Management Information Systems (MIS) in Schools

Management Information Systems (MIS) in Schools INTRODUCTION These days, which we describe information era as various technologic developments have been practiced; the leading risk that an organization could obtain is to hang about tactless to change. A lot of important factors such as constant developments in information technologies, information exchange, and increasing and increasing the expectation of the society to a great extent, recent administration perceptions and applications cause organizations none over the world to develop new applications during order to remain. Because of their priority in modern societies, Information Technologies have reached an state of high main concern in learning, too. Recently, contributions of information technology to education have been among the mostly emphasized subjects. Every country aims to make available their citizens with the most existing education in the line of their monetary competence. In support of this reason, immense investment plans about the use of information systems encompass been put into action all around the world. Inside our country, too, in order to prop up Primary Education Program, 600 million $ of loan in total was taken out within World Bank on June 25, 1998 and July 26, 2004. In the first section of the line up, on least two primary schools in each of the 921 countries of Turkey were prepared in conditions of in order technologies and then activated. In commission training courses in relation to the use of computer in main education which was given to 2.250 coordinators of information technology section and 35.000 teachers were financed. In the following section of the plan ending on February 28, 2006, it is projected that information technology software are circulated to the 3.000 primary education schools just about Turkey and education doorway is established. As a result of training 600 computer teachers, in-service teaching is designed for all the primary school inspectors functioning on the pasture, and for at least 106.381 educators shaped of managers and teachers of main schools which have or will have information technology classes, on use of information technologies in learning and use of educational software, which will be ready in line with recent instruction programs School Management Information Systems Being at the commencement stage of the School Management Information Systems, mechanization of the school management is the necessary subject of todays school management. Principals have ongoing to make use of information systems in the gradually-increasing each day management staffs. Frequently speaking, the reasons to use information systems can be declared as increasing helpfulness at work by handing out information, rising managerial effectiveness by meeting the need for information and obtain supremacy in competitions by directing strategies. School management in sequence systems aim to offer maintain for the managing and educational behavior of the school managers by hand out information. Telem (1999) define the management information in his words as â€Å"an executive information system planned to match the structure, management task, instructional process and particular needs of the school†. According to board definition which defines, hand-outs of the information systems to schools can be defined as making programs more successful, making the teaching process and the changes in learning environment professional, enable teachers to swap their experiences in a more well thought-out way, working in teams, shaping the needs of the students, supporting the school managers and other staff in doing their duty, developing their performances, inefficiency and efficiencies. In other words, school management information systems increase effectiveness and efficiency by saving time and facilitate development of alternative solutions for advanced problems Information systems sustain not only information process but also make the support in innovations. Since being amendable to different changes, these systems are helpful to manage with the load for change. Therefore, school management in sequence systems improve the version of the school to the environment. They enable the school to realize and define internal and external information transfer. In this attitude, school management independently meets the demands and hopes of its inner and outside members; and ensures that school activities are arranged perfectly and on time. Beginning of school management information systems to schools have force major changes in the role as well as work styles of managers. School management information systems have changed school management in the areas of management, choice making, workload, human resource management, communication, responsibility and planning. With intent school management information systems hold up the manager in shaping the aims of the school, making long term plans for possible, distributing resources, and producing educational methods of future, seminal performances of teachers and success of the school. In this trend, school management information systems can also be used as a device to begin and use educational direction of the manager. School managers can make more better and reliable decisions when they get rectify and up-to-date information by school executive information systems (Christopher, 2003). Option making is careful as the heart of educational management and shows the significance. Every day, challenging circumstances that need decision making are based on the complex and unpredicted nature of school surroundings. For this reason, as a problem solver, the educational manager has to collect and examine information constantly. In addition to this, managers have been necessary to make more and quick decisions in short times because of the rising prospect from the educational system (Christopher, 2003). In addition, decision making become faster, more regular and more complicated in schools of in the present day. In order to make decisions under such situation, taking and collecting data that is incessant, up-to-date and that can be accessed promptly and analyzing and using this data is a commitment. Success of school development studies are frequently depends on data based decision making, though school managers are not able to use the data professionally in this side. School management information systems give information and a diversity of reports from the database in order to make decisions in line with the aim of the school and make easy controlling of the tricks to achieve the aim. Information technology helps the manager to access, manage and report the information fastly and with no trouble. While telecommunication nets offer the manager with broad resources of information that can be used in problem solving, written communication has been developed richer by means of word processors and e-mails. increased school principles, supported decisions on the stage of control and planning, improved the power of teaching programs, facilitated student-teacher communication, enlarged the skill between teachers, facilitated methodical and continuous information transfer to parents, and increased communication with more institutions and the central organization. In his study where Gurr (2000) examined possessions of information system on school manager of local school, he strong-minded that information system have generally changed the role of school manager. Managers confirmed that a manager who does not use the information systems is not able to attain his duties suitably anymore. Lastly, Anderson and Dexter (2005) in their studies inattentive that technology leadership of school managers is of more important than the backdrop in the efficient use of technology at schools. On the other pass in literature there are researches that show that school managers had troubles in using school management information systems. For example Viscera and Bloemen (1999) in their study with 195 managers and teachers work in 63 high schools in Holland found out those school management information systems were regularly used in everyday work and managers and teachers did not have enough education on the system. Managers and teachers pointed that while school management information systems had encouraging effects on estimation of efficiency of the school, progress of using sources, superiority of educational programming and in-school communication, it increased their heavy workload and caused stress. The research indicated that this stress is reduced in schools where education is sufficiently given on the system and where innovation is clearly declared as a vision. And moreover it was found that the staff that used the system had top motivation, was devoted to take more education, and adopted the vision of the school more. According to this research where Warren (1998) examined the belongings of information systems on educational decision making, he establish out that school managers have not taken enough education on efficient use of the information technologies. Crouse (1994) found that education improved the prospect to use the information systems. Also Jacops (1992) claimed that there was a relationship between the amount of education the managers took, and the use of information technologies. As a result, it can be stated that school managers had to take over the responsibility of leadership in an unknown area without adequate education. It is cleared as we can see communication and information technologies have progressively more had a role on the behavior of schools. During this era, a lot of things have been spooked and written about the significance of computers. Though there are large number researches on the role and need of information technologies in education, numerous of these are about the educational functions of information systems and just a hardly any of them are about school management. We can say that in other words, although there are countless researches on the position of information systems on class and teaching, only some studies have been done on the use of them in educational management and their effects on the managers. The objective of this learning is to look at the use of information systems in school management and to figured out ideas of managers about managerial information systems. In this aspect, following questions were searched: How are the information technology facilities in primary schools in Edirne? What are the studies done by using managerial information systems in primary schools in Edirne? What are the contributions of managerial information systems and the problems in primary schools in Edirne? METHOD Research Model: The mock-up of this research, which targets to look at the use of information systems in school management and to figure out ideas of managers regarding managerial information systems, is review model. Population: Population of this research is created of school managers working in 170 primary schools in Edirne. However managers from 98 schools responded to questionnaires. Among the school managers built-in in the research, 26 of them have worked for 1-5 years (26.5%), 25 of them for 6-10 (25.5%), 18 of them for 11-15 (18.4%), 9 of them for 16-20 (9.2%), and 14 of them have worked for 21 and more years (14.3%). 25 of the participants (25.5%) are undergraduate, 69 (25.5%) of them are graduate and just one of them (25.5%) is a post-graduate. in the middle of the school managers included in the research, six of them didnt react to question about occupational experience and three of them didnt respond to question in relation to education level. Data Collection and Analysis: A survey was urbanized as an tool of data collection. In the first part of the survey, there were some items relating to the personal information of the school managers like as vocational experience and study level. Following part tells us about, the stuff were regarding information technology facilities related to the information systems of the school and opinions of the school managers about technological facilities. The items about the number of the computers in the school and number of the computers joined to the Internet were open-ended and later, they were classifying after examining their distributions. Participants were predictable to select among the options offered for the items about the places of the computers and the ones joined to the Internet and also the softwares used. Finally, there were open-ended items related to the places to check with in case of a problem about the program and the ones related to dependability. third part of the survey shows the, there were items correlated to the studies finished with the school managing information systems and items about by whom these studies were done. This stuff was separated into two parts as the preparation of various documents, lists and statistics, and data entry. The fourth part consisted of the contributions of managing information systems to school management and problems occurred. These items were in the form of five point liker scale. Options were declared as; â€Å"Strongly disagree†, â€Å"Disagree†, â€Å"Undecided†, â€Å"Agree† and â€Å"Strongly Agree†. The answers were ordered from â€Å"Strongly Disagree† to â€Å"Strongly Agree† by ranking them from 1 to 5. The fifth part contains experiences of school managers in information systems and effects of managing information systems to the manager. In this part, school managers were asked questions about their experiences in information systems and the effects of managing information systems to their managerial efficiencies and work-related development. Options were ordered as; â€Å"Strongly disagree†, â€Å"Disagree†, â€Å"Undecided†, â€Å"Agree† and â€Å"Strongly Agree†. The answers were ordered from â€Å"Strongly Disagree† to â€Å"Strongly Agree† by giving them grading them 1 to 5. And n this part, to determine the validity of feedback form was used the technique of content-related validity according to the opinions of the experts, At the end of the study, the data were analyzed by evaluate their arithmetic average, standard deviation and frequencies and percentages. FINDINGS: The answer of the study were existing under the titles of information technology services of schools, studies done with the managing information systems in schools, contributions of managing information systems to school management, and the problems faced, information system experiences of school managers and effects of information systems to them. Information System practice of School Managers and Their outcome to the Managers Under this title information system experiences of the school managers and effects of management information systems to the managers were presented. Here are the findings about school managers experiences and frequencies of computer and the Internet use and the education they received about these subjects, which were the indicators of school managers information system experiences: the level of computer use of the %32.7 of the school managers was basic level, %54.1 of them was average and %12.4 of them was advanced. Managers stated that their frequencies of computer use (=3.58) and internet use (=3.22) were at a medium level. %81.6 of the school managers received education about working with computers. On the other hand, %77.6 of them answered the question â€Å"Would you like to receive education about computers?† as â€Å"yes†. Findings about the effects of management information systems to the managerial effectiveness of the school managers were presented in Table 10 and findings about their effects to the managers vocational development were presented in Table 11. DISCUSSION According to the outcome of this study which was regarding the usage of School Management Information Systems in primary schools and which mean to decide the viewpoints of the school managers associated to management information systems, it was experienced that the number of computers was not sufficient and there was only one computer joined to Internet in nearly all of the schools. Besides, in a small number of of these schools, there was a web page of the school. Study which was conducted by the Pelgrum (2001) in 26 countries and by Mentz and Mentz(2003) in the schools of South Africa, it was seen that one of the most common hurdles of the applications of management information systems was the insufficiency of the numbers of the computers. Due to this reason, it can be said that there was an important infrastructure problem of the recognition of school managements information systems in todays schools. As Greg rash stated (2004) the uniformity with technological improvements increased with the practice of technology. For that reason, it is compulsory to provide educators chiefly school managers with sufficient technological chances to make them accept and go with the improvements. The problems encountered demonstrate the necessity that the applications of information system should be done in the scope of a useful program. Besides, there is a vital difference among the schools in terms of having these technologies. This inequity makes us think that there is some inequality connected to the usage of these technologies opportunities not only for the manager and teachers but also for the students. This situation shows that there is a possibility of coming face to face with the problem which is discussed extensively and called â€Å"digital division† not only nationwide but also in the schools in the similar province. In addition, it was seen that there are still some school managers and assistant school managers who dont have a computer in their rooms at the schools in the scope of this study. In the middle of the school managers and assistant school managers who have a computer in their rooms, some of them use a computer without an Internet contact. Besides there are some schools whose teachers do not have the opportunity of making use of the information technologies. This is also is seen that The Ministry of Educations objective (MEB, 2002) which is supplying each staffroom with at least two computers; supplying guidance service, library, school managers with Internet access in order to talk with the central and provincial offices and also for the practice of management has not been achieved yet.

Biodiversity Notes

Segmented bodies 2. Jointed exoskeletons 3. Hemlock – body cavity 4. Hemolytic – blood 5. Reduced ocelot 6. Paired, Jointed appendages 7. Distinct head and trunk datagram Lineages Moorlands Insects Collateral Crustaceans Millipedes centipedes Insects Spider, horse shoe crabs, ticks, mites Lobster, shrimp, crabs Decision, short segments, separate sexes, internal fertilization, female eggs Cent': 1 pair legs per segment, anterior most appendages for biting, carnivores use poison, Mill: 2 pair per segment, detersives, 1. datagram: head, thorax, abdomen 2. 3 pairs walking legs on ventral thorax 3. 1 or 2 pairs wings on dorsal thorax 4 sets of mouthpart: labium, mandible, maxilla, labium Decision, separate sexes Anterior/posterior regions, lack antennae but eyes and 6 pairs of appendages, childcare – appendages – near mouth, no metamorphosis Segmented body divided Into exploratory, carapace – plantlike section that covers & protects exploratory, branched appendages, 2 pair of teenage Insect Ecosystem Services: 1. Eat other Insects . Pollinate plants 3. Recycle nutrients 4.Form the heterocyclic base of many food chains Dermatomes Echinoderms: Calcium Carbonate Tube feet with podia Podia Roles in Eating: pry apart bivalve shells, secrete mucus, and flick food to cilia Lineages: Crinoline Feather stars sea lilies Sessile suspension feeders by arms, attached to substrate by a stalk, feather use arms to crawl, mouth directed upward with arms circling Aphrodite Brittle stars basket stars 5 or more long flexible arms in tiny disk, all types of feeding, tube feet lack suckers, eve by lashing arm serpent like Holidaymaker Sea cucumbers Sausage-shaped, suspension or deposit feeding using tentacles- modified tube feet around mouth, lack spines and reduced endorsement, 5 rows of tube feet Asteroid Sea stars 5 or more arms surrounding central mouth, stomach, anus; predators or scavengers; crawl with tube feet Oceanside Sea urchins sand dollars Urchins: globe-shaped, long spine, crawl along substrate, herbivores Dollars: flattened disk shaped, short spine, burrow, suspension feed Contraindicated: Sea Daisies 0 2 species are known, disk-shaped body, armless, tiny, absorb nutrients through the membrane surrounding their body Chordate: 4 morphological features: 1. Pharyngeal gill slits – openings in the throat 2.Nerve cord – runs length of body comprised of projections from neurons 3. Notched – supportive flexible rod that run length of body 4. Post-anal tail – muscular Cheeseboard's Orchestrate Lancelot or impious Denunciates: sea squirts or slaps Small, mobile suspension feeders, resemble fish, notched functions as knotholes in adults and aids in movement, characteristics intermediate between invertebrate and verve, sex reproduce and external fertilization Gill slits in larva and adult; notched, nerve cord, and tail only in larvae; exoskeleton-like coat of polysaccharide called a tunic; U-shaped gut; two siphon; suspension feeders; larva Vertebrates: 2 Seismographs: 1 .Vertebrae – column of cartilaginous or bony structures – which form a column along dorsal sides, protecting spinal cord 2. Cranium (skull) – bony, cartilaginous, or fibrous case that encloses and protects the brain 3 Regions of Brain: 1 . Foreordain – sense of smell; elaborated into cerebrum 2. Mandarin – vision 3. Handrail – balance and hearing; Jawed vertebrates – anemometers cerebellum and medulla obbligato 5 Innovations of Vertebrates: 1 . Bony endorsement 2. Bony exoskeleton 3. Amniotic egg 4. Jaws 5. Limbs capable of moving on land Vertebrate – Eccentricities (SHARKS) Sharks, rays, skates Distinguishing features: cartilaginous skeleton, paired fins, Jaws Sharks fertilization and fertilized eggs or viviparous – consists of – internal

Macroeconomics and its study with relevance to china

SummaryIn accordance to the formulation of latest economic data juxtaposed with macroeconomic principals and theories it can be stated that at the start of 2006, the People's Republic of China officially proclaimed itself as the fourth largest economy, determined by USD-exchange rate leaving behind France and the United Kingdom. The People's Republic of China has an economy, which is graded as the fourth largest economy in the world, when measured by nominal GDP. According to the records of 2005, about 70% of China's GDP is in the private sector.IntroductionAccording to The Star Business, it is estimated by the financial specialists of Pricewaterhouse Coopers that, â€Å"China could overtake the United States by 2025 to be the world’s largest economy and is anticipated to grow to about 130% the size of the United States by 2050†.[1] (The Star, 2008) it can well be stated that the basis of this statement is completely dependent on the microeconomic theories related to fi nance and particularly the quantity theory of money.In general, it can be stated that Macroeconomics is a subdivision of economics that has its transactions with the behavior, structure and performance in terms of regional or national economy. Aggregated indicators price indices, unemployment rates and GDP are the prime factors of this subject along with several other variables such as international finance, international trade, investment, savings, inflation, unemployment, consumption, output and national income.The current article analyzes the trends of Chinese finance market and applies the quantity theory of money and the momentum or velocity of its circulation in Chinese market and beyond. The equation of exchange i.e. M. V=P.Y is applied in this case to yield the forecast. In accordance to the formulation it can be stated that China's National Bureau of Statistics in December 2005 recalculated its 2004 nominal GDP raised by 16.8% or Rmb2, 336.3 billion (US$281.9 billion), maki ng China the 6th largest economy in the world, leave behind Italy, with a GDP of almost $2 trillion USD. At the start of 2006, the People's Republic of China officially proclaimed itself as the fourth largest economy, determined by USD-exchange rate leaving behind France and the United Kingdom. (Edelman, 2005)DiscussionAt the beginning of 2006 China arises as the second largest economy in the world determined by domestic PPP (purchasing power) measure, at about $10 trillion USD, although such approximation must be taken with a great deal of warn as PPP estimation is very vague, more than ever in a huge country like China, Chinese acquiring capacity varies radically between Shanghai and Sichuan, and PPP is immaterial for imported products and overseas acquisitions. By the end of 2008, China foresee (determined by exchange rate) to go beyond Germany as the third largest economy, and to overtake Japan by the year 2015. (IMF, 2007) Thus, it is certain that China is fast becoming a globa l super power, at least economically as the quantity theory of money suggests and as calculated by the financial specialists of Pricewaterhouse based on this theory.The People's Republic of China has an economy, which is graded as the fourth largest economy in the world, when measured by nominal GDP. Its cost-effective productivity for 2006 was $2.68 trillion USD.   Its per capita GDP is rising rapidly. According to the records of 2005, about 70% of China's GDP is in the private sector. The less significant public sector is occupied by about two hundred large state enterprises concerted mainly in utilities, energy resources, and heavy industries.Since 1978 the People's Republic of China (PRC) government has been restructuring its economy from a Soviet-style centrally planned economy, where the state or government have the sole power over the issue of production and takes all decisions about their utilization and about the dissemination of income, to a new market-oriented economy, in which the manufacture and dissemination of goods and services is done through the system of free markets directed by a gratis price system.Within the political skeleton, given by the Communist Party of China this economic system has been termed as Socialism with Chinese characteristics and is a category of mixed economy. Since 1978 after the implementation of these reforms, millions of people have been elevated out of poverty, bringing down the poverty rate from 53% of populace in 1981 to 8% by 2001. (Kar, 2006)Thus it is clearly seen that the velocity of money is fast gaining momentum and when the equation of M. V=P.Y is applied it is clear that growth is tangible and constant.The record of China’s progress over the past two decades has demonstrated naysayer wrong and optimists not positive enough. Upon close assessment, China’s record loses some of its sheen. China’s economic presentation since 1979, for example, is in fact less imposing than that of its Ea st Asian competitors. Regardless of China's distinguished economic progress, its per capita and total GDP growth has been over taken by some nations.From 1999 to 2006, Russia's minimal per capita GDP increased from $1334 to $6879 (515 percent), while that in People's Republic China increased from $870 to $2000 (229 percent). Similarly impressive are some oil producing nations of Middle Eastern, such as Qatar, United Arab Emirates, Bahrain, Kuwait, and Brunei. Kazakhstan, Azerbaijan, Turkmenistan, and Angola had outpaced China in utilizing huge energy coffers in the same time.On the other hand, Equatorial Guinea, an African country recorded 79% percent real GDP augmentation in 2004. Even some countries in Asia such as Vietnam have made GDP triple between 1999 and 2006 in ostensible per capita dollar basis, astonishingly more than China. The strength of overall economy is a major determinant of political significance in the present time and China is doing quite well in this prospect. (King, 2006)In adjunct, it must be kept in mind that per capita income in absolute dollars (not percentage) GDP per capita is ascending much rapidly in most of the developed nations of the world than China, on account of China's very low foundation of   income. The Central Committee of the Chinese Communist Party a short time ago permitted the draft for the 11th 5-year plan for 2006 – 2010. The plan is intended to achieve a comparatively conventional 45% increase in GDP and 20% decline in energy intensity by 2010.Intriguingly enough, due to its vast population, China's per capita share of world GDP can by no means accomplish the levels of the USA or Japan or some European countries in the 1990's by economic progress alone. Avowed in another way, an average Chinese can never posses the same comparative economic power that possessed by average Americans, Western Europeans, and some Japanese in 1990's. This is demonstrated as Japan had 20% of world GDP in April 1995, with not more than 2% of its population. (Lamb, 2004)ConclusionAs China contains approximately 20% of the world's population, it would require 200% of world GDP to compete with Japan's level by this evaluation in April 1995, which is next to impossible. China’s share of total population of the world would have to reduce in size to well below 10% for this to happen. (Fletcher, 2005) Thus, it is quite clear that microeconomic theories like the quantity theory of money is very relevant in the modern context of financial analysis and forecast and the formulation of the national and economic variables are always dependable. Thus, it is obvious that economic commentaries or economic reports, like the one by The Star, can always be used for the fundamental understanding of macroeconomics and its principals.References:Edelman, S; (2005); Evaluation Techniques in International Business Management; Bloemfontein: ABP LtdFletcher, R; (2005); Principals: Beliefs and Knowledge; Believing and Knowin g; Dunedin: Howard & PriceIMF; 2007; Reports: 2006-2007; Paris: ADM PressKar, P; (2006); History of Industrial Economics and Related Applications; Kolkata: Dasgupta & ChatterjeeKing, H; (2006); Economic Principals Today; Auckland: HBT & Brooks LtdLamb, D; (2004); Cult to Culture: The Development of Civilization on the Strategic Strata; Wellington: National Book Trust[1] The Star; (March 2008); China to be world’s largest economy in 2025; KUALA LUMPUR: thestaronline

Essay on Reflexive Embodied Empathy - 9936 Words

Paper for 2005 Methods issue #4 The Humanistic Psychologist ‘Reflexive embodied empathy’: a phenomenology of participant-researcher intersubjectivity By: Linda Finlay Acknowledgements: My grateful thanks go to Scott Churchill for reminding me to return to Husserl’s work on intersubjectivity to better anchor my concept of ‘reflexive embodied empathy’. I am also indebted to Maree Burns who first drew my attention to the idea of embodied reflexivity. Address for correspondence: 29 Blenheim Terrace, Scarborough, North Yorkshire, United Kingdom, YO12 7HD Tel: + 44 1723 501833 Email: L.H.Finlay@open.ac.uk Abstract In this paper I’m advocating a research process which involves†¦show more content†¦I call this practice ‘reflexive embodied empathy’. To define and explicate this concept, I start by exploring some of the literature on empathy. There is an extensive empirical literature on empathy in the fields of neuroscience (see Thompson, 2001) and social psychology (see Davis, 1994). However, I confine my discussion here to the equally extensive (though sometimes overlooked) literature from phenomenology. Here, I draw on a range of theoretical ideas but the philosophical ideas of Husserl (1928/1989) on intersubjectivity and of Merleau-Ponty (1964/1968) on ‘embodiment as intertwining’ are particularly influential. While the focus in this literature review is on empathy, concepts related to embodiment and reflexivity are integral. The literature review is followed by an analysis of the concept of reflexive embodied empathy in practice. I use three examples of significant moments from various hermeneutic phenomenological research projects to demonstrate reflexive analysis of my own embodied, intersubjective relationships with participants. I characterize these moments of reflective involvement with the data as fluid, interpermeating ‘layers’ whereby different dimensions of experience are called to the fore. Three co-existing layers of reflexivity are described: †¢ connecting-of the Other’s embodiment to our own †¢ acting-into the Other’sShow MoreRelatedComplexity Science And Systems Thinking4544 Words   |  19 Pagesrelationships, and rejects the reductionist view that systems can be understood through the analysis of their individual parts, and instead examines the relational aspects to determine organizational patterns, predict systems behavior, and discover reflexive networks. In the figure below, Brian Castellani shows the history and intersections of complexity and systems in his interdisciplinary mapping of key figures and research areas in order to understand the overarching philosophies and applicationsRead MoreThe Independence Of Meta Cinema And Authorship4881 Words   |  20 PagesTruffaut, 1973) and 8 ? (Fellini, 1963). In order to demonstrate this, I will take in this chapter these two films together with Tout Va Bien (Godard and Gorin, 1972) as illustration. Determined by Bordwell as adversary to art cinema, the third reflexive work balances the discussion on the projection of auteurism in meta-cinema as an interrogating approach. All examples reflect the process of filmmaking and embody or question the auteurist concerns on directors? individuality and the uniqueness ofRead MoreOrganisational Theory230255 Words   |  922 Pagescomprehensive texts in the field of organization studies. It takes the reader through different perspecti ves and various topics on management and organizing, discussing these in some depth and detail. It offers a historically grounded, critical-reflexive approach to studying organizations that will prove to be extremely helpful guidance to students. Dr Sierk Ybema, Vrije Universiteit Amsterdam, The Netherlands . Organization Theory Challenges and Perspectives John McAuley Faculty of Organization