Trauma And Dreams Essay - 1852 Words

Trauma and their Relationship to Dreams Introduction Trauma is something about 70% of Americans experience in their lifetime. How does it change the way our dreams structure themselves, or the intensity of images we see? Trauma can directly affect dreams, but how exactly it does affect dreams is what I’ll be exploring today. The purpose of this essay is to embark on a journey learning about trauma, dreams, and other things relating to it. Trauma can be seen to have a direct relationship dreams, and discovering that is the purpose of this paper. In this essay, I will be relaying the facts and discussing about trauma and its relationship to dreams. The literature review, where I will review the basic facts and studies that give us clues as†¦show more content†¦Dreams are very unique and many people have theorized about what a dream s meaning or purpose is, and what affects them. In most present day studies, more vivid dreams have been linked to the stage of sleep called REM (rapid eye movement) sleep. REM dreams are emotional, bizarre, and sometimes so vivid we may confuse them with reality. Most commonly, a dream’s story line incorporates traces of previous day’s experiences and preoccupations. Unless a person is awakened during REM stage of sleep or the dream is exceedingly vivid or intense, most people don’t remember anything about their dreams during REM sleep. This is likely due to the fact that during REM sleep, our brain essentially turns off the ability to encode,or create, new memories. A contextualizing image (CI) is a powerful central image in a dream. A contextualizing image can be found in most dreams, and can have negative or positive emotions implied through the image. It can be seen as providing a picture for the dominant emotion of the dreamer.The image presented represents the overall feel of the dream, and contextualises the feeling portrayed. For example, dreamers who have experienced any serious traumatic event sometimes dream of being overwhelmed by a tidal wave. This appears to picture their feeling of terror and vulnerability. Laurence J Kirmayer wrote a journal article where he attempted to decipher nightmares andShow MoreRelatedThe Lucid Dreaming And How Can It Be A Method Of Psychotherapy For Posttraumatic Stress Disorder Essay1124 Words   |  5 Pagesexperience lucid dreaming in the stage of REM sleep are aware of their dreams and able to control their dreams. Lucid dreaming could be a possible treatment for those with post-traumatic stress disorder (PTSD) who suffer from nightmares. 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The Modern Era Of American History - 1555 Words

Out with the Old and in with the New The 1920s stand as a monumental decade in American history with radical shifts in the values and practices of many Americans due to the revelations in science and the birth of the Modernist movement that spurred societal reformation. However, these progressive ideals and values were met with fierce opposition in many regards that created a polarity in America between proponents of this new religion and advocates for the traditional old religion of Christianity and conservative principles. The 1920s served to utterly alter the values of American society with the genesis of unprecedented scientific knowledge and an end to World War I, both of which served to create a sharp divide between the new religion of Americans who sought to modernize culture and education and the old religion of Americans who advocated for a return to the archaic forms of living. With an end to the First World War, Americans at long last were able to concern themselves with personal matters, needs, and desires, as opposed to those of the country’s in wartime t. This development of a high value placed on self-treatment resulted in the rise of a consumer culture that entailed the rise of industry and the manufacture of goods. Consumerism and industry go hand-in-hand at the time, with consumer products becoming â€Å"symbols and proofs of excellence† (Doc. 1). The desire for new products and purchasing goods initiates the rise of a new religion in America, replacingShow MoreRelatedThe Japanese American National Museum1354 Words   |  6 Pages The Japanese American National Museum is located in the heart of Little Tokyo, surrounded by many ramen diners, mini malls, and japanese boutiques. The museum opens up chronologically, starting off by displaying the migration of the Japanese with their aspirations to start a new life in America. After many d isplays of progress and struggles, the bombing of Pearl Harbor resulted in Japanese evacuation and eventually the internment of the Japanese as the United States entered World War Two. AfterRead MoreThe History of Politics Essay1469 Words   |  6 Pagesthe case in the historical spectrum. Throughout the course of history, politics has changed from being a totalitarian regime to permitting the people to determine some of their collective destiny. To understand the politics of the past, one must begin to explore and comprehend the epochs of ancient totalitarianism, the medieval feudal System, the limited Monarchy, and the modern day systems of democracies and communist governments. History has witnessed a transformation of the world thought on politicsRead MoreThe Cherokee Native American Tribe1613 Words   |  7 PagesMay Bombria Miss Pearce American Literature Period 8 2 April 2017 The Cherokee Native American Tribe The Cherokee are considered one of the most advanced Native American tribes culturally and socially. The Cherokee tribe originated from several different regions in the United States including: North Carolina, South Carolina, Georgia, Tennessee, and Alabama. The Cherokee lived in villages like most Native American Tribes. Each village housed four hundred to five hundred Cherokee people. There wereRead MoreCurriculum Development And Evaluation Timeline Essay1178 Words   |  5 PagesStates as described by Wiles and Bondi in Curriculum Development in a Global Age. This timeline will focus on different eras of time from the Evolutionary Era, to the Modern Era, to the Postmodern Era. This timeline will also include important dates regarding the development of special education in the United States as that is an area of interest for the author. Evolutionary Era In 1647, the Old Deluder Satan Act was enacted to establish schools. The early settlers believed that the â€Å"Bible must beRead MoreLgbt History And The Modern Era1737 Words   |  7 Pagesprevalent shown throughout history. History books in today’s society highlight the majority of groups of people and historical events. This essay will prove that there is a problematic i ssue where LGBT lives and existences are being erased throughout history and the modern era. Throughout, it will be explained how these groups of people are being underrepresented within history, major wars, and the modern era. 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Also, the impacts during this age changed the worldRead More History Of Hopi Indian Potters Essay1268 Words   |  6 PagesHistory Of Hopi Indian Potters Contact zones were described in Mary Louise Pratt’s article Arts of the Contact Zone as being those points in time in which different cultural groups came together. Positive influences between the groups lead to knowledge and understanding, whereas negative influences lead to conflict and miscomprehension. The history of the Hopi Indians is intertwined with the various contact zones between the Hopi Indians and other cultural groups. It is this series of contactRead MoreThe Adventures Of Mr. Obadiah Oldbuck Essay1201 Words   |  5 PagesDating back to 1841, modern comics have had a long history. Since The Adventures of Mr. Obadiah Oldbuck, which is generally accepted as the first American comic, comics as a genre of literature has changed both technologically and in perception (Greenberger). 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Modern History The Russian Revolution

Question: Write an essay on The Russian Revolution. Answer: Introduction Russia is the largest country in the world in terms of landscape, spanning two continents, eleven time zones and various environmental zones. The history of Russia is found to be over 40,000 years old, with trade relations dating back to the 8th Century BC.(Christian, 1998) The country has undergone major territorial and political changes through the course of time; and today, it is a potential superpower, owing to its consistent growth in economic and social parameters. One of the striking events in the history of Russia was the Russian Revolution, which changed the course of the countrys politics by overthrowing monarchy and autocracy of the Russian Empire. The revolution took form by the growing social and political rebellion against the authoritarian rulers of Russia, and ended in Russia being declared a Republic. This revolution also saw the emergence of communist and socialist ideologies. What led to the Russian Revolution? Tsardom in Russia, or the autocratic governance by the Slavic monarchs, originated in 1450 to 1500 AD, and continued till 1917, which saw its fall. Though Ivan III, who was ruled the country for the longest period of time was celebrated,(Kivelson, 2006) Nicholas II was infamously dictatorial and tyrannical, which led to growing internal unrest within the country, and the subsequent downfall of the monarchy. During the reign of Tsar Nicholas II, the economy of Russia was hindered by four major issues pertaining to agriculture, labour, nationality, and education. This ensued a rebellion known as the Russian Revolution of 1905. Though minor reforms in constitution were made, the purpose of the revolution was defeated; the tsar retained most of the powers, thus sowing the seeds for a major Russian Revolution. How did the Revolution start? The First World War The World War I commenced in 1914, with the Russian Empire forming the Allies. Russia seemed victorious initially, as there was a temporary cessation of internal conflicts and a surge of patriotism. However, as the war dragged on, the Central Powers of Germany and Austria-Hungary had an upper hand, pushing Russia to lose many territories.(Sanborn, 2005) This was attributed to the inefficient military and industrial base, owing to which the soldiers could not sustain the prolonged war environment. Not only at the war-front, but the situation of the economy was at its worst, with food scarcity and price rise. The rising unrest of the people against the incompetent rule of the tsar Nicholas II and the Empress Alexandra[1], led to the February Revolution The February Revolution A series of industrial strikes, rallies and anti-tsarist demonstrations were held in March[2] at Petrograd (now St. Petersburg), demanding food and better governance. The tsars ordered the army to suppress the rioters, but due to the inefficiency and unreliability of the army, the mutiny against the public failed.(Melancon, 2000) The powerless Tsar Nicholas II was forced to abdicate power, and was kept under house arrest with his family. With the official ending of the Russian tsardom, a temporary Provincial government was formed, which ruled the state alongside the Petrograd Soviet, a council of socialist workers. For a brief time span, a dual government existed in Russia, with the emergence of a lot of opposition parties that represented the various strata of people. This dual power was not very progressive on the development of Russia, as was bogged down by many internal conflicts.(Lenin Chretien, 2015) The stance of the government on WWI was not widely appreciated, and this led to further defeats incurred on Russia by the German forces. The government faced protest from the soldiers who refused to fight, and there was a general unrest of the people against the Provincial government. Finally, the Bolshevik Party, which was led by Vladimir Lenin, passed a resolution that mandated the abolishment of the Provincial Government, leading to the October Revolution.(Riga, 2012 ) The October Revolution Massive industrial and agrarian strikes were held in various parts of Russia, which were met with penal actions from the federal government, and not the effective action as necessitated. This led to mass demonstrations and protests against the government.[3] This was backed by the Bolshevik Party and the Petrograd Soviets, which launched a military attack on the government, capturing the Winter Palace. The revolution was largely peaceful, with the provincial government surrendering to the Bolsheviks and the Soviets. The Bolsheviks assumed power under the same name of Provincial government, and Russia was declared as a Soviet Republic. However, this decision was not unanimous, as a few of the Soviets were dissatisfied with the alleged illegal means of assuming power, and the rising anti-incumbency unrest led to the Russian Civil War, which was described as the greatest national catastrophe of Europe (Swain, 2013) The newly formed Bolshevik Government under the leadership of Lenin demanded an end to the WW-I, initially refusing to agree to the terms of the Central Powers, but relenting once the German forces were too strong for them. In 1918, the Treaty of Brest-Litovsk was signed, which made many Russian territories vassals of the Germans. Even though the Treaty was nullified by the end of 1918 upon the German defeat to the Allies, the interim period served to lift a territorial burden on Russia, which was fighting its civil war. The civil war continued for many years, and ended with the anti-Bolsheviks and the rival socialist groups suffering huge defeats, thus establishing the Union of Soviet Socialist Republics (USSR) in 1922. Tsar Nicholas II and his entire family were publically executed, thus completely putting an end to the tsarist existence, whose tyranny and inefficient rule had led to the revolutions in the first place. What was the aftermath of the Revolution? The emergence of Russia as a soviet republic saw the Bolshevik government rule by the method of Rule by Decree. This was highly significant, as the already unstable economy of Russia was very badly affected by the Revolutions, WW-I, and the Civil War. The economy was stabilized, and international debts were annulled by the state by seizing all private property and by the nationalization of private banks. Land was distributed among the peasants and workers. The New Economic Policy was introduced, which saw the rise of small scale industries. The working class was benefited by higher wages and shorter working hours. The methods adapted by Lenin were heavily criticized to be no less authoritarian than the tsarist rule. However, the situation of Russia showed slow improvements in economic growth than during the tsarist regime. (Corney, 1998) After the death of Lenin, Russia was led by Joseph Stalin, who was the General Secretary of the Communist party. Though Stalin and Lenin were not in the best of terms, the latter came to power by eliminating his rivals. It was during Stalins dictatorship that Russia saw major changes from agriculture to developments in mass industrializations. Post World War II, the Soviet Russia emerged as the worlds superpowers, alongside the United States of America. Stalin was considered to be no less authoritarian than Lenin, and the number of deaths caused in his dictatorship run into millions; he was infamous for eliminating those who did not agree to his policies. However, the fact that he led the country through massive developments in all fields, from industrial to nuclear developments[4] cannot be ignored.(Goldman, 2007) What was the Impact of the Russian Revolution? Food Scarcity The tsarist rule was allegedly indifferent to the deeply rooted food crisis in Russia. This was attributed to the rising inflation rates; even though the harvests were regular and plentiful, the rising costs of the produce made it difficult to ensure equality in food distribution.(Collier Hoeffler, 2004) Hoarding of foodstuff was common, due to high demand and price rise, and there was a constant queue for basic food supplies. The subsequent February and October revolutions, The World War I, and the civil wars completely drained the countrys granaries, leading to extreme food scarcity and resultant food rioting. Immediately upon emergence of Russia as a republic, the rule of Lenin faced a major famine in 1921, which consumed the lives of many people. War-weariness The series of wars and internal conflicts took a toll on the physical, mental, and psychological endurance of the Russian soldiers. The soldiers and the generally public were tired of being on footage all the time, with very less or no support from the rulers in terms of military or technological advancements. This was one of the main reasons for the Russian losses in the First World War. It also led to the protest of the soldiers against the tsars, during the February Revolution.(Pickering, 2002) Economical The economical condition of the tsarist-ruled and the immediate Republican Russia was at its poorest, with high inflation, scarcity of food, poor housing facilities, improper sanitation, mis-treatment of the working staff, and reduced wages. The increasing population was a worrying factor, as it experienced an economic crunch. The situation was further worsened by the continuing wars and internal unrests, which resulted in loss of productivity and huge expenses to the government. The immediate action of Lenin on assuming power was to stabilize the economy and fill in the government coffers.(Dobb, 2012) Political The political scenario of Russia has been a hub for constant unrest, and yet no single method of rule was any different from the others.(Friedman, 2008) The Russian revolution put an end to the tsarist rule, which was infamous to be tyrannical and autocratic. After the abolition of Stardom, when Lenin took charge of the nation that was totally wrecked by poverty and famines, he set to stabilizing it using the Rule by Decree, which still bestowed all power in the hands of the government. After Lenin, when Stalin took over, Russia was made a super-power, however still by military rule.[5] During and immediately after the revolutions, the power was strongly in the hands of the rulers ruling Russia. How has the revolution influenced the Russia of today? The words of Plato Democracy is born from tyranny is suited for the Russia of today. Post-Revolution period, Russia has seen many events its decisive role in the World War II as opposed to its defeat in WW I, its emergence as a super-power, the establishment and dissolution of the USSR,(Hale, 2005) change in governments and governances, political relationships, and the massive developments in various fields such as nuclear power, space research, military and intelligence, sports, etc. However, the revolution is a great landmark in the history of Russia, as it triggered the changes that have occurred and which resulted in Russia being what it is today. If not for the outbursts of unrests, Russia would still have remained under autocratic leaders, and not in a growing multi-party representative democracy like it is today. Bibliography Christian, D. (1998). A History of Russia, Central Asia and Mongolia, Volume I: Inner Eurasia from Prehistory to the Mongol Empire. Wiley-Blackwell. Collier, P., Hoeffler, A. (2004). Greed and grievance in civil war. Oxford Economic Papers , 563-595. Corney, F. C. (1998). Rethinking a Great Event: The October Revolution as Memory Project. Social Science History , 389-414. Dobb, M. (2012). Russian Economic Development Since the Revolution. Routledge. Friedman, G. (2008). THE GEOPOLITICS OF RUSSIA: Permanent Struggle . Stratfor. Goldman, W. Z. (2007). Terror and Democracy in the Age of Stalin. he Social Dynamics of Repression. Cambridge . Hale, H. E. (2005). The Makeup and Breakup of Ethnofederal States: Why Russia Survives Where the USSR Fell. Perspectives on Politics , 55-70. Kivelson, V. A. (2006). Cartographies of Tsardom: The Land and its Meanings in Seventeenth-Century Russia. Cornell University Press. Lenin, V. I., Chretien, T. (2015). State and Revolution. Haymarket Books. Melancon, M. (2000). Rethinking Russia's February Revolution: Anonymous Spontaneity or Socialist Agency? The Carl Beck Papers in Russian and East European Studies , 48. Pickering, J. (2002). War-weariness and Cumulative Effects: Victors, Vanquished, and Subsequent Interstate Intervention. Journal of Peace Research , 313-337. Riga, L. (2012 ). The Bolsheviks and the Russian Empire. Cambridge University Press. Sanborn, J. A. (2005). Unsettling the Empire: Violent Migrations and Social Disaster in Russia during World War I . The Journal of Modern History , 290-324 .

Jesus In John Essays - Christology, Apocalypticists, Carpenters

Jesus In John Jesus in John When reading the gospels of the New Testament, it becomes evident that the personality of each of the authors affected their understanding, interpretation, and impression of Jesus and his works. In John, the gospel that I chose to read for this paper, Jesus is portrayed in a more godlike, omnipotent manner. This could be evidence that John was actually more awe-inspired than his other gospel-writing counterparts, or that he was simply trying to fully express the mood of the people that witnessed what was happening before their eyes. Realistically, even today with all of our advanced technology, people would surely be dumbfounded by the incredible works that Jesus performs in the gospels. There would be few, if any people (save scientists) that would be able to view the events described in these books and not turn to the supernatural for answers. When the language and tone of John is examined in this light, it seems more likely that given the limited technical understanding that exist ed 2000 years ago, this may in fact be the more historically accurate depiction of the life of Jesus, at least from a sociological perspective. As for detail of events or other minutia, this may not be the case. Either way, when added to the depiction of Jesus in the other gospels, John plays an important role in our more complete understanding of not only the life of Christ, but the immediate effects that his life had on those who came into contact with him throughout it. Religion

Oedipus Symbolism Essays

Oedipus Symbolism Essays Oedipus Symbolism Paper Oedipus Symbolism Paper Oedipus Symbolism Many stories from ancient times as well as present times use symbolism to prove a point or to help with the understanding of the story. Symbolisms are used in stories and plays of all kinds to help get a point across or to help clarify the meaning of the story, and the play, Oedipus the King, is no different. There are many things throughout the play that are symbolic and very important to the understanding of the play. Two of the major symbolic things in the play are blindness and binding. Both of these things have a deeper meaning than simply the literal meaning of the words used to describe them. Blindness is used as a symbol to understanding, and is seen as a physical blindness and well as a spiritual blindness with both having equal importance in showing that just because a person can see something does not mean that they understand what they are seeing or what they are supposed to see. The binding is used to help show that the prophecies of the gods will be fulfilled regardless of what man does to try and stop them. The physical binding is used to symbolize that regardless of what types of interventions are implemented, some things are just destined to be. These symbolic meanings are what make this play such an intriguing and memorable one. The first of the two symbolic things is blindness, which is used as a symbol to understanding. There are many references throughout the play about sight, seeing, blindness, and vision. Even though all of these words can essentially refer to the physical sight created by the human eyes, that is not what all of these words refer to in the play. Teiresias was a man who was physically blind and unable to see the things around him through his eyes, however when it comes to spiritual sight he could see everything clearly. Teiresias understood everything that had happened and he warned Oedipus that he did not want to know who killed his father, but Oedipus kept prying. Oedipus was the exact opposite of Teiresias when it came to blindness because Oedipus was able to physically see but was blinded spiritually as he was unable to see the truth of his life. Once everything became clear to Oedipus, he blinded himself physically by gouging out his own eyes because he was ashamed of the things that he had done. He did not like the truths that had been unveiled and he made himself physically blind after he gained his spiritual sight. Wilkie and Hurt) The second of the two symbolic things is binding. As an infant, Oedipus’ feet were literally pierced and bound together by his parents, and he was sent away to be killed. His parents did this because it had been prophesied that he would someday kill his father and sleep with his mother. However, he was not killed, but he was taken in by another family who r aised him. The physical binding of his feet left a permanent scar on him and it caused him to walk with a limp when he grew up, and it also played a large role in how he came to get his name. The binding has more than just a physical meaning though. It can also be looked at as if he was bound to the fact that he would kill his father and fulfill the things that had been prophesied by the gods. Even though his parents had tried to stop destiny by having their child sent away to be killed, in a way it seems as if they actually enabled the prophecy to be fulfilled. If Oedipus had known that it was his father that he met at the crossroads, then he probably would not have killed him. Likewise, if he had known that his mother was the prize for solving the riddle, then he probably would not have accepted the challenge or the prize. All of the people, including Oedipus, were bound to the predictions of the gods and there was nothing that any of them could do to change it. The scars on Oedipus’ feet were symbolic of being bound to the prophecy and the scars were what allowed the truth of who he really was to be proven to be true. (wikipedia. org) The symbolism throughout the play is what makes the play so memorable. Sophocles did not need to have a blind man be the one who revealed to Oedipus the truth of who murdered his father, but the fact that the man was blind simply makes the story that much better. He was blind only in the physical manner, while Oedipus was blinded spiritually. It offers the thought that just because one can see with their eyes does not mean that they are actually looking at the information right in front of them. A person may have perfect vision and be completely blinded to the truths of their being or their surroundings. The symbolism of the binding is also an important one because it shows that some things are destined to happen regardless of what interventions are utilized. The same story could have been told without the different symbolisms but it would most definitely not e the same. It may have had the same story line and the same outcome as far as who the characters were and what they did, but the meaning behind the story would have been lost. Stories with symbolism generally pull people in and tend to engrave on their memory the meaning behind it. Without symbolism this would simply be a story with far less meaning. Wilkie, Brian, and James Hurt. Lite rature of the Western World Volume I: The Ancient World Through the Renaissance. New Jersey: Prentice-Hall, 2001, 1997, 1992. Print â€Å"Oedipus the King. † Wikipedia. org. n. p. n. d. Web. 30 Sept. 2011

Terraria Guide (Editor) Essays

Terraria Guide (Editor) Essays Terraria Guide (Editor) Paper Terraria Guide (Editor) Paper Project Information: https://code. google. com/p/tsge/ Project Updates: https://code. google. com/p/tsge/downloads/list Bug Reports, Issues, and Suggestions: https://code. google. com/p/tsge/issues/list Donations: https://www. paypal. com/cgi-bin/webscr? cmd= .. :: What TSGE? ::. TSGE (which stands for Terraria Save Game Editor) is a save game editor that allows players to modify their save game files (profiles) and adjust their characters. .. :: What can TSGE do? : TSGE is a FULL save game editor. It can edit all parts ofa save game file. TSGE can edit the following: * Player name. * Difficulty setting. * Male / female character flag. * Hotbar locked status flag. * Health / Mana. * Player colors. * Player hair style. * Player buffs / debuffs. * Player inventory. * Player equipment. (Including all armor, dyes, etc. ) inventories. * Player bank and safe TSGE does not currently include an editor for server entries but upon request it can/will be added. At this time there was no demand for it before though. .. :: IS TSGE Cheating? Technically, yes. Using TSGE gives you the ability to give yourself every and any advantage of having items that others may not have. However, since the data is stored on your computer, editing the file(s) is not illegal. FAQ Q. Where can I find new versions of TSGE? A. https://code. google. com/p/tsge/ Q. TSGE wont load; help! A. Make sure you have . NET 4. 0 installed, as well as the XNA framework redistributable. . NET 4. 0 : microsoft. com/en-us/download/ details . aspx? id=17851 XNA Redist. : microsoft. om/en-us/download/ etails. aspx? id=20914 Q. Can you add a feature to TSGE? A. Sure, make a ticket here and explain the feature you want: code. google. com/p/tsge/issues/list Q. I found a bug, issue, typo, etc. A. Great, report it here: https://code. google. com/p/tsge/issues/list :: Legal Info Terraria (c) Redigit / wrww. terraria. org https:// I, atomOs, claim no ownership to the trademark Terraria or any of its content, data, images, etc. The data used in TSGE is copyright (c) to Redigit / Terraria. All rights reserved. :: TSGE License TSGE is free software: you can redistribute it and/or modify it under the terms of the GNU General Public License as published by the Free Software Foundation, either version 3 of the License, or (at your option) any later version. TSGE is distributed in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. see the GNU General Public License for more details. You should have received a copy of the GNU General Public License along with TSGE. If not, see .

The view on 'a management revolution' presented by Gary Hamel Essay

The view on 'a management revolution' presented by Gary Hamel - Essay Example Proper management is essential if organizations are to run effortlessly and achieve their purposes. It is through management that humankind has grown tremendously over the years. However, the tools of management on which this model is built have been in use since the 19th century, with a few changes if any While organizations remain stagnated on this old management model, the business environment, and the entire world, has fully revolutionized (Chizema & Kim, 109, 2010). Since the business environment continues to change, managing continuity should be imperative to all organizations to develop a connection between the realities of past, present, and future (Kolb, 183, 2003). With markets opening beyond national borders, and business processes becoming faster and more flexible, business organizations have been forced to adapt to a model more suitable for the 21st century (Burgelman & Grove, 965, 2007). However, Gary Hamel (2009) calls for an entire revolutionary change of the current management model. In his article entitled ‘Moon shots for management’, he says, â€Å"The evolution of management has traced a classic S-curve,† and goes on to argue that a new management model must be invented for the new age. New challenges The current management model is vertically structured with precisely defined roles for every level and is guided by set rules and procedures (Pye & Pettigrew, 153, 2005). In the current business environment, effective change is achieved when a firm has an organized pattern of decisions that guide deployment of resources in response to environmental changes (strategy) and a mechanism that turns this strategy into output (organization) (Nadler &Tushman, 204, 1989). Overcoming challenges entail changing the entire organizational culture by setting new goals, visions, missions, values, and strategies (Sisaye, 176, 2000).Even though culture is complicated, differentiated and difficult to control, it should be manipulated to encom pass a deep level of unconscious basic assumptions manifested in shared values, beliefs, behaviors, and creations (Harris and Ogbonna, 32, 2002). In order to overcome these challenges, Hamel postulates that business executives â€Å"must face the fact that â€Å"tomorrow’s business imperatives lay outside the performance envelope of today’s bureaucracy-infused management practices.† . Little is known about the strategy making processes at the top level of companies (Dewally & Peck, 38, 2010). A broader insight into the leadership structure of a company is needed as part of a broader attempt to remodel management (Pye & Pettigrew, 28, 2005). In organizations, governance and decision-making is dependent on bargaining between the board of directors and CEO. This is characterized by covert and overt use of power and influence (Daily, Dalton & Canella 2003). This drive should be towards an open, inclusive, and democratic organizational form (Mintzberg, 43, 1994). Th e top management executives should adopt an inclusive management style (Liedtka, 120, 1998). The Moon Shots In May 2008, Gary outlined 25 critical points that he felt should be adopted by business organizations as a way of reinventing management to better suit the present. Hamel was keen to point out that these moon shots were not exhaustive. From the moon shots, companies first have to redefine their goals. Clear redefinition of goals must encompass building human capital and engendering employee engagement (Davenport & Larding, 259, 2010). With the current management set up, companies are encouraged to adopt management practices that are socially beneficial. Today’s corporate governance structures promote the interests of some groups while oppresses others. In many cases, the senior executives and the shareholders benefit while employees and the local communities suffer (Zerbe, Hartel & Ashkanasy, 149, 2008). This is due to existence of a large gap between leadership and ch ange management. These leaders have a high charismatic

Research proposal in the public service (public services for example Essay

Research proposal in the public service (public services for example police, fire service etc...) - Essay Example are some of the important types of public services which a government arranges for the general public. With growing population, widening areas of services, growing public expectations, constant monitoring by the public and the media besides the government appointed regulatory mechanism the public services offices have come under severe pressure to perform well. The police services for example are now under pressure to sniff the terror plots being hatched by terrorists. In addition the crimes like online identity theft, internet banking frauds etc. are further addition to the list of crimes that the local police department is supposed to investigate. The manpower and resources on the other hand has not been match up with the exponential numbers and types of crimes. It is under such circumstances that at some places, question marks are being raised about the effectiveness of the public services. Discussions are also being held to figure out the possible remedial measures that could be taken up by the government/s to make such services more effective and efficient. The main intention of the study is to develop a better understanding of the concepts of public services in general and their effectiveness in these challenging times. During the study an effort would be made to study some of the recent incidents where the role of public services has been quite constructive. In addition, some such incidents will also be analysed where the role of public services has been criticised in the media or amongst the intelligentsia. The study will try to seek answers to the following key objectives. i. To analyze the availability of some pre-identified public services with respect to the numbers of people. This will involve comparison of per capita availability of such services in different regions. ii. What types of expectations do the general populace have from the government of the day iii. Find out the impact of public private cooperation in some fields. As a part of the corporate social responsibility, a number of corporate houses have also come forward in lending a helping hand to the people and the government. An effort would be made to assess how successful such associations proved in the recent past. iv. As responsible citizens we too have a responsibility towards the state and nation, which implies that we must allow the public service offices to function in an effective manner without hampering their cause or without burdening them with our irresponsible behaviour. An effort would therefore be to assess how conscious the citizens are towards their duty as responsible citizens in making the public services more effective. v. Analyse some of the public services like Fire services, police services, health services etc. This will be an effort to point out some areas which require attention in order to make such services more effective. Approach Research approaches and methods radically influence research content and, consequently, the policies designed in response to that content. If carried out in an objective manner, research not only helps the researcher in knowing about many unknown aspects, but it often provides a benchmark for future researches as well. This thesis is more of a qualitative case study which focuses on an

Japanese Comfort Women Essay Example for Free

Japanese Comfort Women Essay It is estimated that between one and two hundred thousand female sex slaves were forced to deliver sexual services to Japanese soldiers, both before and during World War II. These women were known as comfort women and the Imperial Conference, which was composed of the emperor, representatives from the armed forces and the main Cabinet ministers, approved their use by Japanese soldiers. Walkom) The term comfort women refers to the victims of a premeditated systematic plan originated and implemented by the government of Japan to enslave women considered inferior and subject them to repeated mass rapes, said Michael D. Hausefeld, one of over 35 lawyers in his firm representing the former sexual prisoners in a class action lawsuit currently pending against the Japanese government. (Eddy) Since ancient times, prostitutes in Japan chose to sell their bodies either for family, poverty, or for saving her husband and her children. More or less, their sacrifices were seen as positive. But, being forced to become comfort woman by Japanese is seen as negative. The difference between the Japanese prostitutes and comfort women is that the comfort women did not choose to be trapped as a sex slave and they were not paid for what they did. In 1931, when the Japanese army invaded Manchuria, â€Å"comfort houses† made their first appearances. These comfort houses were created to provide the Japanese soldiers with outlets for their sexual needs. In the beginning, there were only a few comfort houses but after the Nanjin Massacre occurred in 1937, many more were added, basically to every place that the Japanese were stationed. (Walkom) After the Japanese soldiers slaughtered thousands of Chinese people in the Nanjin Massacre, they barbarically raped an insurmountable number of women. As a result, anti-Japanese sentiments grew and it became harder to fully occupy these lands. The government set up comfort houses to decrease disorder and give the approximately two million soldiers a place to satisfy their sexual needs. The Japanese did not have enough prostitutes to supply the needs of the soldiers so they commissioned civilians to develop comfort houses. At the time, only a small percentage of Japanese women were mobilized to â€Å"work† in comfort houses and they were all prostitutes to begin with. The majority of the comfort women were actually Korean women, who were forcibly taken from Korea to service the needs of the Japanese soldiers. After the war, the Japanese government destroyed all evidence of their involvement in Japanese comfort houses, enforcing that commercial businessmen were responsible for the movement of women. Many of the comfort women were kidnapped or deceived into voluntarily working in comfort houses. Once they were there, they were trapped and forced into prostitution. Some women reported that Japanese agents offered them good jobs or education. Others were told that each family in the village had to donate a daughter to the war effort. Many others were offered food, shelter and factory jobs. The Japanese also kidnapped young, unmarried girls when they had a shortage of comfort women. The ages of the girls in the comfort houses ranged from 15 to 19, with the minority exception of some younger girls and some older, married women. The girls were transported between military bases like cargo, under heavy guard in army trucks, trains, ship and bus. They were forced to lose their virginity before arriving at the bases to prepare them for having sexual intercourse with tens of soldiers every day. Many women contemplated death after this, as they believed their virginity to be more precious than life. (Henson) When living in the comfort houses, the comfort women lived in fear and desperation. They were unable to leave, as they were heavily guarded. Each day, they were penetrated by as many as 50 soldiers, until they were sore and bloated to the point of not being able to open their legs. If they were infected with a sexually transmitted disease, they received injections known as Injection 606. If infected enough times, they lost their fertility. In Japan, infected women were killed. Their food was mixed with cyanide, their bodies taken to a cave and finally, the cave was blown up with a grenade. The comfort houses made money off these women and it is believed that the Japanese government paid them, as most of the soldiers paid by coupons. As soon as the war was finished, the Japanese Imperialist guards disappeared without trace. Most comfort women describe the experience this way, Suddenly, the soldiers came no more, and upon asking we found that the war had ended. In other regions, as the Japanese committed â€Å"harikari, the women were forced to do the same. In extreme cases, the women were put in a cave and blown up. After the war, many of the comfort women were too sick to be moved and were taken under the care of the American army. Most of the women were left with no place to go, as they were in a strange country with no money, and were too humiliated to go home. According to one comfort woman, my bodys wasted, therefore I do not dare go home in fear of being ignored and looked down upon. Even after the war ended, the comfort women were not free. Their guilty minds and inferiority complexes kept them from returning home and they stayed in foreign countries. The small amount that married, were often forced to separate after the fact that they were comfort women was known, or they were divorced because they could not have children. The victims are still suffering the pain physically and psychologically. More than half of them could not get pregnant, and most of them have chronicle diseases. Furthermore, the psychological impact on these women made them felt themselves dirty, ashamed that they disgraced themselves and isolated themselves from others. They are either afraid of getting married, or unable to ask for any commitment from their lovers. For those who got married, their marriage was unstable and unhappy due to their past. Some thought that they must have done something evil in their previous life that they have to be punished in this life. (Hicks) They go to tempos to chant sutras, to confess, to pursue liberation, and they even commit suicide. Although the period of time they spent at the Japanese military base was a small part of their life, what they had experienced caused an incurable impact on their health, marriage, mind, and social adaptation. Although the Japanese government continues to deny or minimize their involvement with comfort women, their defense is unraveling. A conference on Japanese Crimes Against Humanity: Sexual Slavery and Forced Labor was held last year, in which Japanese researchers delivered papers which claimed that the Japanese military, the rest of the government, and Japanese industry were all involved in the decision to provide sex slaves for the countrys soldiers. (Chunghee) Japanese historian Hirofumi Hayashi said: The establishment and development of the military comfort women system as not only carried out by the total involvement of every section of the military but also by administrative machinery at every level of the Japanese state In addition, we should not overlook that Japanese companies were their accomplices. (Chunghee) Researchers from the Center for Research and Documentation of Japans War Responsibilities in Yokohama showed that Japanese rubber companies were under government contra ct to supply 20 million condoms a year to armed forces once the decision had been made to provide sex slaves to the soldiers. Rumiko Nishino wrote that high-ranking adjutants commissioned by Cabinet and sub-Cabinet-level government officials implemented the distribution of the condoms. The availability of condoms to the general population became almost nil. (Chunghee) Last year, the Japanese appeals court overturned an earlier ruling that orders the government to compensate women who were forced to serve as sex slaves during World War II. Both sides had appealed that ruling. The plaintiffs because they thought the compensation was too small, and the government because they refused to pay. Duke) In deciding in favor of the government, the Hiroshima High Court said abducting women to use them as forced laborers and sex slaves was not a serious constitutional violation. Tokyo has admitted that its wartime army had set up brothels, and forced thousands of Koreans, Filipinos, Dutch and Chinese to serve as prostitutes, but it has refused to compensate these victims. Historians say as many as 200,000 women were f orced into sexual slavery during World War II.

Free College Essays - Othello and Honesty :: GCSE Coursework Shakespeare Othello

Othello and Honesty    Honesty is one of the most important factors in Othello.   And although there is very little honesty actually present in the play the term is most commonly applied to Iago, who also happens to be the most dishonest character in Othello.   Due partly to the other characters naivetà ©, Iago is capable of manipulating, brainwashing, and molding the other characters to satisfy his need for revenge against Othello.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Iago would most commonly be referred to as dishonest, however beyond that he is also downright amoral and uses other’s weaknesses to manipulate them into doing what he pleases.   From the very beginning we see how Iago manipulates Roderigo by pretending he is looking out for his best interests in the matter of Othello’s elopement with Desdemona.   He makes Barbantio angry with Othello and Desdemona by telling him about their elopement then lying about the consummation of their relationship.   He then leaves Roderigo to take responsibility for his (Iago’s) actions.   In the meantime he goes off to inform Othello that Roderigo is accountable for telling Barbantio about the relationship and saying horrible things about Othello.   Iago later brings Roderigo back into his quest for revenge when he tries to get Cassio fired from the position that Iago originally wished to obtain.   Although Cassio knows it is aga inst his better judgement to drink, Iago manipulates him into getting drunk then stages a fight between Roderigo and Cassio.   He even goes as far as to try to make Cassio look bad by telling Montano that he gets drunk regularly. Upon Iago’s explanation of the situation Othello promptly fires Cassio from his position and Iago becomes more respected in Othello’s eyes.   Roderigo is a prime example of how Iago uses people to fulfil his desires.   Iago convinces Roderigo that he could win Desdemona’s love away from Othello and the only man that stands in the way is Cassio.   In this way when he plans to humiliate Cassio it seems as if he is doing it to help out Roderigo when, in actuality, he is seeking revenge on Cassio for taking his position.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the main reasons Iago is so successful at manipulating others is because they are too guileless to realize that he is taking advantage of them.   Cassio still comes to Iago for advice after Iago rats him out and gets him fired.

Stopping Injustice

In â€Å"Letter from Birmingham Jail† Martin Luther King Jr. claims â€Å"injustice anywhere is a threat to justice everywhere†. This statement is accurate because unfairness or wrongness done to one person or a group of people directly, affects all indirectly. In World War 2 Adolph Hitler wanted to clear Germany of all Jews and turn Germany into a communist country. The injustice that was happening in Germany was spreading across Europe. Eventually other countries like Italy and Russia were under the influence of communism. This injustice was spreading across Europe . The United States found this to be unjust and had to interfere because they found this to be a threat to them. If there is injustice anywhere, there is an immense possibility of it spreading, thus affecting everyone and everywhere. Another example of this is the Gulf war. This war was between Iraq and an alliance organized by a number of countries. Iraq tried to take over a piece of Persia because of its rich oil supply. The United States sent a lot of support to Persia. Even though the US didn’t have anything to do with Persia but, they took the first step to defending Persia from Iraq. They believed that a country’s borders should be respected and felt that if they did not get involved in stopping Iraq from invading Persia, and allowed this injustice to happen in Persia, the rest of the world might soon follow taking over other countries by force. So Iraq’s injustice to Persia was a threat to justice everywhere else in the world. A further example would be bullying in school. Bullying would be seen as injustice that goes on in schools. In the 4th grade, a teacher did not punish a student for hitting and making fun of another student. The teacher should have stopped this injustice but because this student went free, other students started to bully the same student that had been bullied before and eventually bullying had spread across the school. In this case, injustice was not stopped in one classroom and eventually spread across the whole school. In these examples injustice was seen as a threat to others and was stopped, but when it wasn’t injustice spread and affected justice. These instances prove that Martin Luther King Jr. s quote is accurate.

Causes of Unemployment

Causes of Unemployment The current unemployment rate is 7. 4 percent it has continuously rising, the unemployment rate has increased 0. 1 percent over the past year. Unemployment is the level of joblessness among people actively looking for work in the economic system. This seems to be a constant problem in Canada. There are always people struggling for an occupation. Unemployment has many factors leading to this cause. A common cause of unemployment is many of the unemployed have gotten fired or laid off. The company may have been sold or it might be that some positions are no longer needed.It’s hard to find work right after being laid off or being fired. In general it depends on the economy if it’s down then it will difficult to find work and vice versa. Another factor of unemployment is there are too many people but not enough jobs. Furthermore, unemployment is the outcome because of overpopulation is â€Å"defined as a condition where a countrys human population ex ceeds the carrying capacity of its environment â€Å"(dictionary. Reference . com). In this case the population is more than the amount of available jobs.Lastly, those who are inborn disabled or deficiencies stay partly employed or are fully unemployed throughout their life. Illness ‘caused by industrial conditions or fatal accidents that often in the workplace. Due to the accidents it has caused them to be disabled. Some who are born with disability for example like Down syndrome or dyslexia. Disabled people are not physically or mentally capable to be in the workforce leading them to be unemployed. Therefore , the causes of unemployment are due to being aid off or fired , overpopulation or disabilities .

Illustrating Russias influence in the politics of CIS countries

Illustrating Russias influence in the politics of CIS countries The aim of this proposal is to give support to the theory that Russia still has an overwhelming political influence on the former republics of the USSR, known as the Commonwealth of Independent States (CIS). To illustrate Russia’s one-sided significance in the mundane political affairs of these countries, I will discuss a number of causative factors and recent examples.Advertising We will write a custom proposal sample on Illustrating Russia’s influence in the politics of CIS countries specifically for you for only $16.05 $11/page Learn More Except for the Baltics, even today, Russia maintains military bases or border guard divisions in the former USSR republics (Bugajski and Michalewski 2002). This is because many of its vital interests are at stake in the former CIS territories including oil and coal fields, and the presence of millions of ethnic Russians who call these countries their home. As a result, Russia takes strong exception to any i nternational (NATO/US/EU) intereference in the affairs of CIS countries. Vladimir Putin held in a 2005 conference that while the objective of the European Union was to push member states towards greater integration, that of the CIS was to manage a â€Å"civilised divorce† (Markedonov 2010). Clearly, the watchword is peaceful separation which indicates that even with the dissolution of the USSR, Russia continues to maintan a strategic interest in the affairs of CIS countries, ensuring they remain under its sphere of influence. Some of the ways Russia maintains its stranglehold are through low-interest stablisation loans and business expansion plans (Kononczuk 2009). The real influence, however, lies not only in economical assistance, but the sheer amount of political interdependence between the CIS countries and Russia. Through a process of closer integration and political policies, the Kremlin has an inordinate voice in the foreign affairs of CIS member states, going as far a s dictating their relationship with other countries, most notably, the EU nations. Recently, Russia’s dominating stance has hurt the chances of democracy in Belarus, a country lying on the periphery of Europe. Alexander Lukashenko, the President of Belarus, has been in news for a very long time because of his active support towards condoning gross violations of human rights in the country (Markedonov 2010).Advertising Looking for proposal on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Being a close confidante of Vladimir Putin, he has not only been able to suppress pro-democracy movements using an iron hand, but also managed to blackmail several EU countries into cutting off their gas supplies from Russia if they interfered in the affairs of his country. In another example, a landlocked country in Central Asia, Kyrgyztan, closed a US military base in its capital Bishkek, due to direct objection fr om Moscow (Kononczuk 2009). Ukraine, whose economy is greatly dependent on largesse of Russian businessmen, recently allowed the permanent stationing of the Russian navy off the Crimean coast (Kononczuk 2009). This can be considered a subtle reminder to NATO countries lying in the neighbourhood, that their military presence within Russia’s sphere of influence is no longer welcome. In conclusion, even today, the Russian system of single-party democracy is considered the norm in many CIS countries indicating a common pattern of governance by the oligarchy, which corresponds to a general lack of accountability. Even though several CIS countries have pro-democracy factions who realize that their people can make better economic progress through closer association with the West, Russia’s influence is far too deep for any such transition to occur in the immediate future. In fact, observers believe that the growing economic might of Russia might witness the reemergence of the USSR in some form or the other This research will establish the significant role of Russia in dictating the internal political affairs of CIS countries. The research is important from the point of view of building theories on the current geopolitical influence of Russia across its extended neighbourhood, and its impact on EU countries which are increasingly being drawn close economically to Russia. The chapter summaries for this proposal will be identifed as below: Introduction The initial chapter will discuss major aims of the thesis while drawing out the proposed research as a blueprint on the questions that will have to be addressed. This would entail giving out a solid background, discussing problem areas and laying out the core hypothesis. The chapter will also discuss significance of the research, postulations, limitations of study and a final chapter summary.Advertising We will write a custom proposal sample on Illustrating Russia’s influence in the politics of CIS countries specifically for you for only $16.05 $11/page Learn More Literature review A major part of the dissertation, this section will establish primary and secondary research on the subject and establish scholarly evidence on the same. Topics to be covered include the association between the EU and CIS, between Russia and CIS and democracy in CIS. The chapter will also have a conceptual framework along with a chapter summary to qualify the accuracy and depth of research. Methodology This section would look into the design of the study along with data collection and sampling. Additionally, it would look into testing of the design with data validity and reliability. The design will be validated using survey methods. Analysis This section would look into validating the theoretical premise of the proposal. This can be done by an investigative study of existing data. Summary, Conclusions and Recommendations The objective of the final section is to perform a revi ew of literature, lay down the scope and feasibility of future studies and interpret statistical or survey data. This would include implications of current research along with future study. References Bugajski J, Michalewski M. Towards an Understanding of Russia: New European Perspectives. New York: Council on Foreign Relations: 2002. 103p. Kononczuk W. 2009. Russia uses the Crisis to Build Influence in CIS Countries.Eastweek 2:11. Markedonov S. 2010. Post-Soviet Integration: Does the CIS Work? Open Democracy [online]. Available from:  https://www.opendemocracy.net/en/odr/post-soviet-integration-does-cis-work/.Advertising Looking for proposal on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Free Essays on A Definition Of Religion

The word religion comes from the Latin word Religio. In our society it means believing in a higher power. This higher power is usually a God and people are taught how this God came to be. When one believes in a God there are set ways of worship and a moral code that is lived by. Not every religion has a God and sometimes there are many God’s or in some instances there is no God. In any case this general definition does not do justice to all the religions because of the different beliefs that each religion has. There are many aspects to religion like animism, magic, divination, taboos, totems, sacrifice, myth, rituals, rites of passage, and ancestor veneration. Not every religion has all of these but a combination of them. Animism is the belief that everything around has spirit. Magic has many definitions but for the use of religion it is the belief that performing certain formulas, dances, and or incantations correctly one can change the course of nature. Divination is the belief where a priest or a prophet tells of the future to be. Taboo is a belief where people observe rules pertaining to their religion, like Hindus don’t eat the flesh of cattle. Totems are symbols that resemble a certain religion, clan, nation, or a group of people. Sacrifice is a very common practice throughout most religions, it entails giving something to the gods so that they may either be kept happy or for the simple reason of bringing the community and the gods closer together. Myth is one way of explainin g the way things came to be in the world; usually myths are passed on from previous generations. Rituals are usually re enactments of myths. They are ceremonies that are performed every day, several times a day, weekly, and or annually. The rites of passage are transitional points in ones life, the most prominent one being the passage from childhood to adulthood. Ancestor veneration is where people celebrate or remember their deceased family members. ... Free Essays on A Definition Of Religion Free Essays on A Definition Of Religion The word religion comes from the Latin word Religio. In our society it means believing in a higher power. This higher power is usually a God and people are taught how this God came to be. When one believes in a God there are set ways of worship and a moral code that is lived by. Not every religion has a God and sometimes there are many God’s or in some instances there is no God. In any case this general definition does not do justice to all the religions because of the different beliefs that each religion has. There are many aspects to religion like animism, magic, divination, taboos, totems, sacrifice, myth, rituals, rites of passage, and ancestor veneration. Not every religion has all of these but a combination of them. Animism is the belief that everything around has spirit. Magic has many definitions but for the use of religion it is the belief that performing certain formulas, dances, and or incantations correctly one can change the course of nature. Divination is the belief where a priest or a prophet tells of the future to be. Taboo is a belief where people observe rules pertaining to their religion, like Hindus don’t eat the flesh of cattle. Totems are symbols that resemble a certain religion, clan, nation, or a group of people. Sacrifice is a very common practice throughout most religions, it entails giving something to the gods so that they may either be kept happy or for the simple reason of bringing the community and the gods closer together. Myth is one way of explaini ng the way things came to be in the world; usually myths are passed on from previous generations. Rituals are usually re enactments of myths. They are ceremonies that are performed every day, several times a day, weekly, and or annually. The rites of passage are transitional points in ones life, the most prominent one being the passage from childhood to adulthood. Ancestor veneration is where people celebrate or remember their deceased family members. ...

Mobile phone technology Case Study Example | Topics and Well Written Essays - 5250 words

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Cultural Differences Can Be Difficult To Manage, Even if Anticipated Essay

Cultural Differences Can Be Difficult To Manage, Even if Anticipated - Essay Example Resource management, specifically, human resource (HR) management, can encompass a multitude of different tasks, depending on the needs of the company. International human resource management (IHRM) is usually a little more complex than resource management, as it deals with many different issues from taxation, government, culture, money, workplace values to customs and other such problems specifically geared to happen more within the framework of an international business climate than a domestic business climate. This means that a myriad of cultures, as they relate to international human resource management, are bound to either clash or conjoin. ... As P. Dowling states, "Once-safe markets are now fierce battlegrounds where firms aggressively fight for market share against foreignand domestic competitors." (Dowling,et al 1999.) In summary, according to the book, IHRM, (International Human Resource Management by Dowling, et al 1999), with current 21st century trends in place, a continued globalization effort in regard to the international marketplace is expected to keep growing to accommodate the diverse international marketplace. The Evolving Global Marketplace The 21st century international globalization effort is forcing IHR management to observe, familiarize themselves with, and provide custom solutions for similar upcoming issues for their own market sector. As this process matures over the next few decades, these companies will face many similar issues that other cross culture businesses have faced within their own corporate market. What used to be called 'communication and assertiveness' within the static bounded corporation has to now adjust to, and create clear communication across integrated supply chains, and a multinational work force, all of which can be working simultaneously on the same project. Successfully managing IHRM will give companies a strategic advantage. Companies who do not master this dynamic new facet of the global marketplace can, and will likely suffer equally dismal failure. For example, the world watched in awe, and then in disdain just a few years ago as the US space agency NASA attempted to land an explorato ry probe on the surface of mars. The multibillion dollar spacecraft crashed to the surface on Dec 3, 1999, and although NASA was slow to release details, information finally

Case summary Assignment Example | Topics and Well Written Essays - 250 words

Case summary - Assignment Example Despite its success in early periods of operation, LEGO faced some internal issues which jeopardized its competitiveness in the market. Between 1998 and 2004, the company registered massive revenue loss linked to inefficient manufacturing and distribution systems of the company. The management ignored production costs, which led to high volume of wastes. The company has developed a complex operation mechanism, courtesy of its many operating years. This only meant an increase in operation costs associated with its supply chain and production sections. There are a multiple issues facing LEGO, which need strategic planning in order to overcome. First, the company faces stiff competition from other companies entering the building toy industry. Some companies even manufactured plastic bricks products attuned to LEGO’s products. The situation worsened in 1988 when the company’s plastic design patent expired, reducing competition barrier in the industry. Second, acquisitions, for example Disney acquired Marvel Entertainment increasing the pressure of competition on LEGO. Third, legal battles also threatened the company’s efficiency. Court fights with other companies such as MEGA Brands over trademark registration resulted into massive loss for the

Continuing Personal and Professional Development Essay Example for Free

Continuing Personal and Professional Development Essay In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V please see appendix 1 . b) Skills and knowledge audits please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The Concrete Experience is the doing component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed common-sense reflection. However how can this be analysed? It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice Abstract Conceptualism. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the Abstract Conceptualisation stage then form the basis for planned changes Active Experimentation. Active Experimentation then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and review to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall Moon,J. (1999) Reflection in Learning and Professional Development Theory and Practice, London: Kogan Schon,D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12