Merger Mellon Financial and Bank of New York Case Study

Merger Mellon Financial and Bank of New York - Case Study Example How the two companies deal with the purchase and how the purchase is being reported to the public is what differ one term from another. Acquisition is when a firm takeover another firm (the target), become the only owner and its stock would still be traded unlike the target company. On the other hand, â€Å"mergers of equal† is when two companies seek the benefit ofbecoming one single company and neither is acquiring the other. Usually both companies are about the same size and shareholders would surrender their shares to be given in return the shares of the new single entity. Prior to the integration, a proper due diligence must be conducted before negotiating and closing the deal.Mergers are governed by each state’s law.The board of directors of the companies and the shareholdersmust approve the merger of equal first before it is put into action.After the approval is given, acommunication ground should be established and an integration process should be taken to combine the two business units systems in one new system. First, a merger integration committee (MIC) should be formed. The responsibility of MIC is to arrange and organize the integration process and to prepare the proposal for shareholders’ considerations. MIC considered being the main player in executing the merger not to mention being the coordinator for a harmonic and smooth integration as well as a value added post-merger success. The MIC should have weekly meetings to solve any issues that are notgoing as scheduled. In the case of the merger of equals of Bank of NY Mellon, the largest security servicing firm, the integration committee dedicated a lot of efforts so it will not be surprised by any chance. It dealt with the business lines in two methods in which it hired representatives to help in executing and request detailed reporting in weekly basis. The vision and objectives of the merger should be served through selecting the best possible Integration plan and team.The value of the new organization can be created through th e ability of taking tough decisions, which occurred during the shift of the administration, the procedures the technologies, the system not to mention the culture to implement the new organization vision. Changes made usually include the leadership structure (executives and board members) as a redistribution of positions and authority is likely to occur. The integration plan includes integration of strategy, reporting, people, procedures and culture. The administration style is the one who design and create the culture and the behavior which is one major part of the due diligence taken prior to the merger. As change is a critical part for any organization, Integration efforts of systems and servicesfirst require evaluating the speed of change (whether it is radical or not). It is crucial to dedicate theneeded time to complete processes. Second, it is important to maintain the customer focus during the integration and not to neglect it. Moreover, a clear intensive communication must be insured from an early stage internally and externally. Internal communication can be established by maintaining optimism and positivity among each employee toward the new transformation that has been brought by the merger. 2. List the five key risks and related controls the newly merged company faced during the integrations phase. Please consider the strategy considered by management of both companies during the negotiations? Culture risk; Culture is the set of values, beliefs, behaviors, assumptions shared among employees of a certain entity.It is what effect and influences the actions of the people within the firm, explains attitudes and why people behave in a certain pattern. It is taken for granted for people from the insideas it

Analysis of the Odyssey book 11 Essay Example for Free

Analysis of the Odyssey book 11 Essay 1) Odysseus travels to the Underworld and makes the offerings according to Circes instructions and takes even more instructions from Teiresias on how to get home to Ithaca. 2) Many many of the dead wish to talk to Odysseus (especially his mother), and he needs to draw his sword to keep them away. 3) Odysseus becomes frightened and goes back to his ship immediately, and sails on to Ithaca. Two quotes: 1) â€Å"But you, Achilles,there’s not a man in the world more blest than you—there never has been, never will be one. Time was, when you were alive, we Argives honored you as a god, and now down here, I see,you lord it over the dead in all your power.So grieve no more at dying, great Achilles.† I reassured the ghost, but he broke out, protesting,â€Å"No winning words about death to me, shining Odysseus! By god, I’d rather slave on earth for another man—some dirt-poor tenant farmer who scrapes to keep alive—than rule down here over all the breathless dead.† I chose this quote because it shows a conversation in which each man thinks about life on the other side. They both seem to find that the other world is better than the one in which they inhabit. 2) Here Perimedes and Eurylochus held the victims, while I drew my sword and dug the trench a cubit each way. I made a drink-offering to all the dead, first with honey and milk, then with wine, and thirdly with water, and I sprinkled white barley meal over the whole, praying earnestly to the poor feckless ghosts, and promising them that when I got back to Ithaca I would sacrifice a barren heifer for them, the best I had, and would load the pyre with good things.† This quote shows both how precise Odysseus conducts this procedure and also how much he wishes this opportunity to work out. I can see how much he wants to be able to talk to Teiresias so he makes sure to do this offering entirely correct. Genuine Question: Why does Odysseus feel so frightened when he is at the Underworld? Odysseus could be frightened for many reasons. He could be afraid of being mobbed by the group that surround him in the Underworld. Odysseus could also be scared of any other things spoiling his chances of getting home to Ithaca.

The strategies adopted by given organizations

The strategies adopted by given organizations Any management strategy adopted by a given organization or enterprise is always aimed at producing practical results in tandem with the existing organizational goals and objectives (Galie and Bopst, 2006). Several management theories and practices have been in place since time immemorial and always undergo improvements and optimization in order to give best results. The criteria followed when selecting a given management approach is influenced by several factors such as resource availability, organizational structures, operational costs and efficiencies, types and levels of diversifications, socio-economic factors, political and cultural factors, human resource development, international relations, among others (Ma, 1999). The primary objective of this paper is to discuss the various management theories that have been in place since 1900 and the various factors that have influenced their evolution, and adoption in organizational management. For better understanding, a comparison of the organizational perspectives using the basic characteristics and properties of the mechanistic and the organic organizational designs shall be briefly highlighted in the paper. Management theories provide logical theoretical frameworks applicable in the administration and general management of organizations and business enterprises. These theories basically act as a springboard or foundations that help guide enterprises toward achieving their set goals and objectives (Weymes, 2004, 85). In most cases however, the scientific management approach has been used a model in the managerial elements of organizations. In this case, organizations and business enterprises carry out systematic analysis of this model and modify most of its characteristic aspects in order to suit specific managerial requirements (DuBrin, 2006). Precautionary measures are usually put in place to ensure the fundamentals of this management strategy are upheld at all times. For the last one century (period between 1900 and 2000), the management theory is said to assume a developmental and progressive nature that puts into consideration the emerging trends and needs (environmental and internal needs) of organizations through appropriate response and adaptation mechanisms. In this domain, there are several approaches namely the classical approach, the quantitative approach, the human resource approach, the systems perspectives, the contingency approach, and the information communication technology (ICT) approach. The Quantitative Approach In management, the quantitative approach revolves around maximum utilization of a group of techniques and methods to aid the decision making process. This approach is derived from the scientific model and is often referred to as operations research and/or management science. In operations research, several scientific and mathematical analytical tools are broadly applied in deriving optimal management solutions. Such quantitative tools include, but are not limited to linear programming, statistics, queuing theory, the game theory, network analysis, and decision trees. The managerial applications utilizing the quantitative approach include quality control, quality assurance and inventory control (DuBrin, 2006). The Classical Approach In management, the classical approach includes a general combination of both administrative and scientific management. In this regard, scientific management involves broad application of scientific techniques and approaches with the overall aim of boosting the productivity and general performance of individual workers in a given organization. Administrative management on the other hand revolves around appropriate use of best management practices in the structuring, reorganization and general management of the organization (DuBrin, 2006). The Human Resource Approach This model applies the psychological facet of human nature in organizational management. The approach puts more emphasis on people management through proper understanding of their mindsets and individual needs (Gomberg, 1985). Major characteristics of the human resource approach revolve around the Hawthorne effect which is basically the study of human behaviour in response to apparent attention from evaluators/auditors. Secondly, the human resource model utilizes various components of the McGregorà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Theories X and Y, particularly in regard to human nature with specific reference to responsibility and work (Murphy, 2003). Lastly, this approach incorporates the Maslowà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s hierarchy of needs, spreading out from the very basic wants to those intended for leisure and self-actualization. Manpower development approaches, organizational behaviour theories and human resource management are based on the fundamental principles of this theory. The Systems Perspective This approach creates an analogy between an organization and a system made up of several intertwined features and components (Murphy, 2003). There are several management theories applicable fro the systems perspective e.g. strategic management theories of collaborative and competitive advantage, the innovation and competence theory, the human resource management and organizational behaviour, the resource-based view i.e. the theory of competitive advantage, etc (DuBrin, 2006). The systems perspective is an imperative method since the interlinking and interaction of existing capabilities, systems and internal resources can be used to give a better explanation of the changing trends and responsive nature of organizations towards their surrounding environment (Murphy, 2003). The Contingency Approach This is a management tool that appreciates the fact that no single management tool can be regarded as the best practice to effectively manage people and work in every prevailing situation. Based on this perception, this approach encourages the management teams to fully analyse situational and individual differences before settling on a given approach or solution (DuBrin, 2006). The innovation and competence theory and the strategic management theories of collaborative and competitive advantage, coupled with the perspectives of industrial organization utilize the various elements of the contingency approach in optimization and in carrying out improvements. The contingency approach also puts into consideration the different organizational and environmental structures and needs that influence an organization, together with other factors such as resource availability and capabilities with respect to individual organizations (DuBrin, 2006). The ICT (Information Communications Technology) Approach This approach has been influenced by the technological advancements in the various fields of ICT, including the internet. The developments in this field have several positive impacts on the organisational behaviour and the general conduct of managers and workers. The management theories utilizing the ICT approach include the supply chain management (i.e. procurement, distribution, logistics inventory theories), the strategic management practices and knowledge technology management (Murphy, 2003). Basic Characteristics of Types of Organizational Design The table below summarizes the two extreme ends that can be applied in organizational design and management Table 1.1: Basic Properties of Types of Organizational Design (Source: Derived from, Murphy, 2003, pp. 14) Organizational Feature Organic Mechanistic Centres of Power/ Authority Few Many Division of Labour Low High Power Base Expertise/ Merit Position Interrelations within the organization Many Few Use of Strict Rules, Regulations and Procedures Low High Primary objective / purpose Responsiveness, Adaptability, Flexibility Efficiency Based on the above discussions, it can be deduced that several management approaches can be used when dealing with various situations. There is no way one single approach can fully satisfy all the needs and demands of the organization (Robbins, et al, 2006). Compromise and optimization of all the above approaches can be utilized in deriving the best management practice that is result oriented. In scenarios characterised by complex, uncertain, ambiguous and volatile conditions, it is quite in order to restructure organizations by adopting strategies that can best fit the challenges posed by the prevailing circumstances. Conclusion

Main Character of Book Siddhartha Essay -- Herman Hesse

Herman Hesse's, Siddhartha, is a story any person of any era, age, sex, or religion can relate to in some respect. It is about a young man wanting more out of life than most are comfortable with. He wants to find himself, find meaning to life, find enlightenment. To achieve his goal, he exposes himself to the extremities of self-denial and self-indulgence, objecting himself to a great ordeal to become a well-rounded individual and find his true self. Siddhartha begins his journey leaving his father, a religious leader, who has taught him the Brahmin way of life and expects his son to walk in his footsteps, "he envisioned him growing up to be a great wise man and priest, a prince among Brahmins" (Hesse 4). Siddhartha, however, wants more of a challenge in life. He and his best friend Govinda, which admires him very much and is like a "shadow" to him, set out to join an ascetic group called samanas. The samanas teach the two young men endurance and "to let the ego perish" (Hesse 13), among many other valuable life skills. Siddhartha, still unfulfilled, takes leave of the samanas with his friend. They go to hear the wisdom of a well known and respected teacher, Gotama. After hearing the Buddha speak, the two see that he is indeed enlightened, this inclines Govinda to join him and his followers. Siddhartha, however, feels that he needs more than another's account of how enlightenment is obtained, still unfulfilled, he surprises and d isappoints his friend when he chooses not to opt for the same path as him. He leaves his friend to continue his pursuit. Subsequently, Siddhartha passes paths with a beautiful prosperous courtesan who quickly takes a liking to him and helps him obtain an apprenticeship with a wealthy merchant, eventually... ...ut change, growing and becoming ?somebody?, and everyone goes through this. Hesse went through many changes throughout his own life, he too, seemed to have issues finding himself, he went through three marriages, attended various institutions (including a mental one), and changed careers often. He, as did Siddhartha in his book, attempted suicide. So, basically his own life?as with many authors?influenced his novel. But there are sure to be others that see a bit, or a lot, of this protagonist in them. Works Cited Hesse, Herman. Siddhartha. Trans. Susan Bernofsky. New York: Modern, 2006. Ziolkowski, Theodore. The Novels of Herman Hesse: A Study in Theme and Structure. New Jersey: Princeton, 1965. Wikipedia contributors. ?Herman Hesse?. Wikipedia, The Free Encyclopedia. 26 March 2008. http://en.wikipedia.org/w/index.php?title=Hermann_Hesse&oddid=202834940.

Future Perfect :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites Many futurologists - professional (Toffler) and less so (Naisbitt) - tried their hand at predicting the future. They proved quite successful at predicting major trends but not as lucky in delineating their details. This is because, inevitably, every futurologist has to resort to crude tools such as extrapolation. The modern day versions of biblical prophets are much better informed - and this, precisely, seems to be the problem. The cluttered information obstructs the outlines of the philosophically and conceptually most important elements. The futurologist has to divine which - of a host - of changes which occur in his times and place ushers in a new era. Since the speed at which human societies change has radically accelerated - the futurologist's work has become more compounded and less certain. It is better to stick to truisms, however banal. True and tried is the key to successful (and, therefore, useful) predictions. What can we rely upon which is immutable and invariant, not dependent on cultural context, technological level, or geopolitical developments? Human nature, naturally. The introduction of human nature into the equation which should yield the prediction may further complicate it. Human nature is, arguably, the most complex thing in the universe. It is characteristically unpredictable and behaviourally stochastic. It is not the kind of paradigm conducive to clear-cut, unequivocal, unambiguous forecasts. This is why it is advisable to isolate two or three axes around which human nature - or its more explicit manifestations - revolves. These organizational principles must possess comprehensive explanatory powers, on the one hand - and exhibit some kind of synergy, on the other hand. I propose such a trio : Individuality, Collectivism and Time. Individuation is the Separation principle, the human yearning for uniqueness and idiosyncrasy, for distinction and self sufficiency, for independence and self expression. Collectivism is the human propensity to agglomerate, to stick together, to assemble, the herd instincts and the group behaviours. Time is the principle which connects both. It is the bridge linking individual and society. It is an epiphenomenon of society. In other words, it arises only when people assemble and can compare themselves to others. This is not Time in the physical sense, which is discernible through the relative positions and physical states of physical systems. Every human - alone as he may be - is bound to notice it.

Review of Related Literature on the Effect of Acid Using Vinegar as a Model on Mortality Rate of Freshwater Guppy Fishes Essay

Republic Act No. 9275 Philippine Clean Water Act of 2004 is an Act providing for a comprehensive water quality management and for other purposes. In Section 2 of this Act, it states that the State shall pursue a policy of economic growth in a manner consistent with the protection, preservation and revival of the quality of our fresh, brackish and marine waters. The State wants to manage and reduce the population of water resources of the country by promoting environmental strategies and use of appropriate economic instruments. The State recognizes that water quality is in the same level of concern of the quality of life. This Act also wants to promote commercial and industrial processes and products that will not harm the environment, which includes the living organisms in different ecosystems. Related Literature According to the special report, Acid Precipitation of Gene Likens from Cornell University during 1976, the acidity of rain and snow falling on parts of the U.S. and Europe has been rising—for reasons that are still not entirely clear and with consequences that have yet to be well evaluated. Acid precipitation has a long-term effect especially on the living organisms in many lakes and streams which sometimes causes extinction. Related Studies On the study of Schindler during 1988, Effects of Acid Rain on Freshwater Ecosystems, it was stated that there is an increase in number of areas most likely to be affected by acid. The study presented the biological damage caused by the acid rain, which includes the disappearance mostly of small fishes that are considered as food for larger predators which might cause these predators to starve and might result for another disappearance of fishes. Justification of Study Articles and past studies show that acid rain has a negative effect on living organisms from different ecosystems including freshwater. It was also mentioned in the study of Schindler in 1988 that the small fishes are most affected by the acidity of their environment. This study wants to know how affected these small fishes are thus, determining the mortality rate of guppies in environments with different levels of acidity

Supervise Children and Young People on Journeys

Supervise children and young people on Journeys, visits and activities outside of the setting 1 . Understand the policy and procedures for supervising children and young people on Journeys, visits and activities outside of the setting. There are various organisational and legal requirements for supervising children on journeys, visits and activities outside of the school setting. These include policies and procedures which should be carried out by the school including risk assessments of areas that will be visited (New2teaching, 2013).Risks assessments will identify any hazards and/or dangers and who might be armed and how this may happen, allow the risks to be evaluated and check if the precautions are sufficient. They also allow staff to record their findings and review and revise assessments if necessary. Prior to the trip, the school will have to inform parents or guardians of all the necessary details in good time and obtain their consent for their child to go on the school trip . This should be in writing and include at least the location, date and time of departure and arrival, purpose, price and what is required on the trip by the children.The school should have other necessary information of each child going on the trip, ncluding dietary information, allergies, any other medical conditions and also if they suffer from travel sickness. Also, the school should ensure that there is a suitable adult-child ratio and that all Moreover, there must be sufficient insurance cover for all participants of the trip as well as accidents and emergency policies and procedures, which should be in place for off-site visits. There should be a budget in place for the school trip, including expenditure and contingency costs and all money should be accounted.A record should be made showing all payments made by pupils and receipts should be issued to each of hem. It is important that children, young people and adults have complete and accurate information about travel arrange ments in good time. This is to ensure that everyone arrives on time, prepared with any necessary resources. This is to avoid delay of departure or even not going on the visit if there is something missing or another difficult situation arises where someone or all of those who are involved may not be able to go on the trip as planned.It is necessary to ensure that vehicles used on trips are in good condition and safe for all passengers (New2teaching, 2013). Also, if the Journey is long, then it will be necessary to make sure there are snacks and check that there is a toilet on the coach or the relevant transport. If this is not possible then there should be an arranged stop for toilet breaks. It should be checked that drivers are competent and have the correct licence and if necessary whether to have more than one driver in case of fatigue.The preparations which need to be made by all those going on Journeys, visits and off-site activities would be to ensure that all individuals have appropriate clothing and sufficient food and drink should be taken where necessary. There should be a list of all those attending the visit and registers made for supervisors in order to account for all children on the trip. There should be someone who is in charge of funds in case of an emergency or break down of vehicle during a trip. should be ensured that there is a first aider on the trip, along with a first aid box.Also, at least one member of the group should carry a mobile phone with them in case of emergency and they should have emergency contact numbers. There should also be a point of contact belonging to the area visited on the school trip and the staff ember should be familiar of this. In case someone on the trip goes missing, staff should be aware of where to go in the area visited and should be made aware of the procedures. Any medication, for example, inhalers should be taken for those who may fall ill during the visit.In the case of late departure and arrival, the school should be informed by the relevant staff on the trip and parents should be notified for security reasons. The following is an account of the Oakwood Primary School trip for Nursery and Reception class to Gulliver's Land, in Milton Keynes, which took place on 27th June 013. Prior to the trip, I made sure what time I had to be in school for and what time the bus would be leaving. This was well after my normal start time for work so I didn't need to leave the house any earlier. As the Journey was about 45 minutes, it was a direct route.Therefore, no stops were needed. All staff that were attending were given a list with the names of the group of children for which they would be responsible. It was made sure that there were no more than 6 children in each group. My group was a group of 6 from the Reception class. The bus was due to leave at gam. As soon as the children arrived at 8. 30am and ushered into the class, they were settled down and the register was taken, ensuring all t he children that were going on the trip were present. Before departing, we bag and that it was labelled with their name.We also asked the children if they needed to go to the toilet so nobody needed to go during the Journey. The children were told to stay with their group at all times and were put into pairs. We then went to board the bus. I sat at the front of the bus and helped the children near me to put on their seatbelts. All of their packed lunches were placed at the front f the bus, in the designated area for luggage. The register was taken by the Early Years Manager and a headcount was carried out. I ensured all the children in my group were present.During the Journey, I made sure the children did not remove their seatbelts or move out of their seat. Some of the children had accessories like hats and sunglasses, so I told them to look after them. There were no issues during the Journey and the children were fine on the bus. When we arrived, the children were told to get thei r belongings and the bus was checked thoroughly to prevent anything being left ehind. The children were told to get into their groups and reminded of which staff member they would have to stay with throughout the trip.The register was taken to check that all the children were off the bus. I made my group stay in their pairs, hold hands with each other and to stay with me at all times. We arrived in good time, Just before the park opened. This ensured we had as much time as possible in the park. We were all given a map and details of attractions that were available throughout the day. When the park was open, we were allowed in and it was snack time for the children. So we went to a sheltered bench area and sat the children down and made sure they had their fruit or other snack. I made sure my group was sat down and in my sight.When they had finished their snack, I told them to throw their waste in the bins provided by the bench area and not litter the ground. They were told to give t heir pack lunches to their group leader and any belongings they did not require until later. These were all placed in secure lockers, which were next to the bench area. We were told to meet up again at this area at lunch time. We then decided to stay with other group and go on the same rides, so any children ho did not want to go on a particular ride could be supervised by another adult, while another group leader went on the ride with the rest of the children.The rides on which I escorted the children, I ensured they were sat securely, making sure any safety harnesses were attached and that they held on to the bars provided, so that they were comfortable. When it was almost time for lunch, we made our way back to the lunch area and gave into their carrier bag and put back in the locker, along with any other belongings. Occasionally the children some of the children would try to leave their partner or the roup as they were drawn to an attraction or something else and I was constantl y reminding them to stay together and not wander off.After going on a ride, one child in my group was not feeling well because the ride was a shock for her. We made sure she did not go on anymore rides that would not be appropriate and made her for a while until she felt better to go on other rides. In between rides, some children need to go to the toilet, so I accompanied them and left the other children in my group with another staff member. I counted how many children were with me and when they were finished, I ensured the same number of hildren came out of the toilet.It was nearing the time of departure from the park and we were waiting to get on a ride. My group was waiting with another group. We wanted the children to ride but we knew that there was a shortage of time. The other group leader made a call to the Early Years Manager to see if we would be able to go on the ride and she said that we did not have enough time. Therefore, we had to leave the waiting area for the ride and gather our groups. I went with the Early Years Manager to get the bags from the lockers, after leaving my roup supervised with another staff member.After we retrieved the bags and checked there was nothing left, we tended to our groups and ensured every child was there. When we exited the park, the children were in their pairs and we boarded the bus. The register was taken again and the headcount was repeated. On the way back a child sitting in front of me fell asleep, so I put her head in a comfortable position for her. When we reached school, I gently woke her before we got off the bus. As we got off the bus, we checked detached the children's seatbelt for hem and ensured that they were getting off safely and not leaving anything behind.