That the education system needs an overhaul

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Rebuttal

The education system does not need an overhaul. Ladies and

gentlemen. We are debating that the education system needs

an overhaul. Since when? The education system within this

Help with essay on That the education system needs an overhaul

context implies the school system which encompasses

kindergarten to year twelve, which can lead us to several

pathways. That it needs an overhaul. Needs implies that an

overhaul is absolutely necessary and a priority for the

education system at this very moment, to continue

functioning adequately. To suggest it needs an overhaul

means that it does not work, and may I assure you, this is

certainly different to fine tuning and refining.

We are debating the issue of success. How successful is the

education system in providing people with the tools that are

necessary to achieve what they desire. The education system

needs a tune up, not a rebuild.

I will assert that the education system does not need a rebuild

by explaining the k-1 syllabus. My second speaker will

further argue matters relating to tools and money. The

education system may require a tune up, certainly not a

rebuild.

I have been part of the school community for twelve years

now, and throughout my schooling experience, I have been

fortunate to experience adjustments to the education system

throughout this time, whilst also observing the changes my

younger siblings have encountered. The education system is

constantly refining so that it advantages the broad range of

students who do attend. The education system is successful

within this, as it is constantly accommodating for all different

students, through these refinements.

The education system, is much like a car. Lets say the

education system is a Monaro for example, or whatever

vehicle you choose. This Monaro ladies and gentlemen, has

an oil leak. Does this car need an overhaul. No it does not. It

is not necessary to pull the car to pieces and build it back

together again, in order to fix the problem. Rather, we would

drive our Monaro down to Joe's mechanics just around the

corner, where it may be refined and fixed. It is not necessary

for us ladies and gentlemen, to pull apart our vehicle, just as

if a problem or two are discovered within our school system,

we do not need to entirely rebuild a new education system.

Rather we would take the education system to the mechanics,

or the government, where the problem may be detected and

resolved. An overhaul would cause several other problems,

and only emphasise the dilemma, with money circumstances,

and confusion. The education system needs a tune up, not a

rebuild.

But what if the education system has no problem, but rather

just should be made even better, you may ask. Lets look back

to our Monaro. We want our Monaro to operate more swiftly,

and look like the hottest vehicle on the road. We do not need

to pull apart our car in order to improve it, however we add

special features such as dazzling spoiler kits, and

extraordinary turbo kits. This parallels to the education

system. If we want our education system to be at its best, it is

unnecessary to pull it to pieces and start over again, but

rather, we would add special features to boost it's quality. The

education system needs a tune up, not a rebuild.

Ladies and gentlemen, the education system is constantly

being improved, however a vision for an overhaul is not

necessary. Just ask your parents, and you will hear a lifelong

story about their tough years in school. Our education system

has evolved quite a lot since the 160's, where we lived under

the Wyndham system of education. However, the system has

not undertaken a complete overhaul. The education system is

what it is today, simply due to the fine-tuning which has

occurred throughout the years. We know this as several

similarities may be distinguished between the Wyndham

system and today's system. They share common objectives

such as to enable students to enter upon their mental

inheritance, allow for critical thought, promote a sense of

community, communication, vocation, citizenship,

spirituality, leisure and health. If our education system has

kept these values for all these years, doesn't this mean that

these are the important factors of the education system. If

these factors are evident, doesn't this mean our education

system is adequate? And if our education system is adequate,

doesn't this imply that an overhaul is not required. Our

education system may need a tune up - though not an

overhaul.

You may look through your parents school certificates and be

surprised that yes they were part of the champion volleyball

team, or won the touch football gala day. Extra-curricular

activities are definitely a vital part of the education system

today. As well as refinements to the system, where more

subjects have been available, more opportunities to represent

the school have also been implemented, at various levels. It is

not thanks to a complete overhaul of the education system

that we were given the chance to debate here today. Rather, it

is thanks to small refinements, which promote interschool

cooperation. The education system needs a trip to the

mechanic, not a trip to the autowreckers.

Recent refinements to the system within my lifetime, have

been a success, and have proved in circumstances that an

overhaul is not necessary. The Ella and snap testings for years

7 and 8 for example, have been a refinement to the school

system which have improved student to teacher relationships,

and have helped teachers pinpoint weaknesses in their

classes. This has proved advantageous, through a refinement,

thats right a tune up, not a rebuild. Our school system also

seems to be more confident towards our students, with several

awards for various achievements. National Literacy and

Numeracy Week is a special week to celebrate the work of

Australian schools in raising the literacy and numeracy levels

of all Australian students. This refinement was to a response

to the 0% of year three students failing a minimum standard.

The commonwealth acknowledged the need for improvement,

and did this by implementing this special week, as a

refinement, instead of an overhaul. This problem, like a

popped tyre, has been successfully fixed up, and there was

definitely no room for an overhaul, after all the education

system needs tuning up, not an overhaul.

Ladies and gentlemen. We the negative team are not saying

that the education system is perfect. Nothing in this world is

perfect. What we are saying is that the education system is

like a car. Or perhaps a pair of jeans which need a hole

stitched up. The education system may need it's creases

ironed out, it's holes stitched up, and it's tanks refuelled,

however, it does not need an overhaul. As the old clich� tells,

"if it ain't broke don't fix it."

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The Role of Love in Mythology

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The idea of love plays a big part in Greek Myths. Love is used different ways throughout the myths; sometimes it shows how love is mans' weak point, and sometimes there is not only love among man, but also among the gods. Some myths show how love can make or break a person, while others show how love can make you do things you normally would not do.

There are many myths that display love among the gods. An example of mother-daughter love would be Demeter and Persephone. Demeter loved Persephone a lot, and for the six months that Persephone was in the underworld, she showed her sadness of a loved one being gone by killing all the plants and bringing winter upon the world.

Zeus displays a lack of love for his wife, Hera, throughout the myths. While still married to Hera, he sleeps around with lots of other women and does not even think twice about it. Hera gets mad that all her husband's love is not directed toward her, so she seeks revenge on everyone Zeus has slept with. If Zeus truly loved Hera, then he would not be sleeping with other women. Zeus shows what not to do with love, because he gets himself into trouble with Hera.

The Greek myths use love to explain many things in nature that the Greeks could not explain. One example is the reason of why mulberries are red. The myth "Pyramus and Thisbe" (Hamilton, pg. 101) says that mulberries are red because of the blood of Pyramus. Pyramus loved Thisbe so much that when he thought she was dead, he killed himself also. "The deep red fruit of the mulberry is the everlasting memorial of these true lovers…" (Hamilton, pg. 10)

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The Greeks may have believed in love at first sight. Many instances in the myths show one person or god seeing another person or god and falling in love with them right away. For example, the god of the river falls in love with Arethusa. Apollo was in love with Daphne and he barely knew her. The moon fell in love with Endymion, just because he possessed surpassing beauty. These are just a few examples of the myths showing love at first sight.

The myths also show love among strangers. Baucis and Philemon let Jupiter and Mercury disguised as beggars into their home out of hospitality and love. Because of their kindness, Baucis and Philemon were allowed to die together. The myths show that being kind to people and showing love can never hurt. Good always comes out of helping people.

The myth titled "Pyramus and Thisbe" (Hamilton pg. 101) has a storyline that is very close to Shakespeare's Romeo and Juliet. Two people love each other so much that they would die for each other, but the irony of the story is that they die for each other when they really don't have to. This myth teaches that love can make you do things without thinking them through thoroughly; in other words, think before you act. Pyramus killed himself because he came to the conclusion too quickly that a lioness had eaten Thisbe.

"The Quest of the Golden Fleece" (Hamilton, pg. 117) shows an example of someone's love resulting in the death of another person. Hera made Medea fall in love with Jason. Because of her love for Jason, she would do anything for him. Medea helps him overcome the greatest dangers of his journey along with Heras help. In the end Jason claims that he knew Medea loved him, but he was just using her. This myth shows that you cannot always trust love. Medea did things she normally would not have done for Jason if she was not helplessly in love with him. The myth also shows that if you love someone and they do not love you back, then move on. It is not worth getting yourself into a mess trying to win their love. It shows that when you are in love, sometimes you only see the good things in the person; Medea did not realize that Jason was using her until it was too late.

"Pygmalion and Galatea" (Hamilton, pg. 108) is a great myth for showing the meaning of love. Galatea could be a symbol for love, showing that love is beautiful, and love can overcome all things. This myth also shows that one cannot live without love. Pygmalion hated women, yet he fell in love with the statue that he had built.

Overall, the myths show many different aspects of love. From true love to the lack of love, the Greek myths have it all. Love is used many different ways in the myths, but they all show one thing love is very important in our everyday lives, and there is no denying that.

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Western Expansion

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In the early years of the American government, expansion of the United States was a very big issue. Our countries leaders believed in Manifest Destiny, or the right to rule from the tip of the east to the western shores. There were many different people who supported this idea for many different reasons. These groups of people included economists, militants, intellectuals, journalists, as well as religious leaders and missionaries.

Economists pushed for the expansion of American soil. With more land came more worth. There would be more room for settlers and immigrants to build homes on. New towns would develop, and along with that came businesses. The more business, the more money, the more power and economic stability. One supporter from this point of view was Thomas Hart Benton. Benton preferred gaining territory through occupation rather than conflict. His ideas were used to create the Homestead Act of 186, granting free land to settlers so long as they stayed on it for five years. He also encouraged the creation of overland transportation making travel to the west shorter and easier. Benton was chairman of the Committee on Indian Affairs as well, and strived towards the removal of Native Americans to make room for the white settlers. He might not have had the most honest intentions, but he was driven to expand. His Son-in-Law followed in his footsteps and is well known for his conquests in California over the Spanish. With enough land and citizens, the U.S. could become a very stable and powerful nation.

While journalists wrote of gold and free land, and the militia fought with the Native Americans all over the continent, religious leaders and missionaries began to act as well. Missionaries spread out far and wide, trying to save the "savage" Native Americans from hell. They decided that the Native American way was wrong, and that they had to save these people from themselves. Many socially rejected religious leaders on the other hand saw the expansion as freedom from persecution. One such man, Brigham Young, was waiting for just such an opportunity. Young was the leader of the Mormon church. At this time the Mormons were feared because of their un-Christian ways. Young determined to lead his followers far west, where church members could gather without interruption. Other religions wished to follow in the same footsteps. New land meant freedom from the violence and negative attitude of others, and they could actually build communities based on their religions.

Later came a very important advocate for more expansion, President Theodore Roosevelt. He wanted to further expand the U.S., thus forth furthering the United States trade and power. Roosevelt wanted the U.S. was to be strong. He felt that through more expansion, the U.S. could become an even bigger and richer world power. As the president, he had very much success in doing so.

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There were many reasons for expansion into the west, and everybody had their own. Religion, military, and economy were just a few. Although a lot of the methods used to expand were not quite honorable, they worked. And, U.S. citizens got what they wanted. Because of the expansion into the west, we have one of the strongest military powers in the world, along with a very strong economy, and open religious worship everywhere in the country. Those who dreamt of expansion, and those who made it happen helped this country succeed.

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Little Women

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Little Women is the story of four girls that were growing up during the American Civil War. Each of the girls, all sisters, has different personality traits and characteristics that are developed throughout the book. Meg, the oldest, is the sensible sister, while Jo is tomboyish and independent. Beth is musical and shy and finally, Amy, the youngest, is the most materialistic of the four. The girls grew up in a very close family and strived to support each other in their dreams. Throughout the book, the girls love for each other is strong, as they face the different challenges and joys of growing up.

Jo March finds the restrictions of being a woman in her time almost unbearable. She is a feminist who wants to dress like a boy, to have the freedom that men do, and to think for herself.

Even though Jo, as a woman, has talents and abilities and is more than a person that must be trained to be a wife and mother, she is convinced (by society) that only men have the freedom to decide what they become in their adulthood. Jo believes this because throughout much of the history of Western civilization, deep-rooted cultural beliefs allow women only limited roles in society. Many people believed that women's natural roles were as mothers and wives. These people considered women to be better as mothers and wives rather than as anything else. Widespread belief that women were intellectually inferior to men led most societies to limit women's education to learning domestic skills. In contrast to what her other sisters (and most women of the time) think about womanhood, Jo does not want to grow up to be a mother devoted to her husband and children like every woman in that time is expected to be. She has dreams about becoming a writer and the thought of not being able to be so because of her sexuality is terrifying to her "I hate to think I've got to grow up and be Miss March, and wear long gowns, and look as prim as a China aster"(4).

Jo also considers that being a girl is a waste of time because she can't do anything that is really important. The only things that she can do are chores, which she sees as boring. She complains about not being a boy and not being able to go to war and help her father "I can't get over my disappointment on not being a boy, and it's worse than ever now, for I'm dying to go and fight with Papa, and I can only stay home and knit, like a poky old women" (4).

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"As she spoke, Jo took off her bonnet, and a general outcry arose, for all her abundant hair was cut short" (174), Jo cut her one beauty and sold it to a wig maker to make money for her family when their father was ill. She is proud of her manly qualities that her other sisters detest. She believes that the absence of their father at home is a problem that she might somehow be able to control if she could only be a boy. And even though she is not a boy, she feels responsible and tries to take the roll of the male in the March family. Jo states this when arguing with her sisters on who should buy their mother's Christmas present "I'm the man of the family now Papa is away" (6). This statement shows Jo's personality as tomboyish, responsible, and proud.

Without a man to contradict her, Jo is able to fully explore her imagination. She writes dramatic stories, which she sells to make a living. And as long as she manages to keep the Weekly Volcano away from the males in her life, she makes an honest living out of it. However, Professor Bhaers disapproval makes her hard-earned money lay rather heavily on her conscience.

In spite of the obstacles placed in her writing path, Jo still manages to be the most intellectually satisfied of the four sisters. Jo probably would have hated a life like Meg's, whose life is measured as somebody¹s wife and mother after she marries Mr. Brooke and seems all lost in motherhood and wifedom.

Jo wants to have her choices as a woman to be more than just getting married; she wanted those choices to be made freely and to reflect other options. Jo says over and over again that she wants to be a man because that means she can have more choices in life. At one point she says she wants to marry Meg herself so that Meg need not do what our culture demands of her.

Jo wanted to be a boy and be head of the March household so that she herself need never take up the feminine position in a patriarchal household. In lamenting Megs relationship with John Brooke, Jo exclaims, "Oh deary me! Why werent we all boys? Then there wouldnt be any bother" (5).

Jo hates the idea that after marriage women depend on their husband for support. She sees no difference between a woman who marries and lives with a man because he can provide for her wants, and the woman who is not married, but who is provided for at the same price. She wants to prove herself that she does not depend on a man and that is why she refused to marry Laurie, the young, wealthy, talented, and loving neighbor and friend "Nothing more, except that I don't believe I shall ever marry. I'm happy as I am and love my liberty too well to be in any hurry to give it up for any mortal man" (8). But this didn't last long; she ended up instead with that old foreigner, Professor Bhaer. Jos choice is an interesting one. Jo should have married Laurie. All the rules of romance require that marriage. But Jo chose against romance because of her need for independence. The reason she gave for refusing Laurie was that they were too much alike. This reason makes no sense.

In the end, Jo's fate, as a woman and as a writer, is a negotiation and a compromise. She gives up her writing life to motherhood, as she cares for her own children and acting as surrogate mother to the boys whom her husband teaches. Her writing career is modified into the conformist mode "Jo was a very happy woman there . . . She enjoyed it heartily, and found the applause of her boys more satisfying than any praise of the world; for now she told no stories except to her flock of enthusiastic believers and admirers" (5). In fact she exclaims, in the final pages of the book, "The life I wanted then seems selfish, lonely, and cold to me now. I havent given up the hope that I may write a good book yet, but I can wait, and Im sure it will be all the better for such experiences and illustrations as these" (54).

Even if Jo end up marrying and giving up her writing career, she marries an intellectual partner who seems to nourish her mind as well as her heart, and she enters a marriage in which both male and female are equal,

"I may be strong-minded, but no one can say Im out of my sphere now, for womans special mission is supposed to be drying tears and bearing burdens. Im to carry my share, Friedrich, and help to earn the home. Make up your mind to that, or Ill never go" (5).

In the end, Jo does not entirely succeed because she gave up her writing career, although she did succeed in becoming an independent woman. Jo becomes a self-reliant and a self-supporting individual. At the end of the book Jo's inner conflict isn't totally resolved and the author gives another chance for Jo March Bhaer to write a good book yet" (54).

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Concentration Camps

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Concentration Camps

Imagine being forced by total strangers, no different than yourself, to leave your home and everything in it behind. You are then pushed onto a train packed with other people. After a long train ride you are taken off the train and the women and children are put in one group. The people who can perform the tasks that these strangers need done are put into another group. The women and children who were told that they would be given a shower are never to be seen again. Two of these camps are Auschwitz and Dachau. There the SS officers treated these poor people inhumanly.

Auschwitz is located in Oswiecim, Poland it was established on May 6, 140. The Auschwitz complex was divided into three major camps Auschwitz I, main camp or Stammlager; Auschwitz II, or Birkenau, established on October 8, 141 as a Vernichtungslager(extermination camp); Auschwitz III or Monowitz, established on May 1, 14 as an Arbeitslager or work camp. This camp was liberated January 7, 145, by the Soviet Army. (The estimated number of victims .1 to .5 million. This estimated number of death is considered by historians as a strict minimum. The real number of death is unknown but probably much higher, maybe 4 million) (jewishgen.org n. pag.).

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In Auschwitz there was a "doctor" name Josef Mengle. He performed gruesome experiments on people in the camp. He is most famous for his experiments on twins. He would remove organs or body parts from one twin and put them one the other to see what would happen. Mengle did not only experiment on twins though, he would inject prisoners with lethal chemicals just to see how they would react to them. One survivor of Auschwitz is Richard Sufit. He was born in Paris, France on September 16, 15. Sufit was arrested in 144, detained in Drancy, France. He was then moved to Auschwitz-Birkenau on June 0, 144. There he was tattooed with roll number A16866. He worked at Buna-Monowitz and took part in the Death March to Gleiwitz, then to Buchenwald where he was freed by the Americans on April 11, 145.

The people who appeared too weak to walk or ill were placed in trucks. In an other wagon, two or three wagons in front of ours, some prisoners had tried to escape during the journey. They jumped from the wagon just before the German border and tried to hide in the forest. But the train had stopped and all these prisoners were captured by the SS. Some were immediately killed and all the prisoners, dead and alive, were placed back in their wagon. Upon our arrival at Auschwitz, we have seen the survivors placed in a group apart from the others. Well never see them again (Sufit).

During the Auschwitz Death March the temperature was below zero. Only a few lucky ones had over-coats. Prisoners that fell from exhaustion were shot to death. A prisoner marching in an outer row would see a bloody body every 40 or 50 yards for miles. Some of the prisoners were able to use confusion to escape. Twenty-one year old Sara Erenhalt

Horne

and a group of other women were able to do just that. One night, a few of the SS officers

stopped for the prisoners and themselves to get some sleep. The women slept in a barn owned by a priest. The next morning the seven women stayed in the barn and hid there for three and a half weeks (Feldman 78-7). The prisoners of this camp were treated very poorly, and their only crime was, for the most part, being of the Jewish faith.

"Pronounce it as though you were clearing something nasty from your throat...

Dachau. My first inkling that this pleasant Bavarian village would become a word to chill

the blood, came from the terrible odor as my passenger and I disembarked from our little

two-seater Stinson L-5." Chuck Ferree, a Holocaust witness and liberator, was there

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Me

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September 15, 00

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Court Case Analysis - Final Draft

Just twenty- six years ago a junior high school student by the name of James Ingraham received a severe beating by his principal, Willie J. Wright, and two assistant principals, Lemmie Deliford and Solomon Barnes, as they held him down. It seems unbelievable that this could have happened in the year of nineteen seventy seven. Wasnt our society mature by then? Doesnt it seem morally and ethically wrong to do this, even then? Apparently not, for when this case was brought in front of the Supreme Court on April nineteenth, the Cruel and Unusual Punishment Clause of the Eighth Amendment did not apply to corporal punishment, nor does the Due Process Clause of the Fourteenth Amendment. This kind of treatment in schools dates back to practices used to punish slaves. Not only is it hazardous to the students well-being, but it terrorizes the fellow students and disrupts the learning atmosphere of the classroom. Do students want to behave based on moral and ethical values or by fear and abuse?

James Ingraham lived in Dade County, Florida where it was a common treatment to paddle students for bad behaivor based on Florida legislation and a local School Board Regulation. Explicit directions and limitations on regualtions of the punishment were supposively enforced but as one will learn from the reading, not practiced. The flat wooden paddle had to measure less than two feet long, three to four inches in width, and one half inch thick. A student was limited to one to five licks and there had to be no apparent physical injury. Last, teachers had to consult the principal prior to the licking. These rules and regualtions seem set up to be abused. Who exactly is to judge the limit on bad behaivor? Is it speaking without a raise hand or cursing out loud? Is two paddles on the bottom enough punishment or ten? In Ingrahams case, after he refused to be paddled, for he apparently did not leave(ing) the stage of the school auditorium promptly he was held down by his legs and arms and paddled twenty times on the buttocks with a two-foot-long wooden paddle. This resulted in a hospital visit, where the doctor prescribed pain pills, ice packs, and a laxative, and a week long absence from school. This experience must cause severe emotional, mental, and physical stress on a child and the students watching. A school is suppose to be a safe haven where basic learning skills are taught and practiced, to prepare students for integratiuon and involvment into society.

The Ingraham versus Wright case brought up the Eighth Amendment and the Fourteenth Amendment of cruel and unusual punishment and the Due Process clause. Whether the paddling of students constitutes cruel and unusual punishment in violation of the Eighth Amendment; and second, to the extent that paddling is constitutionally permissable, whether the Due Process Clause of the Fourteenth Amendment requires prior notice and an oppurtunity to be heard. School authorities viewed this corporal punishment as a less drastic means of discipline that suspension or expulsion. The fact that this school used this kind of treatment on their students and was legally just, protects the school and the teachers, while nothing helps the students from immoral and sick abuses. Parents sent their students to this school, knowing of the puinshment that could be done if their children misbehaived, but somehow the system got screwed up and people began making their own rules.

The Eighth Amendment of the Constitution was designed originally to protect those convicted of crimes. It ensured that no person convicted would receive any cruel and unusual punishment. The Supreme Court system argued that corporal punishment is the traditional means of maintaining discipline in the public schools, and that although public opinion is divided on the issue, there is not any trend to eliminate its use. The Court also ststed that the punishment be used in such a reasonable manner. Determining what is reasonable creates a completely open system whereas public-school authorities can beat their students, but the extent to which the punishment is given, must be reasonalble. It seems as though this legislation was made to be abused, for there are so many loopholes that defend only the teachers and none that help the students. One could never learn in such a school that practices such hypocritical values.

The Fourteenth Amendment states that it prohibits any state deprivation of life, liberty, or property without due process of law. Due process is a law because it protects the individual from mistaken punishment that the State would not have inflicted upon, had it found a more reliable method. Under the Florida law, punishing students for the misbehaivor of their actions could not be reversed if they were found innocent later, nor their damages, because teachers were proceeding in utmost good faith... on the reports and advice of others. As long as the punishment was reasonable from the view of the disciplinarian. This makes one want to scream Good Faith?! It is the liberty interest of the student to be able to attend school with their fellow classmates and to be free of any such punishment that involves unfair or fair pain, abuse, and such perversion.

This case resulted in a failure, as the Supreme Court overruled that Willie J. Wright had indeed practiced good judgment for the proper education of the child and for the maintenance of group discipline. No cruel and unusual puishment of this case seemed to be found or went unnoticed. The Cruel and Unusual Punishment Clause of the Eighth Amendment was found not to apply to corporal punishment. Again, the Supreme Court also found that the Due Process Clause of the Fourteenth Amendment did not require notice and a hearing prior to the imposition of corporal punishment in the public schools, or that practice is authorized and limited by common law. In my opinion, the Supreme Court failed to recognize the injust behaivor of the school authorities for acting as tyrants over their students. Once a student walks on the schools grounds, the school is at liability for the care and health of the student. This means that teachers are suppose to prevent anything bad from inflicting upon their students. I agree that a student should be punished for a wrong doing such as disrupting class or by cursing, but it should be reasonable. Reasonable, such as having to stay inside for recess or by staying after to erase and wash all the chalk boards. By given ardour tasks as punishments the students be able to learn from their mistakes. When a student is licked as a punishment wherther fairly so or not, they only develop fear and anger towards that person and perhaps the rest of the people watching. This results in a very unsafe community where abuse is highly prevalent and nothing is learned. How can students learn in an environment where they are constantly being abused for their actions and in consequence learn nothing for they do not understand why they are being puinshed? E

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Tektronix

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Bob McDaniel

Tektronix Case

September 18, 00

MIS600-0 Fall 00

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In 1, Tektronix, Inc. found itself competing internationally in sixty countries, leading the industry worldwide in sales of Oscilloscopes, TV measuring and monitoring equipment, and workgroup color printers. Increasing global competition, declining financial performance, and an aging IT infrastructure that was unable to respond to new customer demands was driving the company to simplify and restructure its operations.

Issue #1 The need to update IT infrastructure and implement an ERP system

Tektronix did not assess other ERP solutions and select the best choice for its needs. Instead, the CFO and CIO chose a vendor they had experience with and justified the choice with a short examination of features and suitability measures.

Issue # The complexity of implementing an ERP system

To implement the ERP system, Tektronix chose to use external consulting to provide implementation expertise not available in-house. As a result, several iterations of contractors were hired, extending both the time and escalating the total implementation costs.

The complexity of updating and replacing four hundred and sixty legacy systems and the changing of existing processes, required non-custom or "plain vanilla" approach to implementation and the imposition of standardization.

No financial measure of success was established for the project to provide visibility to the success or failure of the project, other than the successful installation of the ERP system.

Analysis and Evaluation

Issue #1. It is easy to understand, given five previous project failures, why management chose to go with the quick choice of vendors made by senior management. However, given the magnitude of the undertaking and the total investment required, in my opinion it would have wiser for the senior management to take a look at other current ERP offerings, even if they still made the final choice themselves. More recent developments in software from other vendors may have rendered some other ERP solution a much better fit for Tektronix. A look at other vendors may also have revealed an ERP candidate with a better base of available expertise for implementation too.

Issue #. The choice to use outside consulting services for implementation was the right choice for Tektronix given the move away from internal solution development. However, looking at case exhibit 7 it appears the complex governance structure was not well planned. With one stated goal being "simplification", there were too many layers in the project team structure, setting them up for poor communication, poor execution, and finally the hiring of unqualified consulting candidates. In the end, Tektronix paid a higher price than anticipated for the ERP implementation.

Some of the factors that drive a high level of complexity for global IS projects like ERP are the need to integrate incompatible and legacy systems, customization required to make software work across a large organization, and business process changes required to implement company wide systems. Tektronix had more than 460 legacy systems to consider and a very complex infrastructure to navigate. To mitigate some of the complexity, Tektronix focused on standardization and what it called the "plain vanilla" approach to implementing the ERP software.

The "plain vanilla" approach used by Tektronix referred to using the ERP software with as little modification as possible. The idea was to change business process to conform to the software design rather than designing the software to fit the Tektronix processes. The approach was mostly successful, but did not entirely eliminate the need for customization.

The standardization used by Tektronix to reduced complexity was applied in several ways. Divisional application of standardization meant each of the three Divisions would use the ERP software designed and implemented specifically for them. Different ERP applications would not be allowed within a Division. Company wide, standardization meant a single chart of accounts and the use of the same software across the enterprise, albeit with any necessary customization for each Division. Processes for OMAR were also standardized within each Division, providing a tremendous increase in response times for customers.

Because no measure of success was established at project conception, when the project was completed the question of whether the effort was "worth it" was not answered using quantitative measures against expenditures. Instead, gains in efficiencies were held up as proof of success. While I believe the implementation was successful for Tektronix, it is not possible to measure whether it was actually an EVA positive expenditure. Looking at the chain of events that followed after 18, the question of whether the expenditures were really the best thing for the business still remains.

Recommendations

Issue #1. One recommendation would have been for management to examine other available high-end ERP solutions before settling on Oracle. Looking at different ERP vendors and software may have resulted in a different choice, saving the company both implementation costs and opportunity costs where better features may have contributed more to business profitability.

Another option might have been to consider not using ERP at all and approach the problem from a different direction altogether. Standardization and a "plain vanilla" approach could have been applied to any course action in reorganizing the business. Given our discussions in class about a Networked infrastructure and the future of business, maybe a different model for the Tektronix would have been a better choice.

Issue #. An obvious candidate for improving the ERP implementation by lowering financial and operating cost would have been to apply a different approach to hiring contractors for the implementation. Instead of going with a large consulting firm to start with, it would have been better to look for experienced firms right away, even if they were smaller. Also, it would have been more cost effective over the life of the project to build a larger internal team to gain expertise required to manage the project and oversee technical development.

As a producer, Tektronix should look at adding supply chain and possibly leveraging newer Internet based functionality to the ERP system. Additionally, integrating planning systems with ERP can leverage the investment even further.

Epilog Following the implementations described in the case, Tektronix sustained its growth reaching the two billion dollar mark in 18. After 18 revenues began to drop. The decision was made to sell CPID to Xerox after a 4 million-dollar loss in 000. VND was also sold in 1 after a decision to consolidate operations. The number of employees has dropped from over 8000 in 18 down to about 4000 today, and revenue continues to decline. Sales were only 71 million in FY0. All senior management has changed since 18 and the company has repositioned itself as a smaller organization focused on test, measurement and monitoring.

Please note that this sample paper on Tektronix is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Tektronix, we are here to assist you. Your cheap custom college paper on Tektronix will be written from scratch, so you do not have to worry about its originality.

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