Ethnicity and Group Rights :: Sociology Race Gender Essays

Ethnicity and Group Rights ABSTRACT: Recent developments in biology have made it possible to acquire more and more precise information concerning our genetic makeup. There are four groups of people who may want to know about our genes. First, we ourselves can have an interest in being aware of own health status. Second, there are people who are genetically linked with us, and who can have an interest in the knowledge. Third, individuals with whom we have contracts and economic arrangements may have an interest in knowing about our genetic makeup. Fourth, society as a whole can have an interest in the composition of our genes. As regards the question of motivation, the term 'should' can be interpreted in three ways. Prudentially speaking, to say that individuals should act in a certain manner is to say that the actions in question promote the long-term self-interest of these individuals. From the viewpoint of morality, we should do what is right and avoid doing what is wrong. When it comes to legal thinking, it is held in most liberal societies that grave other-regarding harm should be the primary justification for the use of coercion and constraint. In the paper, all these aspects are examined in more detail. In multicultural Western societies more and more frequently members of ethnic minority groups behave and act in ways which the majority find 'different', 'strange' or 'alien', sometimes even 'irrational', 'threatening' or 'immoral'. Differences in action and behaviour range, for instance, from clothing and fashion accessories to the observance of religious holidays and the mutilation of the human body. The question that I propose to address in this paper is: How should the majority respond to these differences? Should the reaction be tolerant and permissive? Or should it be cautious and restrictive? Should the majority hold that individuals are entitled to act as they wish unless their actions inflict harm on other people? Or should they think that ethnic groups as collectives have rights which ought not to be violated by constraints on the behaviour of their members? The questions concerning the group rights of minorities have recently been discussed in considerable detail in the frameworks of communitarianism and deontological liberalism. However, the difficulty with these approaches is that they presuppose complicated and sometimes metaphysically and ideologically loaded accounts of liberty, personal identity and interpersonal relationships. I have therefore opted for a simpler and more accessible starting point.

Lord of the Flies Character Monolgues Essay

Jack’s monologue Oh god, what have I done? Simon, Piggy, it’s entirely my fault. I can’t express what I feel, the pain, it’s overmastering and mind numbing. Ralph if only you could understand the grief that I am going through, in-fact maybe you do? Maybe you’re hurting far more than me. Their deaths will get engraved in my conscience until the day I die. I would do anything Ralph, anything to get your forgiveness. At the moment I don’t think you can bare to look at me, I can barely look at myself. I mean how can I? I’m a murderer. Only if I had the courage to say all this to you, I know the old me would have. No-one will understand the desire and hunger I felt hunt, it was pure exhilaration. I guess that is when things began to get out of hand. My mind became warped by the desire to kill, spill blood and maim. It was over-powering I tried to control it but the day Simon died I let out all my rage. It felt good. Jealousy played its part as well; jealousy of you being leader and you liking Piggy more than me. Piggy was the easiest person to bully he was so vulnerable yet you Ralph kept sticking up for him. This made me even angrier towards him. I will pay for my sins by going to jail when I return to England but the pain in my head is nothing compared to jail. What more can I say? Only that I’m sorry†¦ Ralph’s monologue I can’t even begin the express the feeling of loss I have for both Simon and Piggy. They were my friends and they lost their lives trying to keep order. I hate Jack and I wish every day that it was he who had perished on the island and not Piggy or Simon. I suppose that I am to blame as well. Only if I had stopped Jack earlier none of this would have happened. The mere fact that I was once friends with Jack makes me sick. The flashbacks of that awful dance and Piggy tumbling off that cliff regularly haunt me. I can’t get them out of my head, maybe that’s a good thing because it means I will never forget their deaths or who caused them. The thought of Jack disgusts me, I cannot lay eyes on him for he is a murderer, a murderer who ruthlessly used his power to kill my friends. Eternity in jail is not enough for Jack, how can it be? Someone who has taken the life of another person unlawfully does not deserve the right to live. I shall write a book about my experience so that no one else has any indecisiveness about what to do in that situation. Thank God that most of the littluns are safe, I suppose they weren’t a big enough trophy for Jack to conquer. Roger has to pay as well, although Jack controlled the actions of his tribe I was always uneasy with Roger because I felt that if Jack was not there, Roger would be the one to lead their tribe. Now I hope that Piggy and Simon are living happily in heaven and when Jack dies, there is only one place he should go†¦ Roger’s monologue I shall blame Jack for killing Simon and Piggy. In court I will say that he forced me to dislodge the boulder and kill Piggy. Hahaha no one will know that it was my full intention to kill. I will play for the sympathy vote in court and put on my best act so that it is Jack who gets sent down, not me. I feel like I missed out, I could’ve tortured so many more people during my stay on the island. Oh well now its back to civilisation and rules and laws. How boring! I long for a chance to do everything again but this time I would make myself chief. I wonder what has happened to the beast. Maybe it will haunt that island forever. Now I am free because there isn’t any beastie where I live, hehe. I can do what I like. Ralph seemed a good leader at first but he was too preoccupied with the ‘fire’ and rescue. Jack was a better leader but he never fully got to that stage of really wanting to cause pain to theto the other children on the island. Instead it was always hunting with him. He wasn’t able to see that I was bored hunting pigs. I wanted to hunt littluns. Samneric’s monologue We were scared of Jack, really really scared. We hope that Ralph doesn’t think that we betrayed him. We couldn’t help it Jack forced us to join him, he said that if we didn’t he would torture us. Roger also kept making threats to us and eventually it slipped out that you were hiding nearby. Our time in Jack’s tribe was really quite boring and scary. At all times we were frightened that if we did anything wrong, Jack or Roger would hurt us. Almost all of the boys felt that way, we only did what Jack told us to do because we were scared of him, there wasn’t any other reason. Poor Piggy, he was really dear to us and we miss him loads. We should’ve pushed Roger of from the cliff in retaliation but we were too stunned at the time. The shameful nature of our actions when were with Jack cannot be excused, especially the night Simon died. We didn’t leave early that night like we had told Ralph and Piggy but we saw and took part in the dance albeit on the outside. That island made fools out of us, we hope to never return their again. Looking back it is hard to see how things turned out so bad. Probably the main reason things got out of hand was Jack’s need for leadership. Many a time we saw that Jack hated following the orders of someone else. We will try to forget this solemn event in our lives†¦ Evidence for the religious perspective: Evil within man , island= eden, forget previous life, lack of moral/spiritual guidance caused sin+ destruction, created a primitive tribe religion, only god can save 1) evil with man–> golding believes this otherwise why make the character of Simon?(he is the one who says the beast is themselves) 2) eden, hmm not always, described as scar, other island has jagged rocks etc, but simon’s hideaway eden like, fruit is mentioned a LOT. 3) god does not save, simon fails, message that Golding is saying we cannot use God as an excuse for this, we must change this ourselves 4) much evidence for lack of moral guidance, no parent to give this, children think it is ok to torture each other + all the other horrible acts committed on the island 5) jack creates a ‘rival’ religion to Ralph’s one, boys like jack’s more due to the ancestral desire for meat, hunting. Ironically, there is a sort of ‘order’ in Jack’s religion because every1 is so scared of doing anything wrong, they don’t do anything. This works against them when they are ordered to kill, etc The legal angle, Cannot be held wholly responsible due to age, did they understand right from wrong?, premeditated? 1) well, ofc they cannot be held wholly responsible, they were only 12 years old 2) they could be because certainly Roger knew right from wrong, yet still he chose wrong, jack on the other hand was blinded by his passion for hunting 3) some actions were premeditated, the trap thought of by Jack at their new hideout 4) he sed that they cud use it to kill any1 who comes 5) simon’s death was not really premeditated, the boys got swept up in a mad deep passion which caused them to kill him 6) Roger+Jack however can be convicted of Piggy’s death, not of simon’s if some1 sed that they shud be convicted of simons death then all of the boys including Ralph+Piggy wud be convicted because of the first death caused by the huge fire, hmm maybe Piggy exempt+ littluns, rest convicted The moral view–>similar to psychiatrists view and parts of religious view. The other children slowly absorb Jack’s views because he is the head of that particular family, jack however turned nasty due to a return to primeval instincts. Cruelty flourishes in conditions where there is much fear, lack of parental guidance, feeling of nothing to lose , despair Hard to see if Jack felt despair, but certainly Ralph and Piggy do, instead they do not give up hope–> golding says ‘capacity for selflessness and love’ this is shown by Piggy (towards littluns + Ralph (when he helps the crying one talk bout beastie)) Simon shows love towards all of nature, but he is not understood by others and is called ‘batty’. Again lack of parental guidance to tell them right from wrong†¦+ children not on island are ‘going wrong’ so imagine the difficulty for children on an island†¦ Humanist view: Fear- no one escapes fear, shown by the ‘beast’ not including simon (he is afraid of speaking out) Tyranny,- Jack becomes a servant of his own thirst for blood,he does not rule himself, the hunger does, gets power and the situation becomes worse, breaks away from Ralph

Conflicting Perspectives Ted Hughes Essay Example

Conflicting Perspectives Ted Hughes Essay Example Conflicting Perspectives Ted Hughes Essay Conflicting Perspectives Ted Hughes Essay Essay Topic: The Shawshank Redemption Textual form has the ability to differentiate whether or not a text accomplishes an idea the composer is attempting to create. The way in which a composer represents different perspectives throughout texts can have the power to influence and induce their audience to analyse and understand their purpose in a subjective way. Ted Hughe’s famous poems within his anthology ‘Birthday Letters’, Sylvia Plath’s moving poetry relating to Hugh’s, and the contradictory film by Stephen King, ‘The Shawshank Redemption’ are three examples of texts that have conflicting textual form. Hughe’s articulate and diversely structured poetry regarding Plath and their association encourages the audience to understand the situations within their relationship from his perspective. Hughe’s poem, ‘Sam’ is his version of Plath’s ‘Whiteness I Remember’ reflecting on the memory of a horse riding incident. A variety of techniques are used throughout the poem creating conflicting textual form, including the use of rhetorical questions, ‘Did you have a helmet? How did you cling on? ’Immediately this personalizes the poem as if he is talking to Plath herself. The tone and emotive language during the poem also intensifies Hughe’s sentiment towards Sylvia. Imagery is used frequently throughout the text, and in conjunction with alliteration, ‘that horribly hard swift river’ reinforces the intensity of the situation and involves the audience by allowing them to visually imagine the scene, dramatising the situation from Hughe’s position. Controversially Plath’s poetry leads her audience to perceive the events and information through her assortment of techniques and conflicting emotions. A conflict to Hughe’s perspective represented in ‘Sam’ is Plath’s poem, ‘Whiteness I Remember’ conveying her account of the particular situation. Plath’s outlook is very emotional and uses techniques to assist her in portraying the event from her perspective. Metaphor is used in the expression ‘green grass steaming, houses a river of pale fronts’ to suggest a sense of risk or danger assisting Plath to effectively appeal to the emotions and grasps the audience’s attention to imagine the situation. Different forms of texts have the ability to manipulate audiences including the contradictory film, ‘The Shawshank Redemption’. This film is based on a murder and uncertainty through misleading events which the composer has created to generate conflicting textual form. Through an array of techniques the film has the ability to have power over the audience’s judgement in a subjective approach. Film techniques contribute to the success the film has depicting conflictive perspectives. The transitional flashback of scenes at the beginning of the film demonstrate the two outlooks of the situation, one presenting the court who believes that Andy Dufresne is guilty of the crime, and the other screening Andy’s version of the situation where he stubbornly proclaims his innocence. Mis-en-scene used during the film conveys a series of conflicting themes, including freedom and imprisonment and respect and insolence. King has created the characters within the film to assist him produce the biased initiative within the text and conflict the audience’s beliefs. It is not until the end of the film when the key distorted techniques that King incorporates take place, concluding the film, plot and the expedition of the characters that have been shaped to his Kings controlling intentions he is able to create conflicting perspectives. In conclusion it is apparent that a composer’s textual form of any text, whether it may be a film, poem, novel or article is capable of manipulating their audience accordingly. In studying and analysing both Hughe’s and Plath’s poetry this is even more obvious as the two contradict each other. Although ‘The Shawshank Redemption’ doesn’t relate to the other selected texts directly, all three texts are comparable as they share conflicting perspectives. During the study of these texts the audience can conclude individual perceptions based on the depiction of events, characters and qualities and situations that have been conflicted by the composers, and individually determine the intensions behind the truths.

Human resource management The WritePass Journal

Human resource management Introduction: Human resource management Introduction:Asian and Western Management StylesWestern Management Education:Eastern Management Education:  Indian Human resource Management:Future Assumptions Observed to be a part of human resource management:Management Education:Challenges for the management education:Conclusion:References:Related Introduction: Human Resource Management is also a strategic and comprehensive approach to managing people and the workplace  culture  and environment. Effective HRM enables employees to contribute effectively and productively to the overall company direction and the accomplishment of the organizations goals and objectives. As competitors strive to win the war for talent, effective human resource management is necessary to gain true competitive advantage in the marketplace. Three challenges faced by nations and companies in 19th century are shown in Curtis (2006)   Ã¢â‚¬Å"The Century of the Self† Part 1 are sustainability, technology, and globalization. Curtis (2006) Sustainability is the potential for long-term maintenance of wellbeing, which has environmental, economic, and social dimensions. Globalization requires attention to â€Å"more than conducting business across national borders but also entails expanding com ­petition for almost every type of organization presenting management with the challenge to operate in diverse cultural settings† (Edwards, 2006) Globalization represents the structural making of the world characterized by the free flow of tech ­nology and human resources across national boundaries as well as the spread of Information Tech ­nology and mass media presenting an ever-changing and competitive business environment. Globalization makes national culture an increasingly strategic issue that has to be faced and properly managed. The problem is the balancing of the global trends in human resource management with the influence of national culture because many aspects of HRM are affected by differences in national culture. Custis (2006) analyze the problem of balancing seemingly opposing forces (globalization and the influence of national culture) and to identify trends in HRM during 20th century across coun ­tries: USA, Germany and United Kingdom. Curtis (2006) Technology not only changes the administration of human resources (HR), but also changes organizations and work. HR professionals must be able to adopt technologies that allow the reengineering of the HR function, be prepared to support organizational and work-design changes enabled by technology, and be able to support the proper managerial climate for innovative and knowledge-based organizations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By far the most significant drivers of strategic change in the world today, globalization and technology innovation, are accelerating at a pace that will make them even more important in the decade ahead. Globalization is proceeding differently in different industries , driven primarily by: increasingly similar demands of end users for global products: changing needs and capabilities of global customers , underlying economics of scale and scope in research , product development , and manufacturing . Technology enables firms within an industry to capture economics of scale and scope by going global, global firms rely on technological innovation to enhance their capabilities. Technology is thus both driven by, and key driver of globalization. Asian and Western Management Styles Management style is the set of philosophies or principles by which the management exercise control over the workforce and bind diverse operations and functions together in order to achieve organizational goals. Earlier research found that firms which tend to employ the participative (or Western) management style favor allowing workers to enhance their professional skills. In contrast, it has been suggested that centralized decision-making, the traditional Asian management style, which is characterized by paternalistic leadership, collectivist orientation and greater power distance between managers and workers, could impede individual creativity (Thompson, 1965) and hence hold back the development of professional skills. Western Management Education: It is now widely accepted that HRM, as a concept, was initially popularized in the USA . In fact , the teaching of management and business as education subjects was first pioneered in the united states. Wharton Business School, which was created in 1881 .In contrast, Cranfield School of management and London Business School, which were the first two schools in Europe , were created in 1965. (Locke, 1989) The Americans were first into the field not only of management, but also of human resource management and arguably have developed hegemony in what the subject involves and what is good practice (Brewster, 2000). HRM is viewed as a logical and rational system. From this viewpoint of seeking, Fomburn et al.(1984) state that the activity of managing HR consists in a five-step cycle: selection , performance, appraisal , rewards and development. Indeed, all firms have to manage this (or a similar) process regardless of where they are in the world. However, it is helpful to consider the management of HR not as a strict system of ‘rational’ processes but as the process of managing people. People cannot be ‘managed’ in a vaccum, they are managed within a context.(e.g. cultural, social, educational, religious, geographical, legal, historical). The process of HRM is therefore not neutral, it is surrounded by cultural, social and other norms characteristic of human beh avior. Although the American development of HRM first appeared akin to a scientific process , a number of writers have since put it into context and characterized a so-called US- Model of HRM or in some formulations, a ‘uni-versalistic’ model, since its proponents argue that it can be applied anywhere in the world. It is important to spend some time reflecting on what underpins the notion of American HRM as it follows other complementary positions to be refined. (Harzing Ruysseveldt, 2004) The findings summarized here provide an illustration of nationally bounded collective mental maps about organizations that seem to resist convergence effects from increased professionalization of management and intensity of international business. Neighboring western nations seem to be forming fairly differentiated images of organizations and their management. This attempt to use a comparative phenomenological approach to the study of organization seems to elicit findings that cast serious doubt on the universality of management and organizational knowledge and praxis It may be very well be that the management process in these western countries is as much culture blund as their cooking , and that international management has to avoid the trap of international cuisine. National cultures may still offer some genuine recipes. Eastern Management Education: Human resources management in East Asian   With the reforms of the employment system, a new system, a new terminology of human resource management came to China in the middle of the 1980s.Warner(1995, 1997). Initially, HRM as an academic concept was introduced by joint teaching arrangements between Chinese and foreign universities as well as in management practice in foreign-owned enterprises, mainly from japan,   the US and Europe (warner ,1995). The translation of HRM into Chinese is renliziyuan guanli (with the same Chinese characters as in Japanese) which means ‘labour force resources management’.   But in fact , some people now use it misleading as a synonym for ‘Personnel Management’ (renshi guanli) and indeed treat it as such (Warner,1997). This form of older personnel management practice is still very common in SOEs and a fair degree of conservatism continues to pervade the administration of personnel in such enterprises. Certainly, it is still very far from the initial concept of HRM as understood in the international community (Poole, 1997). In parallel, attempts were made to import ‘enterprise culture’, a ‘code-word’ for adopting and adapting the Japanese model (Chan, 1995). This is normally found in firms entering JV arrangements with Japanese multinational companies or where the Japanese have set up wholly owned firms on site. East Asia has been surge economic growth since 1960s. Its cultural background has undoubtedly played a significant role in this process. There is a core value- system based on the combined characteristics of Confucianism, Daoism and war strategies which still has a strong influence on Asian HRM, although clearly exceptions also apply.   Indian Human resource Management: Indian Management practioners and academics have developed a distinctive approach to Human Resource Development. HRD approaches are increasingly playing a role in organizational responces to issues arising from liberalization. Accustomed to operating in protected markets, organization are having to learn to manage combining the virtues of conflicting market models , rather than relying exclusively on a single set of pre-conditioned theoretically validated policies. HRD therefore addresses the need to arrest deteriorating values, building up organizational and cultural strengths, broadening the philosophy of tolerance and sacrifice and displaying deep concern for people (Rohmetra, 1998). HRD as a ‘humanistic ’ concept and a subsuming norm that guides management approaches to its employees has come to assume a critical role in Indian management philosophy , HRD involves a paradigm shift from old approach of control to the new approach of involvement and self-development (s ilvera,1988) and would be more closely aligned with the ‘soft’ approach to HRM. HRD is similar to the concept about the rights and duties of human beings about which democratic constitutions the world over consider inalienable and inseparable from human nature, and has similarities to the United Nation Development Programme’s concept of a nations human development. HRD is therefore a humanistic concept that places a premium on the dignity and respect of people and is based on a belief in the limitless potential of human beings. It emphasizes that people should not be treated as mere cogs in the wheel of production, but with respect as human beings. As humanistic concept HRD proposes that human beings should be valued as human beings , independent of their contribution to corporate productivity or profit. The various underlying attitudes symbolizing respect for people’s dignity, trust in their basic integrity and belief in their potential, should lead to the creation of an environment in companies in which individual should find fulfillment in work and seek newer horizons for themselves and the enterprise (Rohmetra, 1998). HRD practices in Indian companies attempt to blend western and eastern ideas and systems of people management. This concept of HRD attempts to be more comprehensive and meaningfull than utilitarian concepts evolved in Anglophone countries. It has come to denote a planned way of developing and multiplying competencies, and the creation of an organization climate that promotes the utilization and development of new competencies. Culture building is seen as a part of its agenda. (Jackson, 2002) Future Assumptions Observed to be a part of human resource management: Legge (1999) states that the new assumptions observed to be a part of human resource management are: Proactive, system – wide interventions with, emphasis on fit, linking HRM with strategic planning and cultural change. People are social capital capable of development Coincidence of interest between stakeholders can be developed Seeks power equalization for trust and collaboration Open channels of communication to build trust , commitment Goal orientation Participation and informed choice Management Education: Management education in schools of business and public administration has received less attention than other aspects of the study of management. There is a contradiction on Management Education which is not being adequately confronted. As attempts is made to change organizations or some part of them to more democratic structures, so the ability of education and training to facilitate that change seems to be losing ground. There is no single reason for this, yet it seems to be chiefly because our collective skill in the design of education or training experiences has outstripped our understanding of some of the fundamental process involved. In particular, it seems to have overlooked the function which education servers in preparing people for membership work organizations. Research in management education has not been a source of inspiration, Although problems abound , certain basic issues are generic. One issue is the criterion problem in management education research. Criteria that have been utilized have often been chosen for convenience   rather than for therotical or practical relevance. Freedman and cooper (1982) Challenges for the management education: One of the challenges for the management educator is to make a judicious choice amongst the teaching methods is to ensure that individually or in combination they facilitate translation and / or transfer , and that this facilitation is not achieved to the general detriment of either of the learner reactions identified. Meeting this challenge, teaching methods require a certain robustness , contributing to the solution of two separate if related problems , whilst achieving their goals and maintaining their appeal to an audience which is most likely to be heterogeneous in respect   of the learners reactions it displays. To meet the challenge the management educator must be able to justify the learner reactions of participants prior to observing their consequences. Reflecting on past courses, conferences or other learning events, we can often identify participants whose behavior, in one or more sessions conforms to the broad descriptions, almost stereotypes, that have been outlined. Fortunately, a number of sources other than observation can also be used to estimate the extent and nature of an audience’s heterogeneity. Evidence for the range of orientations can be gleaned from pre-event questionnaires. Such questionnaires, by identifying the balance of participants are a useful aid when determining the particular mix of teaching methods which can be effectively used. The need for the continued growth of knowledge and practice in the field of HRM and management education is a viewpoint and collaboration between management scholars, academicians and practitioners and also between the disciplines of business, psychology, engineering and economics. Specifically, ones need to develop and incorporate into ones thinking an appreciation for the practitioners and academicians share the same concern for accurate description of present work conditions, yet the data itself needs to be provided by the practitioners. Beck and cox (2003) Conclusion: One means of ensuring that HR practices are consistent with labor-market requirements be to staff the HR function with host country nationals. This paper shows differences in HR practices in different nations. European history has been charged with conflict and alliances for two thousand years. Yet, from the beginning, there have been attempts to unify Europe. It may be that, in future as flexibility, adaptability and agility increasingly become sources of competitive advantage , the value of coherence and unity enjoyed by countries such as the USA and Japan is lessened and the value of diversity increases. If so, then regions like Europe, with its capacity to draw on substantial diversity , may be in a better position to respond to the challenges of the modern era. Social entrepreneurship has significant potential to make positive and sustainable changes for the betterment of society’s long-lasting and problematic issues, such as pervasive poverty and widespread hunger. References: Brewster, C. (2000), ‘European Human Management’, in M. Warner (ed.), International Encyclopedia of business and management: Management in Europe . London: Thomson. Pp. 81-93. Beck , J and Cox, C. (2003), Management education, Department of management Sciences , The university of Manchester Institute os science and technology chapter 1. Curtis, A. (2006) The Century of Self. [Online] available from informationclearinghouse.info/article12642.htm [accessed on 13 July 2011] Edwards T., Rees Ch., (2006). IHRM: Gloaba ­lization, National Systems and Multinational Com ­panies. Prentice Hall   310,   pp. Freedman, R.D and Cooper C. (1982), Management Education   Issues in Theory , research and practice, university of Manchester UK chapter 1. Fomburn, C., Tichy , N. and Devanna, M. (1984) Strategic Human Resource Management , New York : wiley. Jackson, T. (2002) ,International HRM: A cross-cultural Approach, London, 2002, Chapter 10, pp. Legge,K. (1999)  Human resource management Critical perspectives, vol: 1, pp209 – 260. Locke, R. (1989). Management and higher Education since 1940, The Influence of America and Japan on West Germany , Great Britain and France. Cambridge: Cambridge University Press. Rohmetra, J. (1998) Human resource development: Experiences, Intervention, Strategies, New Delhi. Silvera, D.N. (1998) ,Human resource development New India publications. Thompson, A. (1965), Bureaucracy and Innovation, Administrative Science Quarterly, chap: 10, pp1-20. Warner, M. (1995) The Management of Human Resourses in Chinese Industry, London: Macmillan. Warner, M. (1997) The Management- Labour Relations in the new chinese Economy, Human Resource Management Journal, 37(4), pp. 30-34. Human Resource Management Introduction Human Resource Management ]. Eyraud, F., Marsden, D. Silvestre, J.J., 1990. Occupational and internal labour markets in Britain and France. International labour review, 129 (4), pp. 501-517. Green, A., 2001. VET systems, youth employment, and social benefits. Available at: Llakes organization website www.llakes.org/wp-content/uploads/2011/08/Green-Soro-presentation.pdf [Accessed 11 June 2012]. Greenan, J.P. Mustapha R.B., 2002. The role of vocational education in economic development in Malaysia: Educator’s and employer’s perspective. Journal of industrial teacher education, 39 (2). Available at: Virginia tech digital library http://scholar.lib.vt.edu/ejournals/JITE/v39n2/mustapha.html [Accessed 16 June 2012]. Organization for Economic Cooperation and Development., 2010. Learning for jobs: synthesis report of the OECD reviews of vocational education and training, Paris, OCED. Nijhof, W.J., Heikkinen, A. Nieuwenhuis, L., 2003. Shaping flexibility in vocational education and training: institutional, curricular, and professional conditions, Boston,   Kluwer Academic Publishers. Peterson, J. Green, A., 2008. The role of vocational education and training in enhancing social inclusion and cohesion. Luxemburg: Office for Official Publications of the European Communities. Available at www.cedefop.europa.eu/etv/Upload/Projects_Networks/ResearchLab/ForthcomingRepot/Volume-1/03-Preston.pdf [Accessed 11 June 2012]. Rainbird, H., 1994. The changing role of training function: a test for the integration of human resource and business strategies. Human resource management journal, 5 (1), pp. 72-90. Rauner, F. MacLean, R., 2009. Handbook of technical and vocational education and training research, Dordrecht:   Springer. Silberman, H.F., 1982. Education and work, Chicago: National Society for the Study of Education.

Personal Thoughts on Punishment and Justice essays

Personal Thoughts on Punishment and Justice essays Punishment and Justice: Personal Thoughts I do agree with the claim that the word human is a moral term that grants us certain rights, Ethics would not exist if the question of whether or not humanness carries moral implications, obligations and an overall essence of what should be considered right or wrong. As a human there remains a dependence on other humans, on the most basic level, procreation and survival wise, another is always needed. Expanding beyond the individual, families/clans, communities, and societies are established, to continue and further ensure survival. Regardless of philosophical stance; whether theologically based, or solely motivated by self-interest and physical desires, or bound to a social contract, it seems to be in the in the best interest of humans that standards of moral conduct in relation to how individuals treat each other are recognized. Rights therefore are inherent because in order for the individual to survive, more often than not the group must also survive. To live is a right-ev ery human has the right to live, and when in regards to communal living, standards of living also become a right, unalienable rights, such as the right to liberty. The idea that life, is not enough, but the ability to actively (freely) live that life is necessary for group cohesion. If everyone agrees that they themselves deserve liberty, than they must also concur with the argument that another deserves this right as well. To answer the question of whether or not imprisonment is a just punishment for criminal acts one must first define the terms liberty, crime and punishment. With liberty comes responsibility. If you believe that you have the right to choice than you must also believe that others do to. All punishment needs justification. In regards to the penal system, punishment is imposed on those who have done wrong, usually in the case of violating anothers right...to life and to liberty. ...

Remarkable Telecommunication Revolution Assignment - 2

Remarkable Telecommunication Revolution - Assignment Example The mobile phone handset market has various powerfully interlinked entities. It is significant that the popularity and dominance of each company show a discrepancy in each market.  In this industry, major operator’s function using a wide-ranging set of diverse operation modes. Nokia, for example, has factories, R&D, and sales offices all around the world. The factories are generally situated in low-cost nations but most R&D centers are functioning in countries with advanced research and â€Å"R&D† infrastructure such as the United States, Switzerland, Germany, and Finland. The competing companies considered at this point are the mobile handset manufacturers who perform to make their business safe or fight back with the limited factors of production. Internationalization is happening in all areas of the organization. Especially in â€Å"telecommunications† sector, changes are happening each day. The traditional theories of the process of internationalization of organizations are mainly based on the researches carried out on MNC’s engaged in manufacturing. These theories suggest that the firms can start their â€Å"internationalization† by entering into â€Å"foreign markets† with a small â€Å"psychic distance† by entering into â€Å"foreign markets† such as geographical and culturally close nations. Also, the companies can start their â€Å"internationalization† â€Å"internationalization† along with less committed function modes, such as exports, before the commitment of more capital by spending in the â€Å"foreign markets†. The procedure is linear and ultimately develops into a â€Å"global strategy† by the companies.

Managing bullying and harassment in the workplace Research Paper

Managing bullying and harassment in the workplace - Research Paper Example 2. Discussion and Analysis Let’s give a brief discussion about bullying and harassment. Bullying based on sex, gender, race, ethnicity, color, language, cultural background, socio-economic background, physical impairment, and etcetera, comes under the concept of discrimination. For example, age discrimination includes bullying such as not selecting an old age candidate for a job posting, abusing an old employee, firing or demoting him, not providing him employee incentives, or preferring others to him when it comes to important decision-making and problem-solving. Quid pro quo is the situation in which the person’s employment status is decided based upon his response to the sexual advances by his employer. It can also be described as â€Å"do this and I’ll do that for you†. Reverse quid is the situation in which the employer behaves like â€Å"do this or I’ll do that†. This more generally involves threats and punishments. Hostile environment is the environment that results from offensiveness shown by the victim as a response to unwelcome sexual conduct from the harasser, and this situation starts hindering the victim’s job performance. ... 3. Literature Review Branch, Ramsay and Barker (2013) conducted a research on workplace bullying. They assert that researchers have long been formulating theories and explanations about bullying and harassment at workplace, especially after the emergence of the concept of school bullying. They state that although workplace bullying and harassment have become widely known aspects of organizational cultures, yet organizations face challenges in implementing management strategies to manage these. Workplace bullying and harassment not only affect the victims but also have hazardous impacts upon the bystanders. Hence, it becomes necessary for the organizations to consider all impacts of workplace bullying and harassment in order to work out such strategies that cater with the needs of not only the victims but also the bystanders. Deery, Walsh and Guest (2011) studied the effects of workplace bullying and harassment on job satisfaction. Their research sample consisted of nurses in British hospitals. They compared two types of harassment: insider harassment that came from seniors and co-workers, and outsider harassment that came from patients. They also studied the effect of anti-harassment policies on workplace environment. They concluded that the nature of bullying and harassment changed with the nature of the harasser (insider or outsider); however, anti-harassment policies were found to have a profound impact as they resulted in considerable decrease in the harassment incidents at the workplace. This research helps understand that anti-bullying and anti-harassment policies at the workplace are crucial if the aim is to reduce workplace bullying and harassment. Bentley et al.