The Nuiances of Essay for High School Application Samples

The Nuiances of Essay for High School Application Samples The essay, for some applicants, can be among the most stressful portions of the application procedure. One of the fundamental tasks of the application essay is to follow along with the directions. Some can ask you to fill up an application form, others might need an application letter. Since you can recall, a school application asks a couple of personal information regarding the applicant. In case the latter is true, the topic should be chosen dependent on its depth and controversial nature. The school will probably supply you with a word limit, and that means you want to opt for a topic that fits that word count. The purpose of this statement is to underline the point that you wish to make in the essay. 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The Black Death An Epidemic Among Marmots - 3101 Words

The Black Death initially erupted on the Asian steppes as an epidemic among marmots. Fur of dead animals were collected and sold in bales to buyers from the west. It is likely that fleas from the bales jumped to potential human hosts. The Black Death’s first human outbreak began along the Volga River in the eastern part of European Russia. From there, the plague disease spread west to the Don River and down to the Black Sea, soon making its way to the Mediterranean ports of Europe (Ampel 1991, 659). The Black Death is known to have originated in Kaffa in the Crimea by 1343. The plague spread from the surrounding lands of the Golden Horde then southwards into the Caucasus, heading west into the Crimea. Upon entering the Crimea, it traveled southwards along the coast of the Black Sea to the Circassians, the Abkhazians and the Armenians where it spread into the Asia Minor, the Middle East and Persia (Benedictow 2004, 35-50). In October 1347, the Black Death travelled its way to Sicily, Italy. Twelve Genose galleys arrived at the port of Messina with plague-ridden sailors and within a few days, the plague took over the city (Ziegler 1969, 132). Feeling hopeless, the citizens drove the ill sailors from the port and as a result dispersed the plague around the Mediterranean. While the plague was found all over the city, citizens of Messina either fled to the countryside or the city of Catania. The Catanians kindly treated the distressed victims. However, they realized the trueShow MoreRelated Black Death Essay1184 Words   |  5 Pages Black Death, outbreak of bubonic plague that struck Europe and the Mediterranean area from 1347 through 1351. It was the first of a cycle of European plague epidemics that continued until the early 18th century. A cycle of ancient plagues had preceded these plagues between the 6th and 8th centuries AD; another cycle of modern followed them, but less deadly, plagues that began in the late 19th century and continue in the 20th century. The term quot;Black Deathquot; was not used to refer to theRead MoreThe Black Plague Of Middle Ages1257 Words   |  6 Pagesvile disease that enveloped Europe. The Black Plague thrived in the conditions that Europe and its climate harbored along with the filthy living conditions of European cities. The declination of population was immense and altered the way the economy, arts, and religion of Middle Aged society was structured. Carrying along with these byproducts of such a devastating epidemic are the emergence of influential artists and philosophers of the time. The Black Plague originated in China (Europe’s PlaguesRead More Health Risks and Obesity Essay1397 Words   |  6 Pagesthe four leading causes of death. Obesity can be linked to stroke, heart disease, cancer and diabetes, all serious health problems that can be fatal. Obesity is linked to 300,000 deaths annually in the industrial world (Flamholz, 2001). Often in society and in the medical community there exists a lack of understanding that obesity is in fact a disease and needs attention, otherwise the rates of many diseases will continue to climb. Obesity has moved to almost epidemic status in America. There areRead MoreCommunity Profile Essay5395 Words   |  22 Pagesbeing male [ONS, 2011]. Data released in 2009 by the Office for National Statistics (ONS) showed that 95.3% of the population of Stockton-on-Tees was white, with 2.5% being Asian/Asian British, 0.9% Mixed race, 0.7% Chinese or Other and 0.6% Black/Black British. There was a migration of 700 people of international origin resulting in an estimated 3.7% of the Stockton population being not born in the United Kingdom. The Health Protection Agency (HPA) state that in 2010 almost 12% of the populationRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesto work—such as Starbucks, Adobe Systems, Cisco, Whole Foods, Google, American Express, Amgen, Pfizer, and Marriott—have a big advantage. A recent survey of hundreds of workplaces, and more than 200,000 respondents, showed the social relationships among co-workers and supervisors were strongly related to overall job satisfaction. Positive social relationship s also were associated with lower stress at work and lower intentions to quit.3 So having managers with good interpersonal skills is likely to

Manage Resistance to Change Proactively free essay sample

Register for this journal is available at http://www. emeraldinsight. com/researchregister The current issue and full text archive of this journal is available at http://www. emeraldinsight. com/0262-1711. htm Managing diversity using a strategic planned change approach Earnest Friday Management in the College of Business Administration, Florida International University, Miami, Florida, USA, and Managing diversity 863 Received October 2002 Revised February 2003 Accepted February 2003 Shawnta S. Friday School of Business and Industry at Florida AM University, Tallahassee, Florida, USA Keywords Diversity management, Strategic management, Change management Abstract Many organizations have implemented various types of initiatives within the last few decades in an effort to deal with diversity. A possible missing vinculum (link) between how an organization deals with diversity and its impact on the bottomline is a corporate diversity strategy that is executed using a planned change approach to systemically manage diversity. While many organizations have implemented a corporate diversity strategy, most have not used a â€Å"planned change-corporate diversity strategy†. The lack of a â€Å"planned change-corporate diversity strategy† is quite likely to inhibit managing diversity from becoming systemic to an organization’s culture and its way of doing business, thus tending to disallow the potential bene? ts of diversity to be maximized. Hence, this paper offers a framework for using a â€Å"planned change-corporate diversity strategy† to: progress along the â€Å"diversity continuum† starting with acknowledging to valuing, and ultimately to managing diversity; and systemically managing diversity using a eight-step â€Å"managing diversity process†. Introduction Over the past few decades, academicians, practitioners and organizational researchers have recognized that diversity is a phenomenon that has a wide array of affects within the workplace, and society in general (Koonce, 2001; Stark, 2001; Williams and O’Reilly, 1997). In this paper, diversity refers to any attribute that happens to be salient to an individual that makes him/her perceive that he/she is different from another individual (Williams and O’Reilly, 1997). Some widely accepted differentiating attributes include racioethnicity (which encompasses race and ethnicity), gender, nationality, religion, functional expertise, and age. Even though racioethnic and gender diversity tend to receive the majority of the attention in the organizational diversity literature (Stark, 2001; Williams and O’Reilly, 1997), this de? ition allows for the frameworks offered to be applied to any type of organizational diversity salient to members. Diversity programs have been implemented in many multinational organizations, primarily, in an effort to improve working relationships Journal of Management Development Vol. 22 No. 10, 2003 pp. 863-880 q MCB UP Limited 0262-1711 DOI 10. 1108/02621710310505467 JMD 22,10 864 between white males, whose relative numbers continue to decrease, and demographically different individuals, whose numbers continue to increase in the workplace (Friedman and DiTomaso, 1996). While many multinational organizations have a corporate diversity strategy, most have not implemented it using the suggested planned changed approach posited in this paper. Given the intensifying â€Å"war for talent† in today’s competitive, global business environment, it is imperative that the execution and evaluation of a corporate diversity strategy use a planned changed approach to not only acknowledge and value diversity, but to also systemically manage and inculcate diversity into an organization’s corporate culture. This type of approach can contribute immensely to an organization’s ability to use all of its human capital as a strategic means to gain and maintain a competitive advantage in today’s dynamic, global marketplace (Richard, 2000). It has been purported that if diversity can be effectively managed in an organization, some potential bene? ts to the organization include greater creativity and innovation, and improved decision-making (Cox, 1991). Conversely, if diversity is not managed effectively, some potential major costs to the organization include, at a minimum, breakdowns in communication, interpersonal con? ict, and higher turnover (Cox, 1991). While there may not be much empirical evidence to substantiate claims that effectively managed diversity directly leads to bottomline increases (Chatman et al. , 1998; Richard, 2000; Stark, 2001), there is real-world evidence (e. g. Coca-Cola, Denny’s, Publix, and Texaco settlements) to suggest that not effectively managing gender and racioethnic diversity has been, and can be, detrimental to organizations and their bottomlines. Thus, it is a logical extrapolation that an organization’s ability or inability to create a culture in which diversity is systemically acknowledged, valued, and effectively managed is more likely to determine the affects diversity will have on it’s bottomline. Many organizations have implemented various diversity initiatives as a part of their corporate diversity strategy (Koonce, 2001), but most have not used a planned change approach to strategically align their initiatives with their long-term objectives and strategic positioning. It is highly probable that this lack of planned strategic alignment contributes immensely to the purported ineffectiveness of many diversity initiatives (Stark, 2001). Consequently, an organization that seeks to maximize the potential bene? s of diversity should devise a â€Å"planned change-corporate diversity strategy† prior to implementing diversity initiatives. The purpose of the planned change-corporate diversity strategy is to align the organization’s diversity initiatives (designed to manage diversity) with the organization’s strategic goals, and ultimately make managing diversity an integral part of the organization’s culture. An aligned planned change-corporate diversity st rategy will contribute immensely to the long-term effectiveness of diversity initiatives aimed at better managing all of he organization’s human resources. This is especially signi? cant for organizations with a highly diversi? ed workforce. With a planned change-corporate diversity strategy, diversity initiatives are aligned with organizational policies, procedures, and systems. Such alignment is desired to systemically reinforce an organizational culture that encourages the effective management of all employees in order to garner diversity’s purported bene? ts, including the end goal of increasing the bottomline. Thus, frameworks are presented for using a planned change-corporate diversity strategy to: advance from the initial passive states of acknowledging and valuing diversity to the ? nal active state of managing diversity on the â€Å"diversity continuum†; and systemically manage diversity using the speci? c eight-step â€Å"managing diversity process†. The diversity continuum and the planned change approach Valuing diversity and managing diversity as distinct phenomena Over the last few decades, a myriad of articles have been written on the subjects of valuing diversity and managing diversity (Wanguri, 1996). In some cases, valuing diversity and managing diversity have been considered, and sometimes used, interchangeable when, in fact, they are two different phenomena (Jenner, 1994). By the very nature of their de? nitions, valuing and managing diversity are distinctly different. Valuing refers to the relative worth, importance, or signi? cance of something, whereas managing refers to taking charge or coordinating and supervising situations. Given these de? nitions, valuing diversity should be considered a more passive phenomenon, where importance or signi? ance is given to individuals’ differences, which does not automatically lead to visible actions or reactions on the part of the individuals valuing the diversity or differences. Managing diversity, on the other hand, should be considered an active phenomenon, which involves supervising or coordinating and directing the diversity or differences individuals bring to the organization to ensure the organization’s strategic go als are being fully and effectively met. In other words, it refers to successfully organizing the organizational inputs of individuals with diverse backgrounds. This de? nition is consistent with the managing diversity de? nition given by Thomas’ (1991): â€Å"a ‘way of thinking’ toward the objective of creating an environment that will enable all employees to reach their full potential in pursuit of organizational objectives†. The diversity continuum As a result of the confusion in the literature between the two phenomena, valuing diversity and managing diversity, it is not dif? cult to understand why consensus does not exist on the claims of bottomline bene? s as a result of the attempts organizations have made to value and/or manage diversity. In addition to the confusion, lack of consensus could also be a function of the Managing diversity 865 JMD 22,10 866 complexity of the diversity concept in the organizational context. Given the complexity of diversity within an organizational setting, it is possible that perceiving it in terms of a set of three elements that delineates what to do with diversity may serve t o simplify or clarify the confusion in the diversity literature. Therefore, a diversity continuum is offered to guide researchers and practitioners in moving from the more passive states of acknowledging diversity and valuing diversity, on through to the more active state of managing diversity. As individuals ? nd themselves in situations with diverse individuals, they are likely to take one of two courses of action: avoid dealing with the diversity, or recognize that the diversity exists. In the case where individuals avoid diversity, they do not face the fact that diversity is an issue. It is likely that these individuals do not accept the idea that they are likely to be biased in their interactions with others that they perceive to be different from themselves. Although avoiding diversity is viewed as a possible response to diversity, it is not included in the diversity continuum. The diversity continuum is based on the assumption that individuals take the second course of action and recognize diversity. Once diversity is recognized, as previously stated, the diversity continuum serves as a framework to delineate the three potential states of dealing with diversity: acknowledging, valuing, and managing diversity. The three sequential components of the diversity continuum are: acknowledging diversity; valuing diversity; and managing diversity (see Figure 1). Acknowledging diversity, the ? rst component, refers to recognizing the existence of diversity or the individual differences individuals bring with them to a particular setting. In order for individuals to truly acknowledge diversity, they must be exposed to it, experience it, acquire knowledge about it, and they must develop an understanding of diversity. The second component of the diversity continuum is valuing diversity. Valuing diversity, as de? ed above, refers to the signi? cance or importance being given to the diversity or differences individuals bring with them to a particular setting. Having an appreciation for, as well as respect for, the differences that diverse individuals bring with them to the work setting can lead to the last component. The last component of the diversity continuum is managing diversity. As stated above, m anaging diversity refers to the planning, organizing, leading of individuals with differences or diversity in a particular setting, such that their inputs are used to accomplish the organization’s strategic goals. Even in racioethnically homogeneous organizational settings, organizations make large investments to ensure an appropriate organizational culture is fostered. An appropriate organizational culture is desirous, such that individuals are systemically managed to perform and accomplish its goals, not just hoping that their performance will somehow lead to the accomplishment of the organizations’ desired goals. Thus, similar systemic efforts are necessary in order to manage Managing diversity 867 Figure 1. The strategic management process emographically diverse individuals such that the organization can gain the maximum synergistic bene? ts from their contributions as well. The planned change approach Rather than being reactive and waiting for a â€Å"diversity crisis† to take place before a change is made (i. e. Coca-Cola, Denny’s, Publix, and Texaco settlements), an organization should be proactive in systemically Managing Diversity. Hence, an organization and its m embers should make the necessary changes to proactively move from just settling for the ? rst stage of acknowledging diversity to the ? al stage of managing diversity. The Lewin-Schein change model is offered as the theoretical framework to proactively and systemically facilitate the management of diversity in organizations. This planned change model is based on the premise that the organizational forces propelling change must subdue the forces resisting change for highly effective change to occur. Therefore, it is posited in this paper that the Lewin-Schein change model is a framework that can assist organizations and individuals in moving through the sequential elements of the diversity continuum. It is also posited that this model can be applicable at JMD 22,10 868 both the organizational and individual level for managing diversity. While Allen and Montgomery (2001) offered the Lewin-Schein change model as a framework for creating diversity, the model is offered in this paper as a framework for Managing Diversity. The Lewin-Schein change model involves three stages: unfreezing, change (moving), and refreezing (Lewin, 1951; Schein, 1992). For the organization or individual to experience successful change, the three stages need to be addressed in succession. Unfreezing using a planned change-corporate diversity strategy In the unfreezing stage, the organization’s or individual’s present culture (which includes perceptions, attitudes, and behaviors) toward diversity, needs to be unfrozen. This means there needs to be enough motivation within the organization or individual to want to change from its present state to the new desired state. Thus, in moving from one end of the diversity continuum to the other end, with managing diversity being the desired outcome, management must desire that its members move from just acknowledging and valuing diversity to managing diversity. As presented previously, managing diversity refers to systemically organizing and directing the inputs of all organizational members (including diverse individuals) to ensure the organization’s strategic goals are met. Likewise, the individual must want to move from just acknowledging and/or valuing diversity to the ? nal phase of managing diversity. At the individual level, this movement involves governing one’s actions toward diverse individuals in a way that allows for healthy, productive interaction with those diverse others. Therefore, to unfreeze the organization’s culture and its members’ current state of mind toward diversity, a planned change-corporate diversity strategy should be devised and aligned with the organization’s strategic positioning to reduce the forces that are striving to maintain the status quo (Dobbs, 1998). A ? rm’s strategic positioning The strategic management process is employed by many organizations in order to distinguish themselves from their competitors in the marketplace (David, 2001; Porter, 1985; Steiner, 1997). Although there are several schools of thought in the strategic management ? ld, the generally accepted components of the strategic management process are: strategy formulation, strategy implementation, and strategy evaluation as explained in Figure 2 (David, 2001; Hill and Jones, 1998). Strategy formulation is comprised of developing or reviewing the organization’s mission, vision, and long-term goals; conducting internal and exte rnal assessments to identify the organization’s strengths, weaknesses, opportunities, and threats (SWOT); setting selection criteria and selecting the strategies that will afford the organization the best strategic positioning relative to its competitors (David, 2001; Steiner, 1997). Strategy implementation entails allocating the appropriate resources to ensure the Managing diversity 869 Figure 2. The three levels of organizational strategy selected strategies are properly executed (David, 2001; Steiner, 1997). Strategy evaluation involves setting control processes to continuously review, evaluate, and provide feedback concerning the implemented strategies to determine if the desired results are being accomplished, such that corrective measures may be taken if warranted (Hill and Jones, 1998; Steiner, 1997). As illustrated in Figure 3, there are usually three levels of strategy associated with large-scale organizations. The corporate level strategy de? nes the organization’s purpose and the lines of businesses in which it plans to operate, thereby providing the overarching direction for the organization. If an organization only operates in one line of business, its corporate level strategy and business level strategy are effectively one in the same (David, 2001; Hill and Jones, 1998). A business level strategy is the blueprint that should enable an organization to leverage its resources in order to differentiate itself from the competition within a particular line of business (David, 2001; Hill and Jones, 1998). The functional-level strategies serve to support the organization’s business-level strategy by providing direction for the appropriate short-term activities required by each functional area to meet the goals established in the business-level strategy (David, 2001; Hill and Jones, 1998). Consequently, having properly aligned corporate, business, and functional level strategies aid an organization in its efforts to accomplish its goals, thereby strategically positioning itself to successfully compete within the marketplace (David, 2001; Hill and Jones, 1998; Porter, 1985). Combining highly differentiated and ef? cient human capital with clearly delineated corporate, business, and functional level strategies can prove to be a competitive advantage for an organization (Barney, 1991, 1997; Wright et al. , 1995). An organization must view strategies for developing and managing its employees JMD 22,10 870 Figure 3. Alignment between corporate strategy and planned change-corporate diversity strategy as a part of its overarching corporate level strategy if it desires to have highly differentiated and ef? ient human capital in today’s competitive, global environment. Therefore, one argument of this paper is that any organization seeking to realize the maximum bene? t from having a diversi? ed workforce should have a planned change-corporate diversity strategy that is aligned with the organization’s overall strategic positioning. Developing a planned change-corporate diversity strategy The organization â€Å"wishing to create an environment that enables all employees to reach their full potential will have to . . . change organizational practices as necessary† (Thomas, 1991). However, prior to changing any organizational practice, a comprehensive strategy for how to accomplish that change should be devised based on an in-depth understanding of relevant organizational dynamics (i. e. culture, structure, ? nancial position, strategic initiatives, etc). Theoretically, a strategy should precede the structure of an organization. Consequently, a planned change-corporate diversity strategy should be devised to align with the organization’s corporate strategy before structuring diversity initiatives (as illustrated in Figure 4), and reinforced using a planned change approach. Organizations that have elevated their diversity strategist to executive-level management are likely to have an overarching corporate diversity strategy in place. But, it is not as likely that the diversity strategist is using a corporate-wide planned change approach to systemically reinforce the proposed changes in the corporate diversity strategy throughout all of the Managing diversity 871 Figure 4. The diversity continuum organization’s policies, procedures, and systems. Regardless of whether an organization has a corporate diversity strategy or not, it may be necessary to superimpose a planned change-corporate diversity strategy over existing disjointed diversity strategies and initiatives. At the onset of such an endeavor or superimposition, corporate diversity mission statement, vision, and goals must be formulated to articulate the purpose diversity initiatives will serve within the organization and the desired outcomes to be achieved from such initiatives. The delineated desired outcome should be designed to systemically manage diversity. Conducting internal and external assessments are essential steps in devising a planned change-corporate diversity strategy. An internal assessment will allow the diversity strategist to decide how to position diversity strategies and initiatives within the organization’s structure, and to align them with all of the organization’s policies, procedures, and systems. To assess the external environment, the diversity strategist should use environmental scanning tools to extract best practices based on benchmarked diversity strategies and initiatives at other leading organizations. Through the internal assessment, the diversity strategist should become intimately familiar with the organization’s values, vision, mission, strategies, goals, and initiatives, all of which constitute a sound basis for understanding the organization’s culture, policies, procedures, systems, and overall strategic positioning. The diversity strategist must become equally familiar with the bene? ts and shortfalls of various diversity initiatives. The strategist must conduct an analysis to determine the most appropriate linkages between the organization’s overall strategic positioning, policies, procedures, systems, and its diversity initiatives. Before proceeding, the diversity strategist must recognize and effectively articulate a clear strategic ? t and alignment amongst the organization’s overall strategic positioning, policies, procedures, systems, JMD 22,10 872 and diversity. Both strategic ? t and strategic alignment are necessary to strengthen the business case for allocating resources to support the planned change-corporate diversity strategy. In order to realize the maximum bene? ts from diversity, the planned change-corporate diversity strategy needs to be properly executed, evaluated and refrozen to ensure that the stated goals are being met, and that the organization’s culture and members are moving toward and sustaining the desired state of systemically managing diversity. Moving to systemically managing diversity Once the present state is unfrozen, the move that will allow the organization’s culture and members to advance to the desired state should be put in place. In this case, the move is to culturally reengineer the organization and its members to the true state of managing diversity by implementing the managing diversity process. The social learning theory (Bandura, 1977) is offered as the theoretical framework for the managing diversity process. It has also been offered as the theoretical framework for developing training programs in the cross-cultural and expatriate literature (Black and Mendenhall, 1989; Harrison, 1994). There are four major tenets of social learning theory: motivation, attention, retention, and reproduction (Bandura, 1977). These tenets are re? ected in the eight steps of the managing diversity process. In an effort to truly manage diversity, a change in the attitudes and behaviors of individuals, and in organizations’ systemic and institutional ways of doing business is required. Therefore, it is posited that utilizing the tenets of social learning theory can aid in the acquisition of the learning that is necessary for organizations to maximize the inputs of all of its diverse members. The planned change-corporate diversity strategy serves as the motivation for the learning of new behaviors and attitudes. Hence, once the planned change-corporate diversity strategy is articulated, the move through the eight steps of the managing diversity process should be instituted to assist individuals and organizations in culturally reengineering and moving to the desired state of managing diversity. The eight sequential steps of the managing diversity process include: (1) exposure; (2) experience; (3) knowledge; (4) understanding; (5) appreciate; (6) respect; (7) modify attitudes and behavior; and (8) healthy interaction. All of these are undergirded by tolerance (see Figure 5). The acknowledging diversity component of the diversity continuum is composed of steps (1)-(4), and they re? ect the â€Å"attention tenet† of social learning theory. The valuing diversity component of the diversity continuum is comprised of steps (5) and (6), and is re? ective of the â€Å"retention tenet† of social learning theory. Steps (7) and (8) constitute the managing diversity component of the diversity continuum and the â€Å"reproduction tenet† of social learning theory. The movement through each of the eight steps requires individuals to progressively develop appropriate skills to enable them to manage how they deal with individuals whom they consider different from themselves. Therefore, executing the eight steps in the managing diversity process serve as the necessary movement required to progress from acknowledging and valuing diversity to managing diversity. The true movement through the eight steps from acknowledging diversity to managing diversity is a paradigm shift, in that it entails a change in the treatment of diverse individuals (Fitzpatrick, 1997). Managing diversity 873 Diversity training In order for an organization to realize the potential bene? ts that can be afforded by employing diverse individuals, there needs to be a paradigm shift in which the inputs of diverse individuals are systemically managed within an organization to enable the successful accomplishment of its strategic goals. Training of individuals is viewed as a necessary tool to facilitate the organization in achieving its goals. Diversity training should be viewed no differently than any other type of training in which an organization invests. Therefore, it should also be viewed as a necessary tool to manage members’ behaviors and their ability to work productively with diverse individuals. After canvassing the literature, it has been noted that most diversity training programs merely raise individuals’ awareness of or sensitivity to diversity (Grubb, 1995; Jenner, 1994). Some few diversity training programs go as far as attempting to change individuals’ perceptions of diversity and how they communicate with people different from themselves (Grubb, 1995). However, these programs tend to be offered to only select employees, and they tend to be short in duration, ranging from a one-hour session to a series of one-day sessions several times a year (Koonce, 2001). The major drawbacks to most existing diversity training programs are that: . they do not build skills to facilitate individuals’ ability to actually manage their interactions with individuals different from themselves; . they are not rigorous nor time-intensive enough to create a paradigm shift in individuals’ treatment toward individuals different from themselves; and JMD 22,10 874 Figure 5. The continuous managing diversity process . there are no enduring reinforcement mechanisms embedded in the organization’s culture to ensure all individuals’ inputs are successfully managed to met the organization’s strategic goals. Managing diversity As a result, most (if not all) existing diversity programs have not been successful in creating enduring change in the way individuals interact with individuals different from themselves, nor have they been successful in changing their organization’s culture to one that systemically manages diversity. In order to create enduring change in individuals and the organization’s culture, members of the organization at all levels need to participate in diversity training that encapsulates the comprehensive managing diversity process. The outcomes that should be expected from participation include, but are not limited to, skill building in the following areas: the ability to clearly articulate their ideas and feelings; con? ict management skills; effective giving and receiving of feedback; effective listening; group observation skills; and group decision-making skills, all of which will facilitate modi? d attitudes and behaviors, and healthy interaction with diverse individuals. Individuals have to come to grips with their feelings, thoughts, attitudes, and behaviors toward diversity and others with whom they are different. In the ? rst step of Exposure, individuals provide public notice of where they are at that point. They do this by: laying open who they are; divulging where the y are; unmasking themselves; and receiving others’ culture. Step (2), experience, involves gathering information through personal involvement, encountering, seeing ? rst-hand, and living through events. In the third step of Knowledge, individuals become well informed, thus able to be conversant because they become familiar or acquainted with the culture of others. Knowledge serves as the basis for step (4), understanding. Because of their grasp of cultural realities, individuals are able to comprehend (understanding) relevant cultural dynamics, which leads them to be sensitive, and enables them to share unique insights and perceptions. In step (5), appreciate, individuals’ acceptance of the worth of a person’s culture and values makes it easier for them to welcome and â€Å"justly† estimate diverse individuals. Resultantly, individuals are able to respect (step (6)) diverse individuals; thus, they are able to pay attention, pay deference, and pay tribute to the values, worth, and culture of diverse others, as well as give personal consideration to the diverse individuals. Successful movement through the ? rst six steps, along with tolerance underpinning each step, should lead to modi? cations in individuals’ attitudes and behaviors toward diverse individuals, which is step (7), modify attitudes and behaviors. This change in attitudes and behaviors, again, along with tolerance should lead to healthy interaction (step (8)) with and amongst diverse individuals. Step (8) is a function of continuous acceptance and execution of steps (1)-(7). Therefore, this is a ? uid (not static) process that must be recognized for its ever-changing and 875 JMD 22,10 876 evolving nature. The requirements for successful execution of the managing diversity process are strenuous and time intensive because it requires individuals to modify their attitudes and behaviors. Thus, they must modify the way they interact with individuals different from themselves, and not just expect that they either avoid, acknowledge, or value those individuals that are different. Given that all individuals in today’s global business environment are likely to encounter others that are different from themselves on a frequent basis, the managing diversity process should be viewed as analogous to the open systems approach – it is a continuous process that maintains a constant reciprocal relationship with the environment. Refreezing the systemic management of diversity Successful movement through the managing diversity process requires individuals to change. Resistance to change is inherent in any change process, and it will be no different in this process (Harrison, 1994). Therefore, the managing diversity process is a ? uid, continuous process that needs to be systematically reinforced and embedded in the organization’s culture and individuals’ interactions, such that the organization’s culture and its members do not revert back to just acknowledging or valuing diversity. Hence, refreezing the desired state of managing diversity requires reinforcing the new perceptions, attitudes, and behaviors with emphasis on the modi? ed behaviors and healthy interactions individuals have adopted as a result of going through the managing diversity process. In order for individuals and organizations not to revert back to their previous states, the new desired state must go through the refreezing stage to be institutionalized. This should be accomplished through systemic, on-going training and daily interactions at the individual level, and through revised policies, procedures, and systems at the organizational level. At the individual level, the systemic, on-going training should not be just periodic training that merely exposes individuals to diversity. A great deal of time is necessary to cement these newly adopted attitudes, behaviors, and skills for healthy interaction. This kind of cementation is required for these newly acquired attitudes, behaviors, and skills to become totally embedded in the individuals’ natural way of interacting with diverse individuals. The systemic, on-going training needs to be skill-based and experiential in nature to promote long-term changes in the way individuals work with individuals different from themselves. This type of reinforcement at the individual level will contribute to the cultural reengineering that also must take place at the organizational level. To reinforce the desired state of managing diversity at the organizational level, revised recruiting, appraisal, development, and reward systems, as well as an enforceable diversity policy need to be implemented (Allen and Montgomery, 2001; Hemphill and Haines, 1998; Miller, 1998). The revised policies, procedures, and recruiting, appraisal, development, and reward systems need to re? ct the organization’s position on how the inputs of diverse individuals will be managed, such that their contributions fully aid the organization in meeting its strategic goals. A written, enforceable diversity policy, stating the systemic action steps and behaviors expected by all employees is a must as it relates to effectively managing the organizational inputs of all individuals. Everyone’s inputs should be effectively managed to contri bute to the achievement of the organization’s strategic goals. The revised policies, procedures, and systems should also align with the planned change-corporate diversity strategy. Given the resources and time required to revise and initiate implementation of the revised organizational policies, procedures, and systems, individuals are likely to resist these changes initially. Therefore, it is quite likely to be a dif? cult and time-consuming process to make the appropriate and necessary revisions to the organization’s policies, procedures, and systems. This is an essential and critical step necessary to ensure the organization and its members do not revert back to their previous attitudinal and behavioral states. It is paramount that revised policies, procedures, systems, and planned change-corporate diversity strategy are clearly communicated to all members of the organization to ensure that it can be appropriately recognized, executed, evaluated, and reinforced. To reinforce this cultural reengineering effort, management needs to initiate and actively participate in the refreezing stage, the same as they must genuinely participate at the unfreezing and moving stages. Potential limitations As with any theoretical model, there are limitations. One potential limitation of this notional model is that no matter how well it is implemented, there are likely to be some individuals whose attitudes may never change or they may continue to consciously or unconsciously show favoritism toward those whom they consider to be similar to themselves (Gilbert and Ivancevich, 2000; Miller, 1998). Another potential limitation is that subtle forms of biases against diverse individuals may still exist informally within the organization and/or outside of the work environment; thus, highly impacting individuals within the organization. Backlash is also a potential limitation; members of the majority are likely to perceived that they are being excluded at the expense of including diverse individuals (Hemphill and Haines, 1998). Additionally, if the training initiated to implement the managing diversity process is perceived as a bad experience, the organization’s leadership may abandon the initial implementation, hence dooming all future diversity efforts. However, by using the suggested planned change approach along with well enforced diversity policies and disciplinary procedures for violations of the diversity policy, it is more likely that individuals’ behaviors can be altered to be more tolerant of others whom they consider to be Managing diversity 877 JMD 22,10 different (Gilbert and Ivancevich, 2000). This will allow the talents, skills, and abilities of all individuals in the work setting to be used to meet organizational objectives. Conclusion Given that individuals are less willing to leave their differences outside the doors of the workplace (Thomas, 1991), an organization’s ability to systemically manage diversity will become more important, in years yet to come, if it wants to ensure its ability to compete successfully in the global marketplace. This paper suggests that, ? rst, a planned change approach should be used to systemically manage diversity, by developing and implementing a planned change-corporate diversity strategy. Second, organizations should execute their cultural reengineering efforts to move individuals and the organizational culture along the diversity continuum from the states of acknowledging and valuing diversity to the desired state of managing diversity. Movement to the desired state of managing diversity can be achieved by using the managing diversity process. It is also suggested that the organization needs to provide on-going training, and needs to institute new policies and procedures. Additionally, it must engage in appropriately different recruiting, appraisal, development, and reward systems that systemically reinforce the cultural reengineering of moving to the state of managing diversity. These new undertakings will ensure that the newly reengineered culture of managing diversity is inculcated into the organization’s culture, and its way of conducting business domestically and abroad. By adopting and executing the frameworks offered in this paper for ystemically managing diversity through a strategic planned change approach, managers will have created an organizational environment where they will be able to enjoy healthy, innovative, and productive interactions amongst diverse members of the organization. The following is a list of other potential bene? ts that may be derived from using the offered frameworks: . in general, individuals will develop an increased knowledge of and appreciation for other cultures; . individuals will learn to value and respect the cultural norms, behaviors, and attitudes of others; . here is likely to be a greater receptivity to necessary organizational changes; . there is likely to be a lessening of workplace anxieties; . a reduction in organizational con? ict; . a more pleasant work environment; and . increased performance and productivity. 878 In conclusion, the proactive management of diverse human resources will aid organizations in gaining and sustaining a competitive advantage in today’s dynamic global marketplace.

Who Is To Blame For The Deaths Of Romeo And Juliet Essays

Who Is To Blame For The Deaths Of Romeo And Juliet? Romeo and Juliet is a tragedy about two star crossed lovers whose love cannot apart them from their two feuding families. In this essay I will state who or what are responsible for their deaths, the main theme of the story is hatred and fate. Firstly I must introduce the two families because their attitude of hatred is responsible for the deaths mainly because if they hadn't quarrelled then maybe Romeo and Juliet wouldn't have got married in secret. Resulting in the feud all the members perpetuated the feud this is illustrated by Tybalt from the Capulet family, Juliet's cousin, he started the fight that resulted in Romeo getting banished and he was always causing trouble. He more than any one else in the story kept hatred alive between the two families because of his violence. I also blame Lord and Lady Capulet, Juliet's parents because they should have paid more attention to Juliet's wishes when she refused to marry Paris. At first they threatened to throw her out onto the streets as in Act three Scene 5 Capulet says to Juliet "Thursday is near lay hand on heart and you be mine, Ill give you to my friend, and you to be not, hang, beg, starve, die in the streets." Lady Capulet also put her daughter in the care of the Nurse who raised Juliet as her surrogate daughter. The Nurse being a blabbermouth out spoken person was also responsible for the death of Juliet. She never acknowledged that maybe Juliet wasn't ready for this immense step in her life from an on looker guardian. In Act two-Scene four the Nurse warns Romeo to be true to Juliet and she explains there is another man after her Paris she compares the two. She says to Romeo that her Juliet is sweet "well sir my mistress is sweetest lady, lord o there is a noble man in town Paris." She encouraged Juliet in her romance with Romeo because the action of her being a blabber mouth is that she carried the messages of a secret meeting of where she knew that they where going to spend a night of passion together in Act three Scene two she says to Juliet "hie to your chamber Ill find Romeo to comfort you hark ye, your Romeo will be here all night" She advised Juliet to marry Paris, knowing she was already married to Romeo. I also blame Friar Lawrence who was the person that took these newly met lustful children into their marriage, since Romeo and Juliet where two children were married so soon and at a young age this made them unable to make they're own decisions. This statement can be proved about Romeo because when he was banished he bellowed like a baby the Nurse had to make young Romeo act like a man just to think of Juliet instead of himself. The main reason for Friar Lawrence's decision to marry the two is wrong is because he thought this might help to make the two families stop fighting in Act two Scenes six Friar Lawrence says, "till holy church incorporate two in one". In the end this was proven to be the motivation for the two children killing themselves he also gave Juliet the sleeping potion Act four Scene one "take this vial, being in bed and this distilled liquor drink thou off". Now I must introduce The Prince ruler of Verona where the story is set. The Prince had the power to act to stop the feud between the two families. It was unjustified of him to send Romeo away from Verona as a punishment for killing Tybalt when the fighting was Tybalt`s own fault for killing Mercutio in Act three Scene three he says "hence from Verona art thou banished: taking thy part, hath rushd aside the law and turn`d that black word into banishment". Mercutio had an influence on Romeo because of his friend ship, Mercutio`s attitude to the quarrels and fighting made the situation worse. He saw the feud as a game and that attitude led him to his death and Romeo's banishment. Even though I am blaming certain people for the tragic deaths of Romeo and Juliet I have to consider that Romeo and Juliet had an affect

Human Tragedy and Cruelty

Human Tragedy and Cruelty Human history is full of various dark spots. Contemporary people often contemplate events which took place years ago. These people often argue that all those horrors could never have happened if people had been wiser. However, these very ‘thinkers’ do not understand that their ‘right paths’ are far from being realistic. Advertising We will write a custom report sample on Human Tragedy and Cruelty specifically for you for only $16.05 $11/page Learn More Of course, there are many who understand that what is done cannot be undone, and what has been done could not have been done in any other way. Many understand that history cannot be ‘judged’ as there can be no right and wrong. Primo Levi (2000) stresses that there is no line between the good and the bad, and there are no two camps. Hannah Arendt (2000) and Primo Levi (2000) provide bright examples which confirm that such viewpoints are right. Arendt (2000) reveals the sto ry of a man who made a lot of controversial deeds in his life. However, it is possible to note that the author presents the story in a one-sided manner. Eichmann is depicted as a silly man who was in position which let him send thousands of people to death. Sometimes the author does reveal positive aspects of Eichmann’s character and deeds. For instance, it is stated that he did a lot to help Jews leave the Nazi country when it was possible. However, the general tone of the writing is judgemental. Clearly, the author does not believe the man was forced to act in the way he did. Nonetheless, no one can judge a person if he/she was not there, in that person’s shoes. Levi (2000) provides other insights in a similar discussion. The author notes that even such negative figure as Chaim Rumkowski was not to be judged. Levi states that the man did a lot of horrible things, but he also did some good things. More importantly, Levi claims that it is unclear what contemporary â⠂¬Å"judges† would do should they be put in the same position. The author stresses that people who were in concentration camps (both inmates and guards) were gradually losing their best qualities. It is important to note that Levi’s position should be exploited when analysing historical events. It is crucial to take into account all details. It is essential to avoid any judgment. Clearly, Arendt’s method is wrongful as it can lead to mere distortion of facts. Notably, this judgemental method has been often used throughout people’s history. Ironically, the Nazis made use of it as well. This one-sided presentation of facts becomes a part of ideology and propaganda. People have witnessed what propaganda can do as such leaders as Hitler and Stalin exploited these means extensively. Of course, people have no right to make the same mistake and focus on one side of the matter.Advertising Looking for report on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Besides, it is necessary to remember that even the â€Å"judges† cannot be sure they would not have done the same if they had found themselves in similar conditions. Obviously, Eichmann did not wake up one morning to accept the fact he was to send thousands of people to die. He was rather a victim of circumstances. To sum up, people should learn their lesson while analysing the darkest events in the history of humanity. It is important to take into account all possible details and listen to all parties involved. The truth can be quite unpleasant, but people still should know the truth about themselves to try to avoid conditions which make people do horrible and inhumane things. Reference List Arendt, H. (2000). The portable Hannah Arendt. P. Baehr (Ed.). New York, NY: Penguin Books. Levi, P. (2000). The gray zone. In O. Bartov (Ed.), The holocaust: Origins, implementation, aftermath (pp. 251-273). New York, NY: Rou tledge.

What is the Pell Grant Amount What is the Maximum Award

What is the Pell Grant Amount What is the Maximum Award SAT / ACT Prep Online Guides and Tips If you're looking into applying for a federal Pell Grant, you may also be concerned about budgeting out your college expenses. What should you expect, exactly, from a Pell Grant? How helpful could it be? Here, we'll outline the steps to figuring out what the Pell Grant can do for you. Read on for more information on Pell award amounts, and instructions on how to figure out whatyourgrant will look like. How Much Money Can You Get? I'll cut right to the chase: for the 2015-2016 academic year, the maximum Pell Grant amountis $5775, whereas the minimum is $600. The average award amount for 2013-2014 was $3541.The maximum/minimum award amounts are periodically updated, however - every so often, the grant award will increase to account for inflation and other factors. If you're eligible to receive the grant, your award amount depends primarily on something called your Expected Family Contribution, or EFC. Your official EFC is generated when you apply for the Pell Grant via the Free Application for Federal Student Aid, or FAFSA; learn more about how to submit a FAFSA here. For the 2015-2016 academic year, your EFC must be at or below $5081 to qualify for the Pell. I'll go over how to estimate your eligibility in the next section. Your enrollment status (full-time versus part-time) will also affect how much Pell Grant money you're eligiblefor - full-time students will get more aid than part-time students. See our Pell Grant Chart for more detailed information about award amounts based on enrollment status. How Do I Estimate How Much I'm Eligible For? An extra $5775 a year to pay for school sounds great, right? Unfortunately, not everyone will get the maximum award amount; the good news is that you can estimate your award before you even apply. The best way to estimate your Pell Grant eligibility, as well as your eligibility for other types of federal financial aid, is through the FAFSA4caster.Our Pell GrantCalculatorguide will walk you through using this tool. If you already know your EFC and whether you'll be a full-time or part-time student, you can check out our Pell Grant Chart for an estimate of how much grant money you'll receive each semester. Not this kind of4caster What's Next? Knowing how much financial aid you can get is one thing; knowing how to actuallygetfinancial aid is quite another. Check out our Pell Grant eligibility guide for important information on how to qualify for federal financial aid. Once you've got those eligibility requirements locked down, you have to actually submit your application, right? Learn how here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

HUMAN RESOURCE MANAGEMENT Assignment Example | Topics and Well Written Essays - 2250 words

HUMAN RESOURCE MANAGEMENT - Assignment Example Google ensures through compensation that these talented people are retained. The reward and compensation system at Google is pay-for-performance. The stock option system of the company ensures that employees get compensated and rewarded along with the growth of the company. The most astonishing factor is that in 2005-2006 the employees by themselves demanded a wage cut. According to the Director and Professor of Human Resource Center working at Wharton Business School, "these perks and benefits help Google to recruit people who are willing to spend most of their time at work place". Statistics show that software engineer at Google receives an average salary of $81,239 which is just $8000 less than their senior competitors, yahoo (Small Business, n.d.). Nowadays, many young engineer and professional aspire to get employed at Google. The reason is due to excellent fun and work environment. Top it all, bonuses and compensation, flexibility in working on projects etc. Google has been the most renowned example of a motivating and encouraging employer. There wouldn’t be any single person who wouldn’t wish to work at Google. ... Under this head, comes the most extensively debated subject that is soft HRM and hard HRM. In Soft HRM, companies consider their employees as the most valuable and important resource. For such companies, the needs of employees must be catered at first. Such types of companies are usually considered as ‘good’ employers. Therefore, these companies offer their employees substantial chances to grow not only as workers but also as individuals. Employees are provided regular training in order to ensure that prospect promotions. In hard HRM, companies generally treat their employees as a means of obtaining profits and efficiency. Hard HRM usually do not takes into account the needs and wants of employees. Hard HRM allows the employer to have full control over its workforce and operations. In such organizations, the morale and skills of employees are relatively lower. Companies utilize these approaches according to their corporate culture and type of industry. Those organization s which operate in such industry where norms, standards and benchmark needs to be maintain adopts hard HRM. On the other hand, those companies which are research based and require creative and innovative tactics utilize soft HRM where employees are given full authority to do the work in a way they feel the best. Hard HRM is widely accepted and implemented in organizations like KFC, McDonalds and Ryanair while soft HRM is implemented and encourages in organizations like Facebook and Google. Yes! Google utilizes soft HRM approach (Peter Bamberger, 2000). The culture of Google gives liberty to its workers to bring in innovative and creative stuff. In this regard, they are expected to research and work as per their own way. In fact, Google encourages its employees to spend 20% of

The second media age (communication course) Essay

The second media age (communication course) - Essay Example (Sullivan, 2009, Internet) The Internet has practically become an effective tool of building self-esteem among people who needed to have the attention that they think they deserve and be able to gain satisfaction from life, no matter how ordinary it was. The internet was able to present a whole new world of opportunities to individuals who are specifically concerned of how they are recognized by the world. How was it possible for the internet to provide this particular source of personal self-esteem through social sites such as youtube, multiply.com, Friendster, facebook and so on and so forth The discussion that follows herein shall give a proper presentation as to how the Internet has become a proper channel of inspiration and the host of modern technology's capability to make ordinary people's lives somewhat extraordinary and more fulfilling in many ways (Buzzard, p.206). To start with, a discussion on broadcasting and how it is applied in the field of internet procedures of showcasing the people's talents over the web shall be presented in the section that follows. Broadcasting is the ba... at simply aim to present someone's capabilities to the public in an aim to inform, to entertain or to simply present something to the viewing and listening public. Before, the word broadcasting has been noted to be used only by professional network operators around the world alone. It was not that easy for anyone to simply penetrate this kind of broadcasting. The basic idea is that, for someone to be able to present himself or herself in videos through television or even through audio tools such as the radio, that individual should be able to pass some personal criteria requirements for the network owners to agree to the showing or showcasing of the said individual's talents to be presented to the public. (Hills, 2001, p. 122) However, gone are the days when people used to fall in line just to be able to get one elusive spot on television and radio networks to be able to show who they are. Gone are the days when people who are less fortunate and have the lesser financial source to spend end up in their homes frustrated over having the chance to present themselves to the public. With the introduction of the internet to the human society, it could not be denied that these worries on the part of those who really want to share their talents to the world were eased. How Through the emergence of web broadcasting (Morris, 1996, p.43). This procedure of web hosting on the major social websites that are allowing people to connect to each other provides a wide storage system which is called "memory" through the use of the internet for those who aim to become members of the said sites. Likely this large memory storage is dedicated to photos, music or audio files as well as videos that the part-owners of the site, wh o are the users, might one to show or share with their network

Make Green Delicious Essay Example for Free

Make Green Delicious Essay With global accolades, rave reviews and local food critics, its customer bases has grown substantially. Kennedy wants to expose the thought of slow food philosophy to as many people as possible, from his customers, workers, to the community. In order to set up a foundation, build public relation and reach more people in the community, Kennedy has to spend more time and extra money which a lot of his chefs found it unnecessary. To balance between grown and sustainability, Kennedy should cut costs in other areas. C. Alternatives: 1. Set up foundation * Cut costs * Pair up with a local non-governmental organization as it may be hard to run a foundation without proper skills training 2. Do not set up foundation D. - Recommendation: Set up the foundation. If the foundation succeeds, it can achieve Kennedy`s goal of educating the public about the slow food philosophy. It will help the corporation overall as it furthers differentiate the brand. If the foundation fails, it will hurt the corporation a bit but with its 33 years of experience and brand building, it should be able to recover. E. - Implementation Plan: It may be a good idea to pair up with a local non-governmental organization so that it reduces the risk of failing to manage the foundation. It is important to look for a local non-governmental organization that agrees and aligns with the firm`s own philosophy and goals. In terms of cutting costs, as mentioned in the case, it can move the production kitchen to a lower cost location and supply Jamie Kennedy Kitchens with his own rural farm. In this way, efficiency is improved. One issue that should be taken into consideration is that by supplying the corporation with its own farm, it may be competing with the local suppliers and damage the established relationship between suppliers.

Ethnocentrism And Cultural Relativity Essay example -- essays research

It is always troublesome not to understand another culture, especially, in New York City where we live in a society that is rapidly changing. The City has increasingly brought people of various cultures, to interact closer with each other. This interaction can be either positive or negative depending on the level of sensitivity and respect people have for other culture groups. These two types of behaviors are related to two important concepts known as ethnocentrism and cultural relativity. Ethnocentrism is â€Å"the attitude of prejudice or mistrust towards outsiders that may exist within a group (in-group) in relation to other (out-group)†Ã¢â‚¬ ¦. (Harper-Collin Dictionary of Sociology). Importantly, there are also three levels of ethnocentrism: a positive one, a negative one, and an extreme negative one. The positive definition defines ethnocentrism as â€Å"the point of view that one’s own way of life is to be preferred to all others† (Herskovits 1973: 21). There is nothing wrong with such feelings, because â€Å"it characterizes the way most individuals feel about their own cultures, whether or not they verbalize their feelings† (Herskovits 1973:21). It is this point of view that gives people their sense of people-hood, group identity, and place in history. Ethnocentrism becomes negative when â€Å" one’s own group becomes the center of everything, and all other are scaled and rated with reference to it†(Herskovits 1973:21) . It reaches extreme negative form when â€Å"a more powerful group not only i...

How to write a history essay

HOW TO Write A HISTORY ESSAY Brief: 214112 Most history essays begin with a inquiry. The first standards in ‘how to compose a history essay’ is to get down with the inquiry being asked and interrogate it for intending. What is inferred by the inquiry? What attack is required? An essay that starts by analyzing the inquiry – reasoning with it – or its significance – explicating the manner you are traveling to near the inquiry and what methods you are traveling to use in replying it, instantly gets you into the topic and is a good start point. History is about construing the available ‘facts’ , so demoing how you interpret the inquiry ‘lays out your stall’ and gives the reader an penetration into what will follow. The following undertaking is for you to plunge yourself in the topic of the essay. Type cardinal words on the subject into your library hunt engine and choose any texts that seem to cover the subject by and large, or in item. It is difficult to state precisely how many books are required to be read before you have an apprehension of the topic, but it is good to seek to do certain you have read a mix of books: the most recent scholarship on the topic every bit good as a few older books: this ensures you have an apprehension of old attacks to the topic and a broad scope of statements. Often ‘introductions’ and ‘conclusions’ give a good indicant of what the book contains, and their bibliographies can indicate you in the way of farther utile reading stuff. Journal articles are besides an highly valuable resource, and once more can be searched for, and frequently sourced, electronically. Journal articles and books by historiographers are ‘secondary’ beginnings. The other indispensable beginning of information for a history essay are ‘primary’ beginnings: these are most frequently original paperss from the period, but they can besides be grounds that is exposed by the landscape, pictures, unwritten tradition, architecture, archeology, and artifacts. Equally, as history necessarily embraces all other subjects, sometimes a sidelong attack to researching the topic can be honoring and you might include mentions from philosophers, archeologists, anthropologists or from literature. Once you have immersed yourself in the topic, the following undertaking, before really composing the essay, is to make up one's mind what attack and statement you feel is right for the inquiry, and can be supported by ‘evidence’ . Deciding on your statement – what position you hold of the topic – is critical before working out the construction of the essay. After reading around the topic you will hopefully hold a feel for the grounds you find most dramatic and persuasive ; if you are lucky, you may hold a whole new angle on the topic you want to set frontward. It is of import that you make certain you have collected together, from what you have read, quotes from a mixture of beginnings that either back up your statement – or so that contradict it ( but that can be convincingly argued against ) . It is of import to demo your thorough apprehension of the historiography of the topic and the mentalities and stances taken by other historiographers. An ess ay should demo alternate statements to your ain and include an account of why you find them unconvincing. Every spot of ‘evidence’ must be footnoted in your concluding essay with the writer and rubric, so it is of import to do accurate notes as you read. New grounds from primary beginnings is particularly helpful in doing your essay original. . Once you feel confident that you have read plenty and hold a good thought of what statement, or statements, you want to set frontward in reply to the inquiry: so reexamine your notes and jot down a construction for the essay. In simple footings this involves an debut, the chief organic structure of the essay with the statement, and a decision. As mentioned, the debut can include an account of the attack you are taking and your apprehension of what the inquiry demands, and should ‘signpost’ the way the essay will take. The cardinal organic structure of the essay will incorporate the grounds you have collected together. The nexus that threads the statement will be your reading of the grounds, and you marshal your ‘narrative’ around that grounds. The decision will bind up the statement ( s ) made, and significantly, include the reply to the inquiry. With your construction in topographic point you are ready to compose up your essay. There are general ‘dos’ and ‘don’ts’ in building a history essay. Traditionally history is written in the 3rd individual. Unless you are a recognized expert in the field, it is best to avoid the ‘I’ word: sentiment should be based on back uping grounds and historiographers are urged to endeavor to be nonsubjective. History should be written in the past tense. Accuracy is critical, and that goes for spelling and punctuation every bit good as transcribing quotation marks and supplying faithful footers, every bit good as a bibliography of everything that you have cited or read and that may hold informed your sentiment in the essay. Citations should be identified by citation Markss ; and unless within a quotation mark, abbreviations should be written in full. Wherever possible, sentences should non be overlong ; even complex ideas can be expressed with lucidity and simpleness. ( Reading it aloud can be helpful in exposing bugs and awkward sen tences ) .A History essay should, in other words: flow ; be easy to read, and the statement should be telling and easy understood. Naturally there are many different historical ‘schools’ of idea, political, societal or economic, be they: ‘top down’ , ‘bottom up’ – Marxist – revisionist – longue duree ( the Gallic Annales School ) , or micro and macro histories et Al. These assorted historical stances provide analytical attacks to any given period or capable, and have been, and go on to be used by historiographers to assist them show the grounds and support statements. You may happen acknowledging, beliing, or following one or more of these attacks helpful in building an essay. However, one of the chief jobs for the historiographer is the job of hindsight. The trouble with history is we know how it ended, we know the result, and it is difficult to divide that cognition from any analysis of past events or their causes. Nowadays a teleological attack is seen as unacceptable: this is frequently called the ‘Whig’ position of history, and sees ev ents in the yesteryear as a portion of the inevitable March of ‘progress’ . Events, and statements environing them, should, therefore, be placed merely within the context of their ain clip, and every attempt should be made to animate the thought procedures of the clip and contextualise the bureaus that coloured the events under reappraisal. So in reply to the job ‘how to compose a history essay’ , foremost understand the inquiry ; so read up all you can on the topic. Following, analyze what you feel is a convincing statement which answers the inquiry ; roll up your ‘facts’ and construction your essay with strict back uping grounds. And, eventually, to rephrase E. H. Carr, retrieve ‘facts’ do non talk for themselves they merely ‘speak’ when the historian calls on them, interprets them, and gives them intending.

Harvie Krumpet only ever belonged with other outcasts Essay

Argue for or against this statement with reference to how Harvie Krumpet’s life is represented in the film. (you must make specific references to the techniques used by the film maker). Note: you are only allowed to use the word ‘belonging’ once. The need to be socially accepted and connected with others is an intrinsic yearning in humans. This desire to be included within a community or partnership is known as belonging; a fundamental need which molds a person’s identity. Harvie Krumpet’ is a short, animated film written, directed and animated by Adam Elliot and produced by Melanie Coombs. The film demonstrates through its main character, Harvie Krumpet, that companionship and connection can influence one’s outlook as well as ideologies. By utilising numerous techniques (such as editing, metaphors, pathetic fallacy, symbolism, speech and music), the animation illustrates that Harvie Krumpet only ever fit in with other outcasts. The use of metaphoric images and editing proves that Harvie Krumpet was only accepted by misfits while he was young. Due to Harvie’s Tourette syndrome, he was ostracised at school by the other students. He was only able to make friends with Bogush; another outcast. The two rejects are shown together outside with their backs to a wall of the school building. The barrier separating the two friends from the other students is a metaphor for the social divide excluding the misfits, and highlights the strong bond Harvie shares with Bogush. Another technique that proves the main character was rejected from society is editing. While Harvie is at home with his insane mother, the camera cuts away multiple times, each time showing the house further away. These cuts give viewers an idea of how the public view the family, and give the impression that society pushes them away. This use of editing, as well as a metaphor, demonstrates that Harvie is only respected by those who are similarly misfortunate. Even while Harvie Krumpet is middle-aged he remains alienated from society and is only able to fit in with outcasts like himself, as is demonstrated by pathetic fallacy and symbolism. Many things change in Harvie’s life; he is forced to move to Australia and finds a job at the Spotswood Dump. During the scene where Harvie attempts to make a friend at the dump, the sky is overcast and gloomy, which reflects the main character’s dismay when he is rejected. This technique is known as pathetic fallacy and efficiently illustrates Harvie’s isolation from ordinary people. Symbolism supports this idea, as Harvie is commonly seen alone, surrounded by the colour grey. For example, even while the main character is working in a large factory, he is still shown alone in a dark, grey room. This melancholy shade reflects the loneliness he feels. Together with pathetic fallacy, these techniques reveal to the audience that Harvie Krumpet is a victim of stigma and is only able to belong with other misfits. To demonstrate that Harvie Krumpet only feels connected and valued by other outcasts when he is elderly, music and speech are utilised. When Harvie grows old and moves into a retirement home, he meets other people suffering from Alzheimer’s disease. He moves into a community that share similarities with Harvie and forms a group of friends who had been rejected by society just like himself. To illustrate that the main character fits in with this community, a bright and cheery tune is played as Harvie puts on a show for the group. The uplifting music is an example of non-diagetic sound and reflects how content the outcasts feel together. Another technique which highlights Harvie’s strong connection to misfits is speech. Throughout the film, the only words Harvie speaks are â€Å"Thank you†. The central character says these to a lady who felt she did not belong even among a crowd of social rejects. These words are immensely significant and reveal just how powerful Harvie’s bond was with this outcast. It is clear that the elderly Harie Krumpet only fits in with other rejects through the use of music and speech. In conclusion, Harvie Krumpet only ever fits in with other outcasts throughout his life. This is supported and reinforced by the techniques of editing, metaphors, pathetic fallacy, symbolism, speech and music.

Inferno and Infernal

Inferno and Infernal Inferno and Infernal Inferno and Infernal By Maeve Maddox When I see the word inferno, I think fire, but originally, the word did not carry the connotation of intense heat. The association with burning derives from beliefs taught by some religions about the afterlife. The OED offers only one definition of inferno: Hell; a place of torment or misery compared to hell; a place likened in some respect to the Inferno of Dantes Divine Comedy. Merriam-Webster offers three definitions of inferno: 1. a place or a state of torment and suffering. 2. a place that resembles or suggests hell in being dark, noisy, chaotic, lawless. 3. intense heat. English speakers, British as well as American, use inferno to mean an intense conflagration: Tracking the inferno: where wildfires are hitting California, other states hardest- The Guardian. Scientists find planets that survived red giant inferno- The London Times. Thirty people feared dead and 40 more injured after shopping centre inferno causes mall to collapse in Russia  - The Daily Mail. Multiple fire departments reported to the scene of the inferno just after 7 p.m. Sunday, and spent nearly the next 12 hours battling the blaze.- Galloway Patch (New Jersey). Small Fire Becomes Inferno, Burning Homes in California- New York Times.   Like inferno, the adjective that derives from it, infernal, refers to the realm of the dead or a place of punishment after death: Paradise Lost  opens with the fallen angels in hell. Mammon proposes that they build an infernal kingdom of their own, imitating the majesty of heaven through the material riches of the kingdom of hell. Infernal is commonly used as a synonym for hellish, damnable, damned, diabolical, and fiendish. Here are some examples: City Tells Ice Cream Trucks To Keep That Infernal Racket  Down When will these so-called â€Å"voters† stop with their infernal meddling? Will you stop with your infernal fear-mongering? Gatlin and his ilk have brought not only themselves down with their infernal lies  but the whole athletics community. I turned my eye towards him and immediately caught his eye, which he kept staring upon me for more than a minute, with the most infernal expression I have ever seen upon a human face. An â€Å"infernal machine† is â€Å"a machine or apparatus maliciously designed to explode and destroy life or property, especially one in the form of something harmless. For example: To greet the Princes return to Sofia this month, the Chief of the Russian Secret Police sent him an  infernal machine disguised as a  box of the finest cigars.- Sherlock Holmes and The Case of The Bulgarian Codex, Tim Symonds, 2012. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureUse a Dash for Number RangesUsing "May" in a Question

How the Channel Tunnel Was Built and Designed

How the Channel Tunnel Was Built and Designed The Channel Tunnel, which is often called the Chunnel or the Euro Tunnel, is a railway tunnel that lies underneath the water of the English Channel and connects the island of Great Britain with mainland France. The Channel Tunnel, completed in 1994 and officially opened on May 6 of that year, is considered one of the most amazing engineering feats of the 20th century. Overview of the Channel Tunnel For centuries, crossing the English Channel via boat or ferry had been considered a miserable task. The often inclement weather and choppy water could make even the most seasoned traveler seasick. It is perhaps not surprising then that as early as 1802 plans were being made for an alternate route across the English Channel. Early Plans This first plan, made by French engineer Albert Mathieu Favier, called for a tunnel to be dug under the water of the English Channel. This tunnel was to be large enough for horse-drawn carriages to travel through. Although Favier was able to get the backing of French leader Napoleon Bonaparte, the British rejected Faviers plan. (The British feared, perhaps correctly, that Napoleon wanted to build the tunnel in order to invade England.) Over the next two centuries, others created plans to connect Great Britain with France. Despite progress made on a number of these plans, including actual drilling, they all eventually fell through. Sometimes the reason was political discord, other times was financial problems. Still other times it was Britains fear of invasion. All of these factors had to be solved before the Channel Tunnel could be built. A Contest In 1984, French President Francois Mitterrand and British Prime Minister Margaret Thatcher jointly agreed that a link across the English Channel would be mutually beneficial. However, both governments realized that although the project would create much-needed jobs, neither countrys government could fund such a massive project. Thus, they decided to hold a contest. This contest invited companies to submit their plans to create a link across the English Channel. As part of the contests requirements, the submitting company was to provide a plan to raise the needed funds to build the project, have the ability to operate the proposed Channel link once the project was completed, and the proposed link must be able to endure for at least 120 years. Ten proposals were submitted, including various tunnels and bridges. Some of the proposals were so outlandish in design that they were easily dismissed; others would be so expensive that they were unlikely to ever be completed. The proposal that was accepted was the plan for the Channel Tunnel, submitted by the Balfour Beatty Construction Company (this later became Transmanche Link). The Design for the Channel Tunnels The Channel Tunnel was to be made up of two parallel railway tunnels that would be dug under the English Channel. Between these two railway tunnels would run a third, smaller tunnel that would be used for maintenance, as well as providing a space for drainage pipes, etc. Each of the trains that would run through the Chunnel would be able to hold cars and trucks. This would enable personal vehicles to go through the Channel Tunnel without having individual drivers face such a long, underground drive. The plan was expected to cost $3.6 billion. Getting Started Just getting started on the Channel Tunnel was a monumental task. Funds had to be raised (over 50 large banks gave loans), experienced engineers had to be found, 13,000 skilled and unskilled workers had to be hired and housed, and special tunnel boring machines had to be designed and built. As these things were getting done, the designers had to determine exactly where the tunnel was to be dug. Specifically, the geology of the bottom of the English Channel had to be carefully examined. It was determined that although the bottom was made of a thick layer of chalk, the Lower Chalk layer, made up of chalk marl, would be the easiest to bore through. Building the Channel Tunnel Evening Standard/Getty Images The digging of the Channel Tunnel began simultaneously from the British and the French coasts, with the finished tunnel meeting in the middle. On the British side, the digging began near Shakespeare Cliff outside of Dover; the French side began near the village of Sangatte. The digging was done by huge tunnel boring machines, known as TBMs, which cut through the chalk, collected the debris, and transported the debris behind it using conveyor belts. Then this debris, known as spoil, would be hauled up to the surface via railroad wagons (British side) or mixed with water and pumped out through a pipeline (French side). As the TBMs bore through the chalk, the sides of the newly dug tunnel had to be lined with concrete. This concrete lining was to help the tunnel withstand the intense pressure from above as well as to help waterproof the tunnel. Connecting the Tunnels One of the most difficult tasks on the Channel Tunnel project was making sure that both the British side of the tunnel and the French side actually met up in the middle. Special lasers and surveying equipment was used; however, with such a large project, no one was sure it would actually work. Since the service tunnel was the first to be dug, it was the joining of the two sides of this tunnel that caused the most fanfare. On December 1, 1990, the meeting of the two sides was officially celebrated. Two workers, one British (Graham Fagg) and one French (Philippe Cozette), were chosen by lottery to be the first to shake hands through the opening. After them, hundreds of workers crossed to the other side in celebration of this amazing achievement. For the first time in history, Great Britain and France were connected. Finishing the Channel Tunnel Although the meeting of the two sides of the service tunnel was a cause of great celebration, it certainly wasnt the end of the Channel Tunnel building project. Both the British and the French kept digging. The two sides met in the northern running tunnel on May 22, 1991, and then, only a month later, the two sides met in the middle of the southern running tunnel on June 28, 1991. That too wasnt the end of the Chunnel construction. Crossover tunnels, land tunnels from the coast to the terminals, piston relief ducts, electrical systems, fireproof doors, the ventilation system, and train tracks all had to be added. Also, large train terminals had to be built at Folkestone in Great Britain and Coquelles in France. The Channel Tunnel Opens On December 10, 1993, the first test run was completed through the entire Channel Tunnel. After additional fine-tuning, the Channel Tunnel officially opened on May 6, 1994. After six years of construction and $15 billion spent (some sources say upwards of $21 billion), the Channel Tunnel was finally complete.

History paper Essay Example | Topics and Well Written Essays - 1250 words - 1

History paper - Essay Example The Old Town is the location of Albuquerque’s historical buildings. The cities and people of each of these cities have taken the time to preserve their cultural history. Whether changing plans, or moving neighborhoods the historical sites have been protected for the future. All three of the cities mentioned, Albuquerque, Seattle, and Denver, were booming towns that grew into cities. After World War II people left the country for the suburbs. The Southwest was no exception. As the population grew, the cities expanded and rebuilt to accommodate the larger numbers of people. As a result committees formed to protect historical buildings and sites from change or outright demolition. From these protected areas one example will be examined from each city. The Plaza in Old Town will represent the example from Albuquerque. Seattle will be represented by Pioneer Square. Denver’s Union Station will be looked at too. Albuquerque’s Old Town Plaza is really a tourist’s dream of what Albuquerque should look like. Morely explains that Old Town Plaza is what tourists want to see (23). After World War II, Albuquerque decided to make Old Town part of the current Albuquerque. The need to keep it Native was imperative. Adobe structures and stucco were predominating under the new plan. Ordinances were created to prevent modern buildings from looking modern. The reason for the ordinance was to keep Old Town historic. Although modern techniques were applied, the appearance of history was promoted. In order to protect not just Old Town, but all of Albuquerque, rules and regulations were created. These rules were to create the atmosphere of a Latino influenced town. The dominate building on the Old Town Plaza is the San Felipe de Neri Church. This is the oldest building left in Albuquerque. San Felipe de Neri Church was the focal point of Old Town’s community since it was built (Morley 25). The Church has been the true symbol of the

Business Operations and Systems Essay Example | Topics and Well Written Essays - 1000 words - 1

Business Operations and Systems - Essay Example Unipart has become one of the most successful logistics companies in the UK and delivers goods to global companies like Vodafone Jaguar, Airbus, Hewlett Packard, and retail companies like Halfords and ASOS (Sherlock, 2008). The main reason behind its efficient delivery system is the Lean methodology concept. Lean methodology is a concept which can be applied to all types of companies to improve the efficiency level of the employees (Nash, Poling and Ward, 2006). The basic approach of Lean methodology is to identify and eliminate unwanted wastes in a company (Graban, 2011). There are usually eight types of wastes in every company. The first type of waste is producing goods more than it is required. The second type of waste is excessive inventory which increases the warehousing and storage costs. The third type of waste is unnecessary movement of goods and employees because it does not add value to the productivity of the company. The fourth type of waste is the unnecessary processing of goods and services which adds no value to the products and services from the viewpoint of a customer. ... The below mentioned chart will describe the Lean methodology in details: Figure 1: Lean Methodology Concepts ( Source: Nash, Poling and Ward, 2006) Challenges faced by Unipart Like any organization, Unipart faced a number of challenges. Initially, Unipart was part of a state owned motor vehicle manufacturer. Later, the government sold Unipart to its former managers. The managers decided to come up with a unique management strategy that would motivate the employees and increase the efficiency levels of the workers. Most of the workers in Unipart had completed a basic level in education since their main task involved loading and unloading of the packages. Extensive training was imparted to the workers to improve their skills but the management faced certain challenges like there were protests from the workers and trade unions. The training could not address to the basic issues and problems of the workers (Sherlock, 2008).x The managers of Unipart tried following the management principl es of global companies like Toyota, but it failed to produce any effective results (Sherlock, 2008). Remedies to the challenges The managers stopped imitating the management principles of global companies and evolved their own theory which was termed as â€Å"The Unipart Way†. This theory included certain key components like â€Å"The University on the Shop Floor†. This was a learning centre that was open throughout the working hours of the company and workers were welcomed with any sort of queries at any time of the day. The managers also introduced e-learning and work-based assessment facilities. These techniques of improving the company performance proved to be beneficial (Sherlock, 2008).

External Auditing Essay Example | Topics and Well Written Essays - 4000 words

External Auditing - Essay Example External auditors have played an important role in organisation. Even in corporation which have been spending a lot of money in their internal auditing system, some have been found to be seeking for the service of external auditors. Therefore there is a question that is being raised on this emerging trend in auditing and the role that is being played by the external auditors in corporate governance. This trend of seeking the service of external auditors has grown to be an issue in corporate governance stemming from the understanding of trust that shareholders have on the board and the auditing system of the organization. In many instances, it is the board which is trusted with the everyday running of the organization and therefore it is expected that this board should be trusted even with the results of the internal auditors. But the recent trend in corporate governance has shown that there is an increased preference of external auditors as the main auditor for corporation and the internal auditors have been reduced to plying the second role in helping the external auditors in their work. ... But is has also been realized that the use of the two system helps to ensure transparency in the auditing system and probably breaks a corruption chain that could be running in the corporation. 1.3 Why is it an issue now In the recent past, corporate governance has become a yardstick in attracting investors in a corporation. With the increased openness in running of corporations corporate governance is the most important aspect which determines how the shareholders have a say in the running of the organisation. The increasing globalisation is opening investment chances in the whole world and this has prompted increased need for openness in running of the corporations. This may be the main reason why organisation have preferred to use the services of external audits in order to show the degree of openness in the running of the organisation and therefore increase the chance of attracting more investors into the organization. 1.4 What could this research shed light on This research could give important information of the importance of using the service of the external auditors and the internal auditors in order to increase the level of transparency in the running of the organization. The research will shed light on the increased role that is being played by external auditors in corporate governance. Therefore it could explain the reason for increased preference of the service of external auditors in organizations. 2. Background The published financial statements have become an important tool for investors to make decision whether they are going to invest in an organization or not. The published financial statements are not only important to investors but also to creditors and other stakeholders who are interested in a corporation. They are important as