Promote learning Essay Example for Free

Promote learning Essay In this area of play I believe it should be stressed that children should be praised as they have put a lot of work into something even if it is totally non-recognisable as anything, considering some of the most famous artists drew/painted in abstract and their work is widely appreciated. At this age creative activities will be greatly influenced by key stage one requirements. They will have creativity incorporated into the learning of other topics. They will be beginning to learn some creative skills and follow instructions to carry them out. Also children will be developing a wider concentration span and more advanced fine manipulative skills. Tassoni and Beith (2002 p375) state that between the age of four and six Children are more interested in creating things e. g. making a cake, drawing cards and planting seeds. They enjoy being with other children although they may play in pairs. Children are beginning to express themselves through painting and drawing as well as through play. They are enjoying using their physical skills in games and are confident when running and climbing. Materials that can be used in creative play and that will also promote learning: sand and alternate materials, water, painting and drawing materials, malleable materials, adhesive materials, construction and scrap materials. At the beginning of the Foundation Stage children use their bodies to explore texture and space, this will develop towards the end of the Foundation Stage to children exploring colour, texture, shape, form and space in two or three dimensions. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for exploring materials p121). At the beginning of the Foundation Stage children show an interest in what they see, hear, smell, touch and feel and towards the end of the Foundation Stage this develops to the children responding in a variety of ways to what they see, hear, smell, touch and feel. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for responding to experiences and expressing and communicating ideas p127). 2. Imaginative play- imaginative play is a lot to do with role-play, it can be carried out for enjoyment purposes in everyday play and it can be incorporated by practitioners so the children can explore different situations and fantasy worlds and acting. At the beginning of the Foundation Stage children use isolated words and phrases and/or gestures to communicate with those well known to them and towards the end of the Foundation Stage children develop to speak clearly and audibly with confidence and control and show awareness of the listener. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for language for communication p 55). 3. Physical play- The term physical play is a term that can be used to describe the type of play in which children use their large muscles and exercise their whole body. They learn to control large and small muscles and develop co-ordination and surplus energy is expended (Tassoni and Beith 2002 p 382). Physical play is where children are using their muscles (large and small)) for enjoyment purposes. There is a less called P.E (physical education) in which children can develop and refine their skills and muscles in different e. g. dancing, athletics, and climbing apparatus. During self-directed play, children can be physical in the following ways, rolling, balancing, skipping, sliding, hanging, running, kicking, jumping, hopping, pushing, pulling etc. there are ten areas of co-ordination in which children develop in: At the beginning of the Foundation Stage children should be able to negotiate an appropriate pathway both indoors and outdoors this will develop to the children showing respect for other childrens personal space when playing among them. This will eventually at the end of the Foundation Stage develop into the children showing awareness of space, of them and of others. Stage curriculum early learning goal for sense of space p109). Example of the three types of play and how they promote the desired learning 1. For an example of creative play, I am going to describe a play opportunity for this age group. Gloop is a mixture made simply from mixing corn flour and water in a bowl. A few additional resources that could be used are, smaller bowls, cups, plastic utensils (all of different shapes and sizes). It is a strange substance that can be made to different consistencies. When made with a lot of water it will be in liquid form when left dormant and will run through fingers when scooped up but when rolled between hands it will become solid and return to liquid when stopped. When made thicker it will be able to be sliced and it will slowly return to the original form. It can be picked up in a lump and will slowly drip/run. This activity I think is suitable for all ages that are a school, I have tried it with the following age groups, five, seven, ten and thirteen and was also enjoyed by adults. Children will begin to understand liquids and solids, shapes and sizes (through cups, bowls etc) and texture. The play opportunity Gloop will help to encourage creative skills because it takes many forms, the children can experiment and explore the texture, the consistency and the properties of it. It uses a lot of fine motor skills, using the fingers and hands to pick up and roll, squeeze through and transfer to other containers. This will promote in the way of experience, the children will learn by doing. 2. An example of imaginative play. Creating a home corner would encourage child-led imaginative play. A home corner can be adapted to suit a subject that is being taught. In the home corner or separately there could also be dressing up clothes to assist in role-play. For this type of play this is an example of an imaginative play opportunity. The subject being taught is animals; the home corner is rearranged and decorated to resemble either a jungle or a zoo. This could also be linked with asking children questions about animals and what theyre characteristics are, they could also take turns in groups acting in general about the subject. A home corner would improve imaginative skills in children by encouraging them to participate in role-play activities. The children can make up their own games and enforce their own rules for the game. The children can work in groups or alone and can also dress up and use props to assist their game. Imaginative play can be linked with social skills as the children will be working in groups and pairs in child led activities and in structured activities led by an adult in the setting. These skills will be helpful in later life for the children to make healthy relationships. 3. One play opportunity for physical play is swimming some schools have pools on the property and use them for regular lessons, however for schools that do not have this facility can organise to go on weekly trips to the local pool or just as a one off. Swimming is a great way of exercising as well as good physical fun. Swimming uses all of the muscles in the body and can be developed and refined. Swimming can link with all of the ten areas of co-ordination. It is suitable for all ages particularly because there can be different classes for different abilities and there is always room to progress. Children with any sort of impairment can also join in as there should be helpers available and equipment that would aid them getting in and out of the pool. Swimming would improve physical skills in children by working all of the muscles at the same time and progressing at this. It will strengthen muscle including the heart; maintaining and developing bone density. It allows the children to exercise their whole bodies inside and out! There is also opportunity for fine motor development in the form of bricks and bands, which are thrown to the bottom of the pool at different depths, which the children have to collect. It is important to encourage children but not pressure hem as it may have adverse affects later in life. The role of the adult in all of the play opportunities is to supervise the children; it is also to provide any materials or equipment that will be needed. The adult will have to think about health and safety for the activity to make sure that no harm comes to the children. The adult will be there to explain what to do initially and be there to answer any questions the children may have. The adult will also ask questions to encourage the children to think about the subject more deeply; these questions will normally be open ended so the childrens answers will not be one-worded. The adult will also encourage the children to stick at the activity for a decent amount of time and to help the children to think up new ways of playing the game and to plan different rules.

Theme of Civilization and Savagery in The Novel The Lord of The Flies

Theme of Civilization and Savagery in The Novel The Lord of The Flies Theme of Civilization and Savagery in The Novel The Lord of The Flies The novel written by William Golding is an allegorical novel where lots of elements of fiction are used to communicate the main ideas and themes of the novel. One of the themes that can be explored trough this novel is civilization and savagery. The central concern of Lord of The Flies deals with the collapse of civilization to the rebirth of civilization. The conflict appear from this theme is communicate through the disintegration of the British young boys well look behaviour as they adapt themselves to a uncivilized, brutal life in the jungle after they were stranded on an island. The theory of inborn evil human evil hold an essential aspect in this theme as the young boys evolve more primitive, the beast that they scared of developed within themselves. The inborn evil is the beast that destructs the civilization as savageness call for its status. In the novel, The lord of the flies symbolizes the existence of the beast within the young boys mind. The rift of the theme of civiliza tion and savagery is also communicated through the symbols exist in this novel, the conch which related with the character Ralph and the lord of the flies which related with the character Jack. The fundamental concernment of this novel is the theme of civilization and savagery where civilization giving away to savagery within human heart, as the young boys shed their civilization for savagery after being influence by fear, superstition and their desires. Through the whole of this novel, the theme civilization and savagery communicates by the conflict between Ralph and Jack, who respectively represent civilization and savagery. The vary theory are deliberate by each two boys different attitude toward authorization on the island. Ralph who was selected to become a chief used his authority to set up rules on that island in order to have a better life between them. From the novel, Ralph said Thats what this shell called. Ill give the conch to the next person to speak. He can hold it when hes speaking (Golding, 43). This shows that the only person who can speak is the one who hold the shell which called conch during the meeting. Ralph has set up the rules so that no one will interrupt when someone is speaking to ensure the smoothness of the meeting which shows us that they are still civilized boys that have moral and ethical codes of the English society. On the other hand, Jack is more interest in gaining power over the others to satisfy his most primal impulses which is his desires of hunting pigs. All the same you need an army-for hunting. Hunting pigs, said Jack on the novel (Golding, 43). Jack desires for power shows that savagery has started taking over his mind. When Jack begin acting savage, the savage side become evident with the power of the leader, Ralph, collapse. Jack overthrows Ralph as a leader. He manage to persuade the others boys to join his tribe, a tribe which involve with hunting pigs, making sacrifices to the beast and having fun without realizing that they were stranded on an deserted island. This is proved by the line Now listen. We might go later to the castle rock. But now Im going to get more of the biguns away from the conch and all that. Well kill the pig and give a feast. He paused and went on more slowly. And about the beast. When we kill well leave some of the kill for it. Then it wont bother us, maybe (Golding, 165). He and his tribe go so far until it results in the destruction of th e peaceful environment on the island as well as the collapsing of their civilized mind. The cleft of the theme is also demonstrate through the novels major symbol which are the conch that affiliate with character Ralph and The Lord of the Flies that affiliate with the character Jack. The conch that was found by Ralph is a powerful symbol which shows the democratic order on that island, agreeing Ralphs leadership that was determine through the election and also the power of assembly among the young boys. From the novel, Piggy said, We can use this to call the others. Have a meeting. Theyll come when they hear us (Golding, 22). This shows that the conch has the power to call the others for a meeting which represent the symbol of authority and order that related to the civilization among the boys. However, as the engagement between Ralph and Jack getting worse, the conch loses symbolic importance. You havent got it with you, said Jack, sneering. You left it behind. See, clever? And the conch doesnt count at the end of this island (Golding, 186). From what Jack has said, th is shows that the conch started to loses its power of authority and order and represent the decline of civilization on the island. In the meanwhile, The Lord of the Flies, which is a sacrifice to the suppositious beast on the island, contributes to the dominance of the savagery on the island and also symbolise Jacks authority over his tribe. From the novel, Jack spoke loudly, This head is for the beast. Its a gift (Golding, 170). In addition, the demolition of the conch at the scene where Piggy was killed manifests the complete destruction of civilization on the island. In the novel, the devastation of the conch is shows from the phase, The rock struck Piggy a glancing blow from chin to knee, the conch exploded into a thousand white fragments and ceased to exist(Golding, 222). At the end of this novel, the savagery has totally displaced civilization as the prevailing system on the island. The clash between the theme of civilization and savagery in this novel also can be explored through the symbol of fire which associate with civilization and the symbol of mask which associate with savagery. The symbol of fire in this novel is very important as it bring lots of meaning to the boys. It represents the hope of being rescue, survival and also civilization. In the novel, Ralph said Theres another thing. We can help them to find us. If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire(Golding, 49). This indicates that the boys know that the fire is very important because without the smoke from the fire, they would never be rescued. The symbol of fire shows the only civilization left on the island as it is a form of hope, survival and most importantly, rescue as Ralph said in the novel Your only hope is keeping a signal fire going as long as theres light to see. Then maybe a ship will notice the smoke and c ome and rescue us and take us home. But without that smoke weve got to wait till some ship comes by accident. We might wait years; till we were old (Golding, 219). On the other hand, the symbol of mask in this novel stands for savagery and barbaric behaviour. The mask has encouraged the incivility in the boys and provides them with a different identity. From the novel, Jack said For hunting. Like in the war. You know -dazzle paint. Like thing trying to look like something else (Golding, 79).The mask has made the boys started to transform from civil to savage. When the boys hide behind the mask, the boys somehow are given a new identity which gives confidence and a sense of carefree. Behind the masquerade, they commit acts of barbarity. It liberates them from shame and leads them into a savage like creatures. It also detaches them from reality and triggers them to neglect their responsibility. As the novel progress, Golding shows how different people feel the influences of the instincts of civilization and savagery to different degrees. Generally, however, Golding implies that the instinct of savagery is far more primal and fundamental to the human mind than the instinct of civilization. The Lord of the Flies is a chronicles of civilization giving way to savagery within human nature, as the young boys who were stranded on the island shaped by the supremely civilized British society become fully savage guided only by fear, superstition and desire.

Essential Factors Considered In Hr Practices Commerce Essay

Essential Factors Considered In Hr Practices Commerce Essay Human resource management (HRM) is known and accepted in the broadest sense of the term, as a form of management that includes all management decisions and actions that affect the nature of the relationship between the organisation and the employees its human resources (Beer et al., 1984, p. 1). As can be observed based on the definition, the tasks of those belonging in HRM can be complex as it involves all issues that encompasses employee and firm relationship. Believing that the most important asset of a business is the people in order to achieve sustained business success is the core philosophy of human resource management (HRM), and realising this leads to a strategic management of people within the organisation. The effective management of human resources is increasingly being recognised as a major determinant of success or failure in international business (Tung, 1998), in practice many organisations are still coming to terms with the human resources issues associated with international operations (Ferner, 1997). In the international arena, the quality of management seems to be even more critical than in domestic operations (Tung, 1998). This is primarily because the nature of international business operations involves the complexities of operating in different countries and employing different national categories of workers (Morgan, 1986). The field of international human resource management, however, is only slowly developing as a field of academic study and has been described by one authority as being in the infancy stage (Laurent, 1986). Primarily, the main goal of this paper is to provide insightful details regarding the concept of the international human resource management in relation to a multinational company like Honda. In addition, this paper will discuss some factors that must be considered when managing people in the international environment. This paper will focus in three areas: The Organisational Structure in the Context of Globalisation, Global Leadership in a Global Environment and Transferral of Employees Internationally. Company Profile Honda is the worlds largest manufacturer of engines, ranging from tiny single-cylinder lawn trimmers to the mighty V-10 engines of Formula 1 racing. Honda Motor CO., Ltd. is considered as a limited liability and a joint stock corporation which was incorporated on September 24, 1948 under the Commercial Code of Japan known as Giken Kogyo Kabushiki Kaisha. The company was formed to the firms of an unincorporated business founded in 1946 by the late Soichiro Honda, to produce or manufacture motors for motorised bicycles. Honda was unusual in having already created an industrial model by the time it entered the automobile industry. Twelve years after it was founded in 1948, Honda had become the worlds largest motorcycle manufacturer, on the basis of a strategy which focused on product innovation and production flexibility and on the mass production of products which had in effect opened new market segments. The firms success owed much to the mechanical and commercial imagination of Soich iro Honda himself. His associate, Takeo Fujisawa, who was in charge of the organisation and its finances, had been concerned from the start to find the resources needed to overcome the difficulties inherent in this profit strategy. Industrial models which are to be consistent with part of a strategy of flexibility and innovation must therefore give the firm the resources to counter these risks or reduce their impact. By 1967 Honda had become a proper car manufacturer. It opted for an innovative automobile niche and exportation in order to create a place for itself among Japanese producers. It marketed a mini front-wheel-drive car with a small but powerful air-cooled engine. The models commercial success in Japan propelled Honda into third place behind Toyota and Nissan, with an annual production of 277,000 passenger cars in 1970 (Mair, 1994). Honda became the worlds largest motorcycle producer twelve years after it was founded in 1948. The company entered the automobile industry during the early 1960s. It then grew continuously for three decades, overtaking established automobile producers to rank tenth in the world and become one of Japanese Big Three alongside Toyota and Nissan. During this period Honda developed an image as a different company with an idiosyncratic trajectory led by innovative products. Growth was seriously challenged in the 1990s. Yet by now Honda had deepened and globalises an industrial model of flexible mass production. Accordingly, Honda remained profitable during the 1990s Japanese recession. At the same time the crisis forced a rethink of the product innovation strategy (Freyssenet, 1998). Today, Honda is being regarded as one of the multinational automotive companies operating in different parts of the world. Honda had been able to penetrate the global market including countries in different pa rts of Asia, USA and Europe. Organisational Structures in the Context of Globalisation The true worth of international HRM is becoming more widely understood as IHRM steadily interweaves all aspects of people management and development within the company (Williams, 1995). According to Lipiec (2001), HRM is defined as the process of coordinating an organisations human resources, or employees, to meet organisational goals. Human resource professionals deal with such areas as employee recruitment and selection, performance evaluation, compensation and benefits, professional development, safety and health, forecasting, and labour relations. There are many factors in which multinational companies must consider, and one of these is about giving emphasis to the organisational structure imposed in the globalisation context. A key issue in accomplishing the goals identified in the planning process is structuring the work of the organisation (Zammuto OConnor, 1992). Organisational structure is the formal decision-making framework by which job tasks are divided, grouped, and coo rdinated. The organisational structure of multinational companies is being influenced or affected by the emergence of globalisation. Globalisation is easier to describe than to define. This is because, in its present form and usage, it is a new, complex, dynamic, multidimensional, and worldwide phenomenon, which means different things to different people and different things to the same people across time and space (Rosenhead, 1996). It evokes strong emotions because it is associated, rightly or wrongly, with most of the worlds significant challenges and opportunities (Kiggundu, 2002). As mentioned, one of the Multinational companies that are being challenged by the concept globalisation in terms with organisational structure is Honda. The organisational structure of Honda comprises of board of directors, senior management, different committees on finance, and employees. As of March 31, 2003 the company has been able to employ 126, 900 full time employees which includes approximately 65, 000 l ocal employees employed in international subsidiaries (See Appendix 1). In order to cope with the various influences and effects of globalisation, the management of Honda, has been able to improve and expand its organisation so as to conduct environmental activities on a global scale. The management has improved its organisational structure to achieve their organisational objectives (A sample of organizational structure of one of the subsidiaries of Honda is seen in Appendix 2). One of these objectives is to be able to pursue an environmental conservation programs at all phases of Hondas operations and throughout the lifecycle of Hondas products. In addition, the improved organisational structure is done in order to initiate speedy and flexible measures in managing their internationally diverse employees. In this manner, Honda ensures that the manager that they will hire certainly have the ability to adjust the human resource policies and practices to foreign environments. In the competition for global talent, corporations that are reluctant to consider foreign nationals for top management positions will lose out; the most talented people simply will not join an organisation that holds no promise of promotion (Keeley, 2001). As of March 31, 2003, Honda had 139 Japanese subsidiaries and 173 international subsidiaries (See Appendix 3). As Honda gain more experience they are able to adopt a more global approach to the management of all their operations both domestic and international (Dowling Schuler, 1990). Researchers have long acknowledged that there are differing types of organisational structures that produce differing types of manager-subordinate relationships. Honda try to enhance cross-value capabilities by facilitating dialogue, camp sessions, or brainstorming seminars held out side the workplace, and even drinking sessions (Nonaka Takeuchi, 1995). Organisational structure had a bigger role in the organisational practice of the management of Honda. It has been evidently shown that when the leader had a great strategic plan and whose plan had been vision and delivered well, the company will have a greater probability to succeed. Since, the competition are very high in the market be especially in the global arena, Honda has been able to consider the strategic function of its organisational structure internationally. Global Leadership in a Global Environment Due to the emergence of globalisation and its intense effect to different companies, many of the businesses are trying to cope with this situation and be known not only in the local marketplace but also in the international level. However, operating in the international arena is not that easy because of different factors to consider. When a firm decides to expand its venture to international market, it faces different challenges that need to be given emphasis (Klein, Ettenson Morris, 1998). One of the most important considerations that should be given enough attention by the management of any industry is the management of the human resources and the determination of the international human resource management (IHRM) practice that will be implemented through the global leadership ability. Leadership comprises the aptitude and ability to inspire and influence the thinking, attitudes, and behavior of other people (Adler, 1991; Bass, 1985; Bass and Stogdill, 1989; Bennis and Nanus, 1985 ; Kotter, 1988). Leadership is a process of social influence in which one person is able to enlist the aid and support of other individuals in the achievement of a common task (Chemers, 1997). The achievement of corporate success can only be accomplished by people who have broader knowledge in leadership (Cascio, 1995). In an international marketplace where borderless organisation is quickly becoming the norm, the leaders of Honda has been able to recognise that employees have an increasingly important role in the cultivation of the company achievements. The level of employee involvement in companies has expanded in general and in internationally-oriented corporation, progressive manages must recognise that only through effective management of people can organisations survive (Bartlett Ghoshal, 1989). The concept of international human resources refers to the process procuring, allocating and effectively utilising human resources in an international corporation. The leaders handling IHRM is said to be significant in the attainment and accomplishment of companies in the global scene. IHRM apparently draws the line between a companys endurance and obliteration (Sims, 2002). In line with the global leadership of Honda, the company has been able to utilise a system that would give balance to their imposed international human resource management. One of the leadership ability that Honda, inherited from Soichiro Honda, is his visionary ability. The visionary leadership ability of the leaders of Honda encompasses their ability to eliminate management layers to become visible within the organisation and being active, early participants for future projects and operations. The leaders of the company have been able to be directly involved in every operation and become a powerful role model to their subordinates (Nevis, DiBella Gould, 1995). In addition, the company had been able to utilise the permissive (delegative) or the so called laissez-faire style. In this manner the employees of the company in the international level are permitted to be involved in the decision making process. In this manner, the management implements minimal control or manipulation on t heir employees both local and international. However, the management is still accountable for the final decision to be made. Herein, the opinion and ideas of the Honda employees are being valued by the leader and each employees and staff encompasses different tasks set by the leader. Transferral of Employees Internationally Another factor to consider when managing international human resources is the concept of transferring human resources to international operations. Part of the concept of transferral of employees to international organisation is the recruitment context. Recruiting in the international arena is taken a lot more seriously and given a lot more thought than it used to be. Gaining competent employees at all levels of the organisation is more than a matter of training. It stems from changes in recruitment and selection philosophy (Ashkenas et al, 1995). Recruiting the most competent employees for each and every organisation is continuous challenge for the human resource management, specifically in the international arena (Henderson, 1996). Faced with the problem of conducting recruiting effort to fill critical position in any level of organisation, the international HRM practice must create an Employee Recruiting Policy to identify the critical activities in the recruitment process and monitor its results. In case of Honda Motor, the international human resource management of the company has been able to plan an IHRM Recruiting Program clearly state the mission and objective of the recruitment process to be done. Specifically, the purpose of such policy is to offer a criterion and standard measure for recruiting human resources that will be work in the international level. The recruitment imposed by the international HRM also includes a procedure so that the recruitment process for the international subsidiaries of Honda should be accurate and correct. In this manner, the international HRM of Honda also ensures that they are updated when it comes to job position, if a new position is required or if a transferred/reassi gned or terminated workers or employees would need a replacement. In addition, the move of Honda to transfer employees to international subsidiaries aims to promulgate their organisation culture even in the global arena. Honda Motor has make it sure that they always follow the international labour policies. In this manner, before an employee is given an opportunity to work in the international level, the company provides all the necessary trainings, in order to ensure that the transferred human resource or employees will be able to provide the necessary responsibilities allotted effectively and efficiently. Another important factor to consider when transferring an employee to an international subsidiary is the orientation of the management system of the host country in order for the transferred employee to adjust with the present situation of the international organization. In the case of Honda, the company has been able to provide a comprehensive orientation to employees who will be transferred regarding the culture, attitudes values and other hum an factors that can be encountered to such international subsidiary. It is also equally important to note that since, Honda, belongs to a company which manufactures quality and innovative cars, sharing of knowledgeable and efficient employee or managers is one of their style. These transferred employees, are responsible to collaborate with other employees in such international subsidiary (Gallie, 1998). The creation of work teams with collective responsibility for the management of a group of machines or a specific segment of the work process was based on a managerial initiative. Conclusion In any business enterprise, employees are considered as the most vital assets. In order for these companies maximise their assets, the management should have the ability to effectively manipulate employees working condition (Ulrich, 1998). Herein, the employees must be allowed to be involved in the decision making process to further enhance the organisational structure (Delaney Huselid, 1996). Moreover, the structure of tasks among the employees strengthens the organisational performance (Wilson, 1989). As problems of regional and cultural diversity politically led administrative issues impede the functioning of the organisation, it is very essential understand the employees (Schneider, 1983). The enhancement, building, enthusiasm, motivation and development of the employees of any organisation depend largely on the leadership, mandate and vision of the organisation (Rainey Steinbauer, 1999). The management of Honda has been able to employ the general HRM practices of Japan with their international subsidiaries like the United States. Hanada (1989) described five phases in the development of international human resource management through which Japanese firms such as Honda pass as it become increasingly involved in global activities. In stage one of Hondas international activities, the programs are limited to export of its product for example in Philippines, Taiwan and USA and its International HRM function is mainly concentrate in an export department. With the urge of the company to be known in the global context, Honda has been able to establish foreign assembly or operations like in USA, UK and other part of Asia. Herein, the increase human resources of Honda, is usually handled by creating an overseas operations department. The establishment of an overseas human resource department characterises the structure of the firm which is substantially modified to reflect the increasing interaction between Hondas domestic and foreign operations. In addition, there are also times when Honda, felt to have greater control of their international operation. Herein, the International HRM of Honda, functions mainly in different areas and practice of HRM. In this manner, the company gives emphasis to the differences of their employees so as to have a harmonious human resource relationship. There are also times in which the company had been able to reach the globalisation phases that the management of Honda, attempts to thoroughly internationalise its human resource management and there is no distinction between foreign and Japanese employees with the international division. All in all it is very crucial that an international organisation should make a way in adjusting their management styles and approaches to adhere with the differences and similarities of the employees, specifically those in the international environment so that IHRM may catalyst the motivation among diverse individual. It is also important to note that international human resource management should have the ability to employ the principles and concepts of emotional intelligence and give emphasis to the importance of self-awareness in dealing with different kinds of people, winning their trust and to ensure that the peoples values and the organisations objective will intersect to a common goal and that is to incorporate good employment relationship. Recommendation In managing people, the international human resource management, Honda Motor Corporation and other Multinational Corporations should be able to have the ability to think more systematically and strategically in handling one of the most valuable factors within the organisation, i.e. its human resources. Herein, IHRM practice should be able to develop a successful organisational culture and a stable organisation by means of effective management of the people. In addition, communication is a very important factor to use in order to have a harmonious and smooth relationship between the management team and the employees in the international level. In addition, the management should try to integrate its own management system with the management system of the host countries, in which MNC are operating. The main goal of this integration is to let the employees within the international operation feel that their culture, values and traditions are not being discriminated by the management. In this case, if Honda would continue to implement a strategic international human resource management, it will be able to handle and manage their human resources in each international operation successfully. Reference Ashkenas, R., Ulrich, D., Jick, T., Kerr, S. (1995). The Boundaryless Organization. Breaking the Chains of Organizational Structure. San Francisco: Jossey-Bass. Bartlett, C.A. Ghoshal, S. (1989). Managing Across Borders. The Transnational Solution. London: Hutchinson Business Books. Beer, M., Spector, B., Lawrence, P., Mills, D. Walton, R. (1984). Managing Human Assets. New York, NY: Free Press. Cascio, W. (1995). The Human Resource Challenge of International Joint Ventures. Westport, CT: Quorum Books. Delaney, J.T., Huselid, M.A. (1996). 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International Human Resource Management in Japanese Firms: Their Greatest Challenge. New York: Palgrave. Kiggundu, M.N. (2002). Managing Globalization in Developing Countries and Transition Economies: Building Capacities for a Changing World. Westport, CT: Praeger. Klein, J.G., Ettenson, R.E. and Morris, M. (1998). The Animosity Model Foreign Product Purchase: An Empirical Test in the Peoples Republic of China. Journal of Marketing, 62(1): 89-100. Laurent, A. (1986). The Cross-Cultural Pussle of International Human Resource Management. Human Resource Management, 25: 91-102. Lipiec, J. (2001). Human Resources Management Perspective at the Turn of the Century. Public Personnel Management, Vol. 30. Mair, A. (1994). Hondas Global Flexifactory Network. International Journal of Operations and Production Management, 14(3): 6-23. Morgan, P.V. (1986). International Human Resource Management: Fact or Fiction. Personnel Administrator, 31(9): 43-47. Nevis, E. DiBella, A. Gould, J. (1995). Understanding Organisations as Learning Systems. Sloan-Management Review, 73-85. Nonaka, I. Takeuchi, H. (1995). The Knowledge-Creating Company. New York: Oxford University Press. Rainey, H.G., Steinbauer, P. (1999). Galloping Elephants: Developing Elements of a Theory of Effective Government Organisations. Journal of Public Administration Research and Theory, 9: 1-32. Ragins, B.R. (1997). Diversified mentoring relationships in organisations: A Power Perspective. Academy of Management Review, 22: 482-521. Rosenhead, J. (1996). Whats the problem? An introduction to problem Structuring methods. Interfaces 26:117-131. Schneider, B. (1983). Inter-actional Psychology and Organizational Behavior. In L.L. Cummings and B.M. Slaw (Editions) Research in Organizational Behavior, vol. 5, pp. 1-31. Selmer, J. (2001). The Preference for Pre-departure or Post-arrival Cross-Cultural Training: An Exploratory Approach. Journal of Managerial Psychology, 16(1): 50-58. Sims, R (2002). Organisational Success through Effective Human Resources Management. Westport, CT: Quorum Books. Tung, R.L. (1998). American expatriates abroad: from neophytes to cosmopolitans. Journal of World Business, 33(2): 124-45. Ulrich, D. (1998). Human Resource Champions: The Next Agenda for Adding Value and Delivering Results. Boston, Mass: Harvard Business School Press, p.88. Williams, L.C. (1995). Human Resources in a Changing Society: Balancing Compliance and Development. Westport, CT.: Quorum Books. Zammuto, R. OConnor, E. (1992). Gaining advanced manufacturing technologies benefits: the role of organizational design and culture. Academy of Management Review, 17: 701-28. Appendix Appendix 1 Total Number of Employees of Honda Motor Co. Ltd As of March 31, 2003 Total Motorcycle Business Automobile Business Financial Service Other Business 126,900 24,100 92,100 1,700 9,000 Appendix 2 Organizational Structure of Honda (Based in Pakistan)

Technological Advancement in the US Military Essay -- United States Mi

Technological Advancement in the US Military Since its declaration of independence from Great Britain, the United States has experienced wars of many different sorts. Each war introduced a new kind of warfare. The Revolutionary War introduced for the first time in American history, the idea of naval warfare. Ships were armed with dozens guns and carried several dozens of men. The musket, armed with its bayonet as well as the cannon proved to be worthy weaponry advancements in the infantry together with various pistols. The Civil War introduced the revolving pistol as well as the Gatling gun which enabled soldiers to produce rapid fire and destroy enemies in large quantities with a single round. New technological advancements in transportation such as the railroad, enabled large quantities of troops to travel to a given area in nearly half the amount of time. However, the turn of the twentieth introduced new technological advancements in the country as well as the military. This ignited a century of technological advancements in the military that has enabled the United States to excel in militaristic domination. The first war to use significant technological advancement was World War I. Despite the introduction of trench warfare (in which troops dug bases many feet deep into the ground and fought only on the surface), the art of battle would forever be changed. There were many different types of weaponry advancements experienced in World War I. Machine guns were built twice more powerful than in the Civil War, firing up to 600 bullets a minute which was the equivalent of 250 riflemen. Artillery experienced a massive technological progression with the building of several thousands of powerful cannons with shells filled with ... ...ccomplishments. As the years progress, just as they have in the past, so will military technology. Not more 80 years ago, the United States was just learning how to se machine guns. Not more than 60 years ago, the United States was just learning how to use tanks and artillery. Nowadays, the US military has become the leading war machine in all aspects of warfare including weapons, computer technology and biological as well as chemical warfare. God only knows what advancements are to come our way. Works Cited * www.archives.gov/research/military/navy-ships/sailing-ships.html * www.doublegv.com/ggv/battles/tactics.html * www.revision-notes.couk/revision/927.html * www.channel4.com/histroy/microsites/w/wwzweapons.html * www.pbs.org/wgbh/amex/vietnam/trenches/weapons.html * www.science.howstuffworks.com/surveillance-stealth-channel

Cambridge :: essays research papers

England is famous for its educational institutes. It has some of the most famous universities of the world like Oxford, Cambridge and London universities. The city of Cambridge is in the county of Cambridgeshire and is famous because it is the home of Cambridge University, one of the oldest and most prestigious universities of the world.   Ã‚  Ã‚  Ã‚  Ã‚  The Cambridge City occupies an area of 16 square miles. It is 50 miles north of London and stands on the East Bank of the River Cam, and was originally a place where the river was crossed. Other than being the home of Cambridge University, Cambridge City itself is a very lively city. It provides a lot of entertainment such as Ballet, Opera, Drama, Music, and Film. The river is use mostly for pleasure of boating and punting. The Fitzwilliam Museum, the University Museum of Archaeology, and the University Museum of the Zoology are among the best of all museums in Europe. Foundation of Cambridge   Ã‚  Ã‚  Ã‚  Ã‚  The foundation of Cambridge goes back to 11th century when Norman’s built a castle at River Cam. During Romans time, a small town situated just north of river in the Castle Hill area. The town was called Granata. Later on during the Saxon period, it was known as Grantabridge, which means Swampy River Bridge. The name later became Cantabridge and then by 14th century, Cambridge. Foundation of the University Of Cambridge  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The University of Cambridge was establish by religious groups like Franciscans and Dominicans in the early 12th century students from the Oxford University and Paris University left to study in Cambridge in the 13th century. The origin of the college is trace to the association of the students, distinctive form of religious affiliated groups, who began to reside in independent hostels, or halls. Later on some tension developed between the town people and students known as â€Å"town and gown† conflict. This conflict led to the establishment of the first college, Peterhouse in 1284 by Bishop of Ely. In 1318, Pope John XXII issued a bull recognizing Cambridge as a â€Å"Stadium Generale†, or a place of study; that is a University. The University Of Cambridge From Past To Present   Ã‚  Ã‚  Ã‚  Ã‚  The university was basically established to study for religious purposes. It was one of the important centers of Protestant Reformation in the 16th century. Some of the famous religious reformers like William Tyndale, Hugh Latimer and Thomas Cranmer were graduates of Cambridge.

Courage in to Kill a Mockingbird Essay

One likes to think of a hero, as strong, brave, and meeting all challenges head on. All the characters in this book have a different view as to what courage is, and they all show it in different ways through their everyday lives. Younger characters, like Jem and Scout, see the physical aspect of it, whereas Atticus believes this to be an extremely weak form of courage. He believes in the mental quality of courage. The ability to be in minority and not back down and to be able to change; he admires Mrs. Dubose for her acts of courage that are against all odds. For a younger character, like Scout, courage is often associated with a physical act that is usually dangerous. It is hard for young children to realize that courage can be shown in other aspects of life. Scout sees an example of courage in her father when he shoots the mad dog Tim Johnson (pg. 101). Although Atticus does not think of it as very courageous, Jem and Scout are proud of their father and the courage he showed in this dangerous situation. Atticus views courage on a more intellectual level, as a moral thing not something that can be proved with a weapon. Later on in the story, Jem and Scout encounter the vindictive, spiteful Mrs. Dubose who often shouts out racism directed at the passing children because of Atticus’ job. At one point she proclaimed, â€Å"Your father’s no better than the niggers and trash he works for! † (pg. 111). When she blatantly made Atticus an object of ridicule like that, Jem decided that the best way to settle things was to ruin Mrs. Dubose’s camellias. Since he could not attack Mrs. Dubose directly, Jem decided to go for something close to her. He is committing a physical act of retaliation, which led to her suffering mental pain yet again. It was a cowardly act, for he dared not step up and confront her. After Atticus heard about this stunt, Jem was made to read to her every afternoon for a month. He now needed mental valour, and he did find it more difficult to source this than the physical bravery he was used to displaying. This is made apparent by him refusing to walk past her house alone, and because Jem was at first terrified of going to see her. Mrs. Dubose was a very sick woman, and had used morphine to ease her pain but was now addicted. It was her goal to leave the world â€Å"beholden to nothing and nobody† (pg. 120). She displayed what Atticus refers to as â€Å"real courage. † (pg. 121). She showed â€Å"real courage† because she does not have the luxury of standing there with a gun pointed at her addiction. One single attempt could not free her from the addiction. Rather, it had to be a many staged process over an extended period of time. It was shear determination and â€Å"real courage† that allowed her to accomplish her goal. It was not until after she died that Atticus explained to Jem and Scout how courageous the woman was because she knew she was dying but was still determined to die free of the morphine. She fought against great odds, even though she knew that she would surely die. Atticus tells his children that he wanted them to see â€Å"what real courage is, instead of getting the idea that courage is a man with a gun in his hand. † He also says that she was the â€Å"bravest person he ever knew. † (pg. 121) â€Å"Real courage† is when you fight for what is right regardless of whether you win or lose. Atticus Finch demonstrates â€Å"real courage† several times throughout the novel, in addition to the lessons that he teaches his children. The largest and most important example would be the trial of Tom Robinson. When Atticus took the case, he went up against Maycomb, a generally prejudiced town, in order to defend Tom. He understood that taking the case would make him an object of ridicule and that no one would forgive him for believing a black man’s word over a white man’s. Even his own sister expresses disapproval at his decision, practically telling him he was bringing disgrace to the family. Nevertheless, no matter how much his reputation suffered, he did not change his mind. Standing up for his morals and ethics was more important than what people thought about him. From the very start Atticus knows he will not win the case however he does his job and finishes what he set out to do. Atticus’s strong sense of morality and justice motivates him to defend Tom Robinson with determination, giving it all he has. He shows this when he says, â€Å"Simply because we were licked a hundred years before we started is no reason for us not to try and win. † (pg. 82). He says this to Scout after she comes home from school angry at Cecil Jacobs for making fun of Atticus in the schoolyard. Atticus tells her to fight with her head instead of her fists. He wants the people of Maycomb to hear the truth about Tom, â€Å"That boy may go to the chair, but he’s not going till the truth’s told. † (pg. 159). Atticus is putting everything a man holds dear, dignity, respect, honor and status, on the line to protect Tom. He later shows more bravery when he goes to the jailhouse to protect Tom from a mob. Without thinking twice, he rushed to Tom’s aid. He went willingly, knowing that if a mob did form he would be greatly outnumbered and would easily be beaten. Still, he put Tom’s well being ahead of his own welfare. While serving justice, Atticus also showed great courage. For example, he did not go along with Heck Tate when he told a lie about what really happened the night Bob Ewell was found stabbed to death. Atticus put his life and career on the line because he knew that, as an officer of the court, withholding information from an investigation could have gotten Mr. Tate thrown into jail. Nonetheless, like many times before, doing what was right and fair prevailed in Atticus’s way of thinking. In addition, Atticus went against his moral code and principles he had always upheld before, when Atticus is faced with the decision of abiding by the law or breaking it in order to do the right thing. He knew that incarcerating a man like Arthur Radley would have been unforgivable, especially after Arthur had just performed a great deed by saving his children’s lives. He knew that exposing him would be an awful way of repaying him; it would have been like â€Å"shooting a mockingbird. † Therefore, Atticus chose to protect Boo from the public eye rather than abide by the law and his â€Å"honest† judicial ways he was so accustomed to follow. Sometimes it takes even more courage to set a new level of morals than to stay in one’s comfort zone. (pg. 297-302). The courage to change habits and thoughts is very important, because not everyone is able to do it. A very good example of this courage is when Atticus asked Scout not to fight anymore. â€Å"When I committed myself to this act of cowardice. Word got around that Scout Finch wouldn’t fight anymore, her daddy wouldn’t let her. † (pg. 97). That was a great act of courage because Scout used to fight a lot but as she had promised her father she would not fight anymore. Scout, like Jem does not want to disappoint Atticus, so she makes a change. In conclusion, Atticus shows praiseworthy courage and behaviour in many instances throughout the story, not by fighting or killing, but by standing up for what he believed in a civilized and determined way. His strongest motivation, however, were his children. He wants to be a good example for his kids and encourage in them a strong sense of moral value. One time Scout asks him why he had taken a case he knew he was not going to win and he responded by saying, â€Å"For a number of reasons. The main one is, if I didn’t I couldn’t hold up my head in town, I couldn’t represent this county in the legislature, I couldn’t even tell you or Jem not to do something again. † (pg. 82). In other words, he would not have been able to talk to his kids about justice and standing up for what one believes when he himself had not stood for what he believed in. The lessons taught by Atticus and Mrs. Dubose show Jem and Scout what it is to be courageous, to be able to change, to tell the truth and most importantly to stand up for their own beliefs. All qoutes from Lee, Harper, 1960, To kill a Mokingbird, London, Pan Books

Hilarious Flaws

Hilarious Flaws BY Fana-Rashld Karrie Yusefzad English 12 Instructor Wilder 6 November 2013 Whether it is via film, late night television shows, newspapers, comics, or literature, satire is tound virtually everywhere. Satire reminds and teaches us as humans to laugh at ourselves every once In a while, as well as directs us to acknowledge and accept our own imperfections as we strive to become perfect people Satire helps us ds humans take d step back and see what life Is truly about.Late night television shows such as Saturday Night Live, which has been on television since 1975, are reated Just to satire humanity. actors make Jokes out ot polltlcal and social situations on the weekly segment Weekend Update. These Jokes, wherever they are from, help us understand who we are and who we want to be It allows us to celebrate the life that we live, no matter how bad It can get, In fact making the situation humorous may even make it easier to handle.Geoffrey Chaucer's The Canterbury Talesâ⠂¬  celebrates and satires humanity, especially the â€Å"everyman†, in his story he included to characters in particular, one representing the best of humanity and the other illustrating the worst Chaucer ractically Idolizes the Knight, who represents everything us humans aspire to be. â€Å"He was of sovereign value in all eyes. And though so much distinguished, he was wise and In his bearing modest as a maid. He never yet a boorish thing had said In all his life to any, come what might; he was a true, perfect gentle-knight. (Chaucer 69-74) Chaucer says that though the knight had been through so many brave and amazing situations, from Alexandria to Prussia, fought against the Turks, and In Granada, he had never once been over confident: he remained as modest as one ould be. The Knight symbolizes everything good In a human, Chaucer does not satire him at all; however, it is the complete opposite with the Pardoner. The Pardoner symbolizes the lowest a man could get, he chea ts, he steals, and he lies all for the benefit of himself.Chaucer narrates that â€Å"he had the same small voice of goat has got. His chin no beard had harbored, nor would harbor, smoother than ever chln was left by barber. I Judge he was d gelding, or d mare. † Chaucer describes the Pardoner as a mare because making fun of others is one of many ways of making urselves teel better, yet still a way to see that all humans are flawed. Similar to Chaucer, Seth Meyers of Saturday Night Live does a great, hilarious, yet interesting way of satiri7ing others, making us feel better as humans, and still show us how to celebrate life.Not only does he satlrlze politicians, but he also finds d way to satirize common people. In a recent episode of Saturday Night Live he states â€Å"A man In Hawaii came face to face with a shark while surfing survived by punching the shark in the face, meanwhile saw a cockroach in the bathroom and now I shower at he gym† (SNL S39 E4) Examples such as this one show that humans make funny decisions, yet It still finds a way to celebrate life because the guy lived and the people but still makes fun of himself.Humans are flawed, and it is better and easier to satire the flaws, rather than try so hard to become perfect. Satire is seen every day, everywhere, whether it is television, literature, movies, comics, newspapers, etc. It is a great way to show the flaws, but helps all of mankind to aspire to become better people as well as celebrate the unperfected yet beautiful life we have.