Utah Opera Symphony 2 - 3342 Words

In order to develop an action plan for Anne Ewers we need to analyze and understand the financial and leadership strengths and weaknesses of the Utah Symphony Organization (USO) and the Utah Opera Company (UOC). In order for the merger to be successful, Anne will need to create some successful strategies for managing each of these concepts. Utah Symphony Strengths The most impressive financial strength that USO has is their endowment. By the end of 2002, their endowment was considered higher than average and they were considered at the top end of a Group II Symphony when compared to other symphonies nationally. The Utah Symphony endowment was $10 million. Another financial strength was the projected growth in contributions and†¦show more content†¦They also have support from local and national organizations. As far as leadership goes, Anne has a lot of experience with the Opera. She has helped reduce their debt while increasing the budget. She grew it from $1.5 million to $5 million during her 11-year tenure. She has been responsible and very successful at increasing the fundraising income (including donations from outside the state. Even the projected contributions is expected to increase by $653,954). She has a reputation of being loyal, enthusiastic and very well capable. For example, she inherited a debt of $450,000 from her predecessor while in Boston. Not only did she retire that debt, but she also created an endowment fund and increased the number of productions from one to three. Overall projections are expected to increase by $374,843. Utah Opera Weaknesses Financially, the revenues for performances has continually declined. Even the projected sales has declined by $294,277. Government grants are 1/3 less that what the symphony gets and is also projected to decrease by $18,440. The UOC was not without their share of leadership weaknesses as well. Leslie Peterson resigned as the Director of Operations at the beginning of the merger proposal. Being the daughter of the founder, Glade Peterson, essentially gave a black eye about the merger from a public perspective. ThisShow MoreRelatedUtah Symphony and Utah Opera: a Merger Proposal Essay1063 Words   |  5 PagesUtah Symphony and Utah Opera: A Merger Proposal The Utah Symphony (USO) and the Utah Opera (UOC) Merger was a union that was brought forth by the leadership committee at the USO in Salt Lake City. The proposal was an opportunity to strengthen a struggling symphony with a financially sound opera company. Although mergers between opera and symphony companies in the United States had been successfully in the past, the merging of a two major companies had yet to materialize (Delong Ager, 2005, pRead More Utah Symphony and Utah Opera Merger1413 Words   |  6 Pages1. Bill Bailey, chairman of the board of the Utah Opera Organization, could use McClelland’s need theory to support the merger with the Utah symphony based on the three principles that are entailed in the theory; need for achievement, need for affiliation, and need for power (Kreitner Kinicki, 2010, p. 215). Firstly, the need for achievement is met by understanding that people strive to master difficult situations, endeavors or challenges. This idea works on both an organizational level, asRead MoreJft2 Task 21452 Words   |  6 PagesJFT2 Task 2 Detailed Guidance The key to doing well on this task is detail. Several sections require that you analyze information. This requires that you read carefully, think deeply and show your insight that you gained from the information provided in the case study. A1. Utah Symphony Strengths and Weaknesses When picking out the strengths and weaknesses of symphony there isn ¿t a list to which you can refer. Rather, you will want to read the case study carefully and to use your insight toRead MoreRjft Task 24141 Words   |  17 PagesRJFT Task 2 A1: Utah Symphony Strengths and Weaknesses Financial Strengths ï‚ · Total endowment in 2001-2002 was $10million, at the high-end of all Group II orchestra’s ($8.8million) (Delong, 2005). ï‚ · Total revenue and contributions are increasing from FY 2000 ($12.398 million) to FY 2001 ($13.763 million) by $1.365 million. This is primarily led by a $680k increase in performance revenues (driven by increased ticket prices) and $620k increase in contributions (from individuals, corporations, andRead MoreOrganizational Management26375 Words   |  106 Pagesthe â€Å"Utah Symphony and Utah Opera: A Merger Proposal† case study. You will develop a proposed action plan for the new leader, Anne Ewers, to help her in the development of a new strategy to measure the success of the ongoing merger process. The strategic goals for the first year of the merger include the following: †¢ Integrate the business processes of the two companies †¢ Reduce overall expenses as a percentage to profit †¢ Retain key employees †¢ Maintain audience base for both the Utah OperaRead MoreWgu Jdt2 Task 24523 Words   |  19 PagesOrganizational Management Task 2 Western Governors University JFT2 Organizational Management Task 2 A1. Utah Symphony Strengths and Weaknesses The Utah Symphony has been a leading arts organization in the western part of the United States for decades. They have a rich, long history. Many strengths have contributed to this success and continue to do today. Financially, the organization is able to raise money through various means. For the fiscal year 00-01, the symphony was able to raise $3.8Read MoreJft Task 2 Essay5040 Words   |  21 PagesUtah Symphony Analysis Financial Strengths: The Utah Symphony received approximately 5% of its incoming from their endowment fund annually. The organization raised $3,829 in revenue from rental fees, sets, props, costumes, box office, etc. However, the symphony believes that the fundraising contributions are sufficient enough currently to allow ticket prices to remain the same as the prior year is successful. The up side is that there was a $116,308 in surplus at the end of the year. Utah SymphonyRead MoreRjft Organizational Management Task 23102 Words   |  13 PagesManagement RJFT2 Task 2 A1. The Utah Symphony was recognized as a Group II orchestra. Group I and Group II are distinguished by the endowment amount and level of annual expenditures. For the year of 2001-2002, the average endowment for Group I orchestras was around $76 million and $8.8 million for Group II orchestras. The Utah Symphony came in just shy of $12.2 million in 2000-2001 and was projected to be upwards of $13.7 million for 2001-2002. That being said, the Utah Symphony was considered toRead MoreOrganizational Management Task 22461 Words   |  10 PagesOrganizational Management Task 2 A1. The Utah Symphony and the Utah Opera have combined into one company. Anne Ewers is the new leader of the combined companies. This paper will help her in the development of a new strategy to look at the success of the merge. The Utah Symphony is a group II orchestra. This is based on the level of expenditures every year. In the year of 2001-2002 the average expenses were around 8.8 million for group II orchestras. The Symphony spend around $12.2 millionRead MoreEssay on Utah Symphony and Utah Opera: a Merger Proposal Case Study8795 Words   |  36 PagesUtah Symphony and Utah Opera: A Merger Proposal Case Study William Bailey As Chairman of the Board of the Utah Opera, William Bailey has a pivotal role in the Utah Symphony and Utah Opera merger proposal. Mr. Bailey seemed to understand the financial and operational differences of the two organizations. As he stated, â€Å"the opera had a reserve fund and was financially stable and because of the business model could be flexible and adjust the size of the opera or eliminate projects that had not reached

Sociology Ethnicity Question Free Essays

Using material from item A and elsewhere assess the claim that ethnic differences in educational achievement are primarily the result of school factors. It is not completely internal school factors that can affect different ethnicities level of achievement in education, external factors can have a large part to play in the achievement levels of ethnic minorities in education as well. In education studies have shown that Chinese students as well as Indian students are the highest achieving ethnic groups in education while black and Bangladeshi students are the lowest achieving students. We will write a custom essay sample on Sociology Ethnicity Question or any similar topic only for you Order Now In 2006, 73% of pupils Indian origin gained a 5 A* – C passes at GCSE, compared to 56% of White pupils and an even lower 47% of Black pupils, Item A agrees with this point. Labelling is a large part of the internal factors that affects different ethnic groups’ achievement in education as some teachers label different ethnic students as less able or be less able to understand the teacher because they are of different ethnicity when in fact they can understand as well as a white student. Ethnocentric Curriculum is also a large part of the internal factors that can have an affect on the success levels of the ethnic minorities in education as in schools they tend to teach subjects which are appealing to the white students over the black students. In history they tend to miss out teaching about black history in order to teach more appealing topics and in English, William Shakespeare and Charles Dickens are usually taught over black writers and this can cause the ethnic students to take less of a care to the subject, ending up in a lower success rate. The internal factor of ‘institutional racism’ is a major factor which can cause the different ethnic groups to be less successful in education. There is evidence of ‘institutional racism’ in schools by the way that the schools take racism less seriously and often fail to deal with issues of racism which make the ethnic groups feel disadvantaged and treated differently making them have a mood of fatalism about education this point is also made in item A. Feature Article –  Sociology Test  1 As well as internal factors there are external factors that can affect the success levels of ethnic groups in education such as the inadequate language level spoken by low-income black families. Bereiter and Englemann found that there language skills were ungrammatical, disjointed and incapable for education and incapable for expressing ideas. Flaherty argued that the external factor of the ethnic groups being more likely to live in low quality, substandard council housing also plays a large part on the success levels of ethnic groups in education. This means that they will also be less likely to have good study space, money for health nutritious food and means they are less likely to have revision resources needed for success and item A agrees with this point. Racism in the wider society is also a large external factor which can have a large impact on the ethnic groups in the wider society as this racism can de-motivate people from doing well in education and striving to get the good jobs as they believe only the people who are white ethnicity will get the jobs. This racism is evident in Mike Noon’s study, when he sent off applications named ‘Patel’ he got less, more negative responses than what he got when he sent of the same applications named ‘Evans’. So in conclusion, both internal and external factors are extremely important as the internal factors can affect them directly when they are doing work in school but the external factors can affect how hard they work to try to give themselves a good start outside of school as well as how hard they try at home after school. This makes them both as important as eachother. How to cite Sociology Ethnicity Question, Essay examples

Conflict Avoidance free essay sample

CONFLICT AVOIDANCE What is conflict? The dictionary says that it is 1competitive or opposing action of incompatibles; 2to show antagonism of irreconcilability. In other words it’s usually a fight between two people who don’t get along for one reason or another. Causes of conflict: I will speak about what I have experienced. †¢ My first conflict was with someone who used to be a friend. We have known each other a few years. We used to hang out in the halls at school together with a group of other friends and clown on each other and clown on other people who passed by. This somewhat made people think that we were a â€Å"bad group of kids†. We said they also might think that because we were mostly a minority group (Black and Hispanic with one or two white friends with us). None of us were doing much work or any sports in school. I always played sports throughout grade school but because of my grades I wasn’t eligible so I guess I was bored. My mom started telling me to get my grades up so that I could play again because she knew that I needed something to keep me focused on school. So with support from my principle and the football coaches I got my grades up and I became eligible. That was the best feeling; being able to play again. I still kept my friends but it started to get harder to keep up with them, school, football, and then track. My coaches, my principle and my mom told me that I needed to break away from that group and concentrate on my school work if I wanted to keep playing sports. I admit that when I did break away and start hanging out with different guys (football players and track team) I saw that we had more in common. Breaking away started tension with my first group of friends and me. They started saying that I thought that I was too good to hang out with them anymore. One of their moms told me that I was not â€Å"all that†. I even tried to explain to them but that didn’t do any good. All through the school year the tension got worse. I wondered if my mom, or my coaches, or my principle knew this might happen, if they did they never told me. One day this group performed a step at our assembly. Someone in the group messed up and all the students laughed; but my friends and I were singled out by the group and they started to throw things at us. After we left the assembly they confronted us and asked why we were laughing at them. I told them everyone aughed but all that mattered to them is that we laughed. I turned away but one of my friends was still inside arguing with one of them. I went back inside to get my friend and to cool the situation down but it soon got out of hand and a fight started. We never landed any punches because one of the teachers was between us. The teacher said that he told us to break it up; if he did I didnâ₠¬â„¢t hear him. I turned and walked away but one of the other guys in the group ran after me. I heard someone call my name and tell me to look out. I turned just as the guy swung at me. I ducked down and punched him and the fight was on. o Avoidance: 1If I had found a better way to get my work done in school, play sports and hang out with them (because, â€Å"We minorities have to stick together,† one of their moms said to me); maybe the tension would not have been there. 2If I had told the principle or the coaches about the tension; maybe something could have been done (I doubt it because the guys hadn’t done anything). 3If, as my mom said, I had not gone back inside to get my friend I wouldn’t have been in it (but I was trying to keep my friend out of trouble). If I had listened to the teacher when he told us to break it up it might have ended then. 5If I had not defended myself and allowed the guy to punch me and do nothing (then what). †¢ My second conflict was with another guy from this same group. One of them came up to me before my track practice and said, â€Å"I hear you want to fight me. † This is the first time that I had heard of this. I said, â€Å"No, I don’t want to fight you. † It went back and forth like that until he finally said, â€Å"Well, we’re going to fight whether you want to or not. All I could think was, â€Å"This makes no sense! † I did not want any more trouble. I had just come back from court THAT MORNING for the other issue with his buddies. And all I had been told was, â€Å"You do not fight AT SCHOOL. † I knew then that the only way to get him to leave me alone was to fight him. And the only way to do that and not get in trouble was to fight him AWAY FROM SCHOOL (wrong). I never knew that two guys fist fighting was a crime. No guns, no knives, no sticks; just our fists†¦nobody else was involved, just us. Well, I found out that it is against the law, and because we decided at school to fight but went somewhere else it was still a school issue. How were we supposed to know that? I’ve been in school for twelve years and I have never been told this (my mom didn’t know either). The next day I see on the school film that his buddy, that I had defended myself against before was giving him a handshake and then I knew that I had been setup. Now I’m suspended and will have to plead my case to the school district next week; all because I saw no other way out. Avoidance: 1If I had talked to the coaches during track practice, but I really didn’t think anything of it (besides he hadn’t done anything). By the time he came up on me after practice, the coaches were gone. 2If I had just gone home and told my mom what happened (she would have told someone or made me tell someone). 3If I had just let him punch me and do nothing and not defended myself (because we would fight whether I wanted to or not) then I suppose everything would have been okay. Parents, teachers and just adults tell us to walk away, walk away†¦but how do we do that? They tell us to do it but they don’t tell us how. I know the physical part†¦turn around and walk away (tried that, didn’t work), but what about the mental part; the psychological part? You walk away, you’re a punk, weak, sissy, wimp, chump; you tell someone, you’re a snitch, 5/0, scared; you stand up and defend yourself, you’re suspended, expelled, sent to juvenile detention. So what do we do and how do we do it? No matter what caused the fighting the same penalty is used for both involved. I guess the teachers or the schools don’t have time to sit down with the students and find out what the issues are so they just let the courts handle it. Then we’re all made to look like criminals. I know if there are weapons involved then it should be a court issue. My grandma calls it anger†¦well yeah, I’ll get angry at anybody who is going to fight me because they don’t like me, whether I want to or not. It’s called standing up for yourself, or being your brother’s keeper. We get tools in church, the bible. We get tools in school, books and teachers. We get tools at work, safety stuff, training on how to be safe, and training on harassment (my mom job). What tools do we get to help us avoid conflict? We get three words†¦Ã¢â‚¬ just walk away†. Parents, teachers, and just adults ask what happened, but they don’t usually ask why or try to find out why it happened and what needs to be done so that it doesn’t happen again. Suspending, expelling, sending to juvenile detention does not make the tension go away and it does not get to the cause of the problem. I understand that there needs to be punishment, but punishing and still not trying to find out the cause is not helping. If you don’t know what the issue is you won’t prevent it you will just keep reacting to it every time it happens. If no one cares why it happens then the only thing that matters is that the one who gets the upper hand wins, because you’ll both get the same punishment. So in my second conflict I knew that if he came at me another day, in the school hallway, I would be in trouble no matter how, no matter why it happened. My idea to help prevent it: We should get any body that has some type of issue with each other and have them sit together in a room with a mediator (my mom and dad used a mediator when they got divorced). It probably needs to be a parent whose kid is not in the room. Not a teacher, well maybe a teacher that the students like. I think a parent because there would be more respect for a parent and they would probably open up more (maybe). This mediator could ask the questions or just let the two of them talk about how they feel about each other. Once it’s out in the open they can work on the issues. I’m not saying that it would work every time; and I’m not saying that they would come out of there the best of friends but you can offend someone and not even know it until it is too late. This is what I would have done with my ex-friends because I really didn’t know what the issues were between us and I still don’t.