items that could be used to help them attack the guards. Then they would break their shackles, unlock the gate, and run past the guards, hoping to avoid being hit by machine-gun fire. This escape plan, especially in hindsight, seemed nearly impossible. Yet, the prisoners broke into groups of ten to search for the needed items. The group that was to search for the key to the padlock had to sneak and try hundreds of different keys in order to find the one that worked. One day, one of the few Jewish prisoners, Yasha Kaper, found a key that worked. The plan was almost ruined by an accident. One day, while working, an SS  man hit a prisoner. When the prisoner landed on the ground, there was a rattling sound. The SS man soon discovered that the prisoner was carrying scissors. The SS man wanted to know what the prisoner was planning on using the scissors for. The prisoner replied, I wanted to cut my hair. The SS man began to beat him while repeating the question. The prisoner could have easily revealed the escape plan, but did not. After the prisoner had lost  consciousness  he was thrown  onto  the fire. Having the key and other needed materials, the prisoners realized they needed to set a date for the escape. On September 29 one of the SS officers warned the prisoners that they were going to be killed the following day. The date for the escape was set for that night. The Escape Around two oclock that night, the prisoners tried to unlock the padlock. Though it took two turns of the key to  unlock  the lock, after the first turn, the lock made a noise which alerted the guards. The prisoners managed to make it back to their bunks before they were seen.   After the change in guard, the prisoners tried turning the lock  a second  turn. This time the lock did not make a noise and opened. The known informer was killed in his sleep. The rest of the prisoners were woken up and all worked on removing their shackles. The guards noticed the noise from the removal of the shackles and came to investigate. One prisoner thought quickly and told the guards that the prisoners were fighting over the potatoes that the guards had left in the bunker earlier. The guards thought this was funny and left. Twenty minutes later, the prisoners rushed out of the bunker en masse in an effort to escape. Some of the prisoners came upon guards and attacked them; others kept on running. The machine gun operator didnt want to shoot because, in the dark, he was afraid he would hit some of his own men. Out of all the prisoners, only 15 succeeded in escaping.

Reengineering business process Case Study Example | Topics and Well Written Essays - 3500 words

Reengineering business process - Case Study Example This ever increasing competition necessitated the company to contemplate about the provision of information on various matters including marketing at appropriate time points. However, contrary to the expectations of its well wishers, the superannuated legacy systems used by the company had serious flaws in their architecture which impaired the achievement of organizational effectiveness and strategic objectives. The critical problem associated with structure of legacy systems was its inability to integrate and become compatible with other systems. To overcome these shortcomings and survive in the industry, the company decided to re-engineer the global supply chain namely PRIDE project (Process re-engineering through Information Delivery Excellence). As a part of the re-engineering programme, implementation SAP/R3 is a critical endeavour to become a truly global company (Scott and Vessey, 2002). The company believes that implementing SAP, which is an enterprise-wide solution, will int egrate all the core functions of the organization comprising of Sales, Finance, Accounting, Logistics, Manufacturing, and HR. The centralized database and integrated architecture of SAP facilitates smooth flow of information across departments, eliminates data redundancy and provides a broader picture of the organization to management. The present essay is an attempt to evaluate and critically analyze the re-engineering programme of Dow Corning Corporation in term of organisational learning, project management and risk management. The essay takes a descriptive approach wherein all the requirements of an effective and workable re-engineering project are discussed in detail. The essay also suggests certain measures by which the project can be made operational and successful. Project Management Project management is commonly understood as the process of planning, monitoring and controlling a project so as to achieve its objectives on time and as per specific budget, quality and performance (Atkinson, 1999). The successful ERP implementation needs many resources and factors and Al-Mashari at al. (2003) have developed the critical actors of ERP success and these factors can be shown as in Figure 2. After the analysis of Dow Corning ERP case, it has been observed that the company brought in many resources for the successful implementation of ERP. At the same time, it has also been noticed that the company neglected some areas completely and it is recommended that these areas are to be improved in future. The pre-implementation factors which have been observed as critical success factors are bifurcated into three stages, namely pre-implementation, implementation and post-implementation. All these different stages involve many activities/efforts, all of which are briefed as below: Pre-implementation Stage 1. Vision and Planning Planning is indispensable for all activities in business, particularly for strategic operations. As the first move towards re-engineering, Dow Corning aligned IT strategy with its business strategy. This is followed by major changes in the existing in IT function. First, the company formed a new committee, the Process and IT Board. Second, a new business unit called BPIT (business processes and IT)