Language Learning

IntroductionA foreign language is the language that people from another specific country/nation speak. Why should we learn foreign languages? As Frank Smith (Voxy, 2011) stated: â€Å"One language sets you in a corridor for life. Two languages open every door along the way†. Learning a foreign language is a fundamental way to broaden one's horizon, to find a job, to communicate with people from all over the world, to understand and respect other civilizations, to study or work abroad, to consume knowledge from the foreign media and others. The list of the gains of speaking a foreign language is endless. It is not only about having the skills to speak a language; it also serves personal potential to grow and to improve oneself. In the era of globalization and massive migration, language learning is more needed than ever before. The last decades, millions of people have been moving from one place to another (for various reasons such as political, economical, cultural reasons) in order to ameliorate their lives and get more opportunities to develop themselves. This situation sets the language learning inevitable because without it people could simply not communicate. As education has been always the most shaping mechanism, foreign language teaching is a main purpose in nowadays' schooling. A key note of UNESCO's proposes in the  «Guidelines on Intercultural Education » is that  «the role of language is a basic tool through education to arise understanding among people's cultures » (Cowen, 2009, p. 1019). The primary education level is considered one of the most important periods in a child's life. It is a core-stage that comes after pre-schooling, where children get the basic knowledge in order to evolve themselves and to build later a personal cognitive system where they can add all the following knowledge they are going to face during education (either formal or informal). School curriculums worldwide include teaching students at least one compulsory foreign language as they start primary school. Regularly, those school curricula in each country form the way of language teaching and they are continuously looking for the best methods and policies in order to achieve the greatest cognitive result. Education should prioritize and support the language teaching in favor of students to have access to a very broad information/knowledge area.  English as a foreign language in EuropeHaving a global language makes our lives much simpler and our communication attainable. The selection of English language benefits people from different national contexts to connect and interact in several levels (for example: educational, professional, political, social level). In fact, without having a common language as a means of communication, the struggle of it would be noticeable everywhere in our lives. According to Collins Dictionary for the definition â€Å"English as a foreign language† is: â€Å"the practice and theory of learning and teaching English for use in countries where it is not an official medium† (English as a Foreign Language definition and meaning | Collins English Dictionary†). The heads of European Union in 2002, focused on a two foreign language teaching from a very early age. This process would develop children's tolerance to deal with the different cultures and/or languages. The positive outcomes of this action would also benefit children in cognitive and academic level as they would be more effective in all other areas (Dedrinou, 2013, p.46). Therefore, the urgent need of foreign language acquisition is a vital matter in recent years' schooling and its position becomes stronger and stronger. Reviewing the â€Å"Key data of teaching languages at schools in Europe† the most common foreign language that students learn in primary and secondary school, is English. English is a mandatory foreign language in nearly all education systems that stipulate a particular foreign language that all students must study, that is, in almost half of the European countries studied (Union, 2018, p.13). The percentage of European students learning English during the whole process of education is 97.3%. In Primary schools it is lower (79.4%) due to the non-compulsory character of English teaching at the first years (grades) of Primary education in several countries. The last ten years 18.7% more primary school students were learning English compared to 2005. The reason is that the starting point of English teaching moved in lower grades of schooling (Union, 2018).Aim and significanceThe present exam paper points to reflect the importance of learning the first foreign language from the very early age of Primary school. Moreover, it aims to add knowledge to the existent information in language learning generally and particularly in these two countries, in order to promote international overview understanding of educational methods and policies. The cases of Greece and Sweden are compared as a means to review the similarities and the differences of language teaching practices in each educational system. The Swedes are highly motivated to learn English and their rankings are on the top of the list of non-native English speakers (Number 2 among 80 countries/regions)(â€Å"EF EPI 2017 – Sweden,†). Greek people spent a fortune in additional English teaching outside school and they hardly achieve proficiency in English as they finish their education (Number 23 among 80 countries/regions) (â€Å"EF EPI 2017 – Greece,†). These rankings above inspired the author of the present paper to examine the process of English language teaching in these two specific primary school systems. Featured information within this paper could help to point out and explain each system's weaknesses and also, to highlight good quality methods or/and results. The two –country selection is also, author's high-interest topic. Specifically, Sweden is often used as a â€Å"great example† of educating students with innovative techniques and considerable results. Greece is the author's country of origin. As a result of personal experience as a student and as an English language private teacher in six-year old children, this paper aims to examine the teaching process and efficiency in Greece. It is considerable to examine the whole process of English learning in Greece because it is not only about schooling but also, a matter of external factors. The analysis of Greece is a slightly more extended by the case of the explanation of these external factors mentioned above. Of special concern is to pose some basic questions that are going to be investigated within this paper:Which age is the most suitable to start learning a first foreign language?Who supposes to teach the foreign language?How children that are taught English perform in two different countries?How the teaching process is accomplished in Greece and Sweden?What the current data state about total student assessment in English?Which country's method seems to be more efficient?  MethodFirstly, as far as the comparative part within this paper, it is based on the famous cube by Bray and Thomas. The chosen dimensions/ levels of comparison are the following: age groups (primary school children), countries (Sweden and Greece) and teaching methods (first foreign language teaching) (Bray, Adamson & Mason, 2014, p. 9). This multilevel analysis gives comparative approach to an international issue, the one of teaching the first foreign language. The aspects of comparison are three so this cube is a perfect model of comparative usage because it makes it more comprehensible and accessible. The specific comparison constitutes an indisputable piece of International and Comparative Education and as Marshall reports: â€Å"Comparisons enable us to view education from alternative perspectives, potentially leading to a greater understanding of the world, the people who live in it, and the issues they may face.† (Marshall, 2014, p.61-62). Furthermore, the main material information for the two comparing countries is collected from the Eurydice Report of EU Publications: â€Å"Key data on teaching languages at school in Europe†. This report contains information and statistics in language teaching from 42 countries/regions in Europe. Due to the broad character of the report, the chosen level is primary schools and English language teaching in both Greece and Sweden. However, the report includes data for second language teaching in each country or minority language teaching (Union, 2018). Research in journal articles, academic papers and web pages contributed to indentify the process of learning English as the first foreign language and both the similarities and differences in the countries of question. International and Comparative education's literature is also used to examine paper's topic through the lens of the field.LimitationsAs already mentioned above, the main material within this paper comes from a European Report found on Eurydice, where the phenomenon of language teaching is examined in 42 European countries/regions. It was not possible to compare all these countries/regions, the levels of education or several languages provided during education and come to conclusions, so the selected areas are just two countries (Greece and Sweden), one foreign language (English) and one level ( Primary education). Therefore the language teaching in secondary education and the learning outcomes of both countries are not examined and well-explained in the present paper. As it is expected in every national context, social, historical, economical and lingual reasons shape a different reality in each country. In this paper those reasons are not analyzed due to paper's formation. For instance, Swedish language structure is closer (comparing to Greek) to the English one, so the Swedes are way more familiar with the English alphabet, grammar, vocabulary and sentence structure . Therefore it is expected that the Swedes are more likely able to conquer the target language rather than anyone else whose native language is quite different (Igawa & Yagi, 2011, p. 106). Probably, it is an interesting perspective for future academic research and analysis. Moreover, the following analysis of Greece is going to reveal the situation of additional English classes that Greek students are encouraged to take in order to ameliorate their English status. These classes divide into two categories: Foreign Language Schools (Frontistiria) and private lessons at home (Idietera mathimata). As it comes to the second option (private lessons at home) data is limited owing to the informal character of these lessons.

On the Want of Money

Robyn Sumibcay April 4, 2013 Period 5 Carvalho On the Want of Money It all dates back to ten thousand years ago when money became one of the world’s greatest obsessions. From bartering to coinage to paper, the want and need for money has never changed. In author William Hazlitt’s essay, On the Want of Money, he clearly describes how money can effectively make or break one’s life. He uses examples, syntax, diction, and tone to show that in a world without money a human being will experience the harshness of life.After stating his position that â€Å"one cannot get on well in the world without money. † author Hazlitt lists a variety of examples to show the outcome of one’s life if they were to live without money. He clearly states that without money your life will basically be miserable, and useless. He not only shares examples of how life would be without money, but also a little bit about how it would be WITH money. His long list of harsh examples a llows the reader to paint a picture of Hazlitt’s position.Considering that the whole essay consists of three sentences, the readers begin to feel overwhelmed. By overwhelming the reader, they’re able to get a sense of the burden they would feel if they were to live without money. The method of listing also makes readers see the endlessness of problems a person may over go. Listing examples of the way life would be without money makes the reader change their perspective of living â€Å"freely†. On the Want of Money is filled with harsh diction which creates a dreary tone for readers.Hazlitt uses a list of negative words such as, â€Å"despised†, â€Å"rejected†, â€Å"carped†, â€Å"disparaged†, â€Å"scrutinized†, â€Å"neglected†, â€Å"thrall†, â€Å"irksome†, â€Å"compelled†, â€Å"deprived†, â€Å"back-biting†, â€Å"disappointment†, and â€Å"burden† to emphasize the severe effects and harshness of being poor. By emphasizing in his essay, readers are able to realize the way their life would change dramatically if money were to be completely abolished from their lives. Harsh diction also helps express the endlessness of negative outcomes. Not only does harsh diction create negativity but also produces a dreary, unemotional-like tone.By creating a solemn tone, readers are then able to realize the appreciation they should have toward money. Diction and tone really has an effect on the readers because it helps them feel what it’s like without money, and creates an experience of being less fortunate. Money plays a major role in a human beings life because although it’s deniable, money can sometimes really be the answer to happiness. Without money, a person may end up living a hard, struggling life. No matter what form that money is in, a person should always carry it around to be able to get through the harshness and reality of life.

Characteristics of abusers Essay Example | Topics and Well Written Essays - 750 words

Characteristics of abusers - Essay Example For example, domestic abuse or violence is associated with substance abuse. Reports from even civilized countries showed that the relationships have lost its meaning even in families. There are many cases in which the children were abused by their parents under influence of alcohol or drugs. This paper briefly analyses the role of substance abuse in domestic violence Domestic abuse is a term used to describe abuse by family members or intimate partners such as a spouse, ex-spouse, boyfriend or girlfriend, ex-boyfriend or ex-girlfriend. It can take many forms, like intimidation, threats, violent behaviors etc to gain power and control over another person (Welcome to Chapter 1 of the Verbal Abuse Tutorial!, 2005). There are lots of reasons attached with the substance abuser’s behavior. These reasons can be physical as well as psychological. Sometimes these reasons can have deep roots in the childhood experiences. For example, some children might have witnessed their parents engaged in substance abuse which may motivate them when they grow up. They may develop their personality and attitude based on such experiences. They will think that such substance abuses are normal in the society and no need to refrain from it. â€Å"There must be 100 studies showing a genetic basis for abusive personalities and for many of the disorders† (MedicineNet, 2010). Heredity plays an important role in the making of a substance abuser. Parents with substance abusive character can have children of the same caliber. Most of the traits or behavioral characteristics of the parents will be transferred to the offspring through genes and hence the children unknowingly develop such abusive behaviors even when they brought up in a healthy environment. Some people often confess that they were engaged in substance abuse unknowingly. â€Å"Brothers and sisters will sometimes experiment, exploring sexuality. In alcoholic families, where boundaries and roles aren’t

Hitler's table talk Essay Example | Topics and Well Written Essays - 1250 words

Hitler's table talk - Essay Example He categorically states that our body follows the cycle of nature. He advises humans to conform to the laws of nature and take inspiration from it and that is the way one can triumph over religion. He asserts that in nature a will of stronger prevails and it is perfectly a natures way of doing the things (38). He vehemently put his views on social class stating that "as long as social classes existed, it was impossible to set free the forces of the nation" (108). He never believed in rejecting anyone from the national community (108). He was clear in his thinking that class prejudices had no place in a socially advanced state like Germany (255). Hitler believed in shaping the Germany in such a fashion that whosoever happened to visit Germany would be relieved off his or her prejudices against Germany (22). Hitler made a special mention about Germany describing its uniqueness in a sense that it was the only country having no unemployment issue (42). He also argued about the Germany having several towns in its fold of a high cultural level and because of that Germany did not suffer either from any inferiority complex or from any superiority feelings (47). His views on Church and Christianity described his philosophy to govern people as well. He did not believe in making a pact with the Church for it could not offer long lasting benefits. The scientific advancement sooner or later, in all likely hoods, would expose the harmful effects that such compromise might bring. For this reason he kept party matters separate from the religious beliefs – that is how one could keep confrontation between Catholic and Protestant groups. He further stated that it was better to be clever in this matter rather than invite the trouble in the long run. He accepted the fact that the human beings were afraid of so many unknown things of nature for which no explanation is available. Science would resolve enquiries of metaphysical nature

Case study 1 Assignment Example | Topics and Well Written Essays - 250 words

Case study 1 - Assignment Example The child’s presence should also be used as a learning opportunity for other children (Marotz 102). In case of seizure, in a classroom, the teacher is required to attend to the child in order to avoid further worsening of the situation. The teacher should ensure the children are calm and control the situation. His presence is necessary; the child should be put in the same immobile position as they await medical help. The child’s condition should be evaluated by paying attention to breathing, open airway and circulation. The child’s cloth should be loosened around the neck. There should be no sharp objects around the child to prevent any injury. Seizure comes in various intensity and type. They are often caused by rush of abnormal electric impulses in the brain which trigger involuntary or unmanageable movements in different parts of the body. Some seizure result into momentary attention while others result into interruption of thought. The teacher should arrange safe environments and master emergency response techniques. In case, the situation persists, the teacher is required to seek medical attention. Teachers are supposed to complete a written document, which report their observations during the seizure. This should be placed in the child’s permanent health file. The document should have the following information on the child; child’s name, time and date of seizure, events before seizure, duration of seizure, nature, and location of convulsive movements, condition of child during the seizure, condition of child after seizure, and name of person who observed the report (Marotz

Stratgic managment task1 Essay Example | Topics and Well Written Essays - 1750 words

Stratgic managment task1 - Essay Example Based on a complete analysis of the company, the future direction mission and vision will be drawn out along with a strategic objectives and key strategies for the next three years. Overview of Company: Tiger Airways Australia has been developed to be an ultra – low cost airline. The company was started in 2007 and is a subsidiary of Singapore Airlines. The main office of the company is located at Melbourne and the secondary base of the company is at Adelaide Airport. The main competitors of the company include some well known airlines like JetStar, Virgin Blue, Qantas etc. The table below provides a clear view of the competition of the company. Airline Competitiveness Jetstar Airways Biggest and direct competition Virgin Blue Very High levels of competition Qantas Airways Very High levels of competition Singapore Airlines High levels of competition SilkAir Medium levels of competition AirAsia Medium levels of competition Philippine Airlines Low Levels of competition Malaysia Airlines Low Levels of competition Cathay Pacific Airways Low Levels of competition (Which Airline) The high levels of competition has led the company to share routes as well as destination with other competitors. The table below provides detailed understanding of the same. ... of the routes are shared (12 Routes) Almost 26% of the destinations are shared (25 Destinations) Philippine Airlines Almost 7% of the routes are shared (7 Routes) Malaysia Airlines Almost 6% of the routes are shared (6 Routes) Company Market Details: Tiger Airline has been in the industry for a relatively shorter period and the company has yet to build its brand name and image in the markets. However Tiger Airlines has been able to effectively develop a number of routs for itself. The company is strictly a point to point travel airline and hence the company does not provide range of services like baggage to other flights, or transfer of passengers (Joshua). However the company has been able to effectively reach out to a strong market in the past years. The diagram below provides a clear view of the route of the company. (Airline Route Maps) Tiger Airways Fleet Total Singapore 10 Australia 9 Total 19 (Tiger Airways) It is clear that Tiger has been able to effectively launch itself int o several routes. The next section will provide an overview of the company’s internal and external analysis. Here SWOT analysis and PEST analysis has been chosen for the company. SWOT Analysis: Strengths Ultra Low Cost airlines Wide range of routes available Excellent coverage of the South East Asian countries and Australia Weaknesses Too focused on the low costs Lack of proper service in terms of the services included in the price Incomplete or inaccurate processes Opportunities Recessionary period is an opportunity for the company to make the best of the travel of people Higher availability of technology Improved ecommerce website Threats Increasing number of negative reviews from customers Increasing facilities by other low cost airlines Increase or fluctuation in terms of the fuel

Pros and Cons of Breast Cancer and Biomakers Research Paper

Pros and Cons of Breast Cancer and Biomakers - Research Paper Example Most of the tumor markers are produced by cancer cells and also normal cells, but are increased in cancerous conditions. These factors are found in tumor tissue, blood, urine and other tissues and fluids of the body in some patients with cancer. More often than not, tumor markers are proteins. (National Cancer Institute, 2012) More than 20 different tumor markers have been described and characterized and they are in clinical use (National Cancer Institute, 2012). While some are associated with only one type of cancer, others are associated with more than one type of cancer. However, there is no universal tumor marker that can detect any type of cancer. Tumor markers serve various purposes in cancer management like complementing diagnosis, prognostication, detection of recurrence, etc. However, there are certain limitations for the use of these markers. Thus, there are pros and cons to the use of tumor markers. In this essay, pros and cons of application of biomarkers or tumor markers in breast cancer management will be discussed. Application of breast cancer biomarkers The most common cancer affecting women all over the world is breast cancer and it has been estimated that about one million cases are diagnosed every year worldwide (Duffy et al, 2005). The main presenting features of the disease include lump in the breast, skin contour changes and nipple discharge. Asymptomatic cases may be picked up during routine screening tests. Definitive diagnosis is histopathology of the biopsy specimen. Several blood based biomarkers are available, but they do not have a role in the early diagnosis of the disease. For localized breast cancer, primary treatment is mastectomy or breast-conserving surgery and radiation. In invasive breast cancer, primary treatment is followed by hormone therapy or chemotherapy. These treatments have shown to reduce mortality related to breast cancer. Following primary therapy, the patients are followed up at regular intervals for surveillanc e. This includes clinical history, detailed physical examination, chest X-ray, mammography, biochemical testing and use of breast cancer markers. The intention is to detect recurrent disease at an early stage so that outcomes are better. This is one use of tumor marker. There are other uses of tumor markers in breast cancer management. Recurrent disease is common even in lymph node-negative cases and therapeutic options in such cases include exclusive hormone therapy or chemotherapy or a combination of both. Metastatic breast cancer is considered incurable and treatment is mainly palliative. Serial assessment of tumor markers is useful in to decide whether a particular treatment modality can be continues or there is a need to switch to another treatment modality. Thus, it is now clear that tumor markers are necessary for optimal management of breast cancer (Duffy et al, 2005). Pros of breast cancer biomarkers There are 2 types of tumor markers available for breast cancer and they ar e serum markers and tissue markers. Examples of serum markers useful in breast cancer include CEA, CA 15-3, polypeptide antigen or TPA, BR 27.29, tissue polypeptide specific antigen or TPS and the shed form of HER-2 (Duffy, 2006). Examples of tissue markers include urokinase plasminogen activator, HER-2, hormone receptors and plasminogen activator-1. Most of the oncological organizations in Europe, US and other countries recommend routine assay of progesterone and estrogen receptors on all newly diagnosed breast cancers to select the type of hormone therapy (Duffy, 2006). These markers are also useful to determine prognosis. HER-2 is also recommended on all newly diagnosed breast cancer cases. The main purpose of this is to determine whether the cancer is suitable for Trastuzumab (Herceptin). This test is

How to Minimize Costs with Effective Project Management Essay

How to Minimize Costs with Effective Project Management - Essay Example In addition, one should ensure not to put too many people in the project and do should avoid bad vendors at all cost. In addition, ensuring that the teams employed have the right skills to pursue the specified goal is also of great importance. This is because the staff does what they know best hence reducing cost and time wastage.secondly, any staff member who meets the desirable goal should be rewarded to motivate them and to encourage the others to do their best, thirdly, should value the contributions of in members’ dimensions to ensure that they are left out. In addition to this, appointing of a qualified project manager to deal with should be in the forefront to ensure that the project remains on the right course to attain. In conclusion, all the contributions of every employee should be valued in all dimensions to avoid favoring some, which leads to low productivity. This is to mean that each individual should be given credit according to what he does

Competitiveness and Customers Satisfaction Research Proposal

Competitiveness and Customers Satisfaction - Research Proposal Example Although current recession continues to be evident, economists project that as soon as the economy recovers local and international travel businesses would again progress. The US government (U.S. Department of Commerce, 2008) calculates that their number of international visitors will rebound by year 2010 and beyond. Thus, this is certainly a good news in tourism business; particularly those with high number of travelers as customers like hotels, restaurants, car rental companies, tourist attractions and online merchants. This study investigates he business competitiveness and customer satisfaction in "Airline Ticketing business", which is group in two varied settings: The Online booking and purchasing versus Office ticket booking and purchasing (Traditional booking and purchasing). Travel agencies would most likely benefit the study, since results can be one of their ultimate basis of In the totality, this research aims to assess by comparing the competitiveness and customer satisfaction in both Airline ticket online booking and purchasing, as well as Airline ticket Office ticket booking and purchasing - popularly called as the traditional booking and purchasing. The study intends to assess by comparing the competitiveness and customer satisf... 1. Determine the marketing strategies adopted by Airline ticket online booking and purchasing and office airline ticket booking and purchasing businesses' 2. Assess the level of competitiveness in Airline ticket online booking and purchasing and office airline ticket booking and purchasing businesses in terms of: a. Number of successful airline ticket bookings b. Number of successful airline ticket purchases c. Companies' Net Income d. Current total number of customers 3. Find out the level of customer satisfaction in Airline ticket online booking and purchasing and office airline ticket booking and purchasing businesses to the companies' based on: a. Customer Services a.1. Customer-Customer Service Representative Interaction a.2. Customer assistance b. General facilities & accessibility c. Costs Office and Online 3 4. Test the significant difference in the competitiveness and customer satisfaction of Airline ticket online booking and purchasing and office airline ticket booking and purchasing businesses. 5. Establish the significant relationship between the level of competitiveness of Airline ticket booking and purchasing and the level of their customers' satisfaction. Problem Statement The study intends to assess by comparing the competitiveness and customer satisfaction in both Airline ticket online booking and purchasing, as well as Airline ticket Office ticket booking and purchasing - popularly called as the traditional booking and purchasing. The entire course is further directed to answer the specific questions below: 1. What marketing strategies are adopted by Airline ticket online booking and purchasing and office airline ticket booking and purchasing businesses' 2. How competitive are

Vulnerable Population Research Proposal Example | Topics and Well Written Essays - 1000 words

Vulnerable Population - Research Proposal Example the highest teen birth rate in the country (63.4 per 1,000) in 2005, closely followed by states Texas and New Mexico at 61.6 each; New Hampshire had the lowest teen birth rate (17.9). The report states â€Å"in 2006, the overall birth rate for 15– to 19– year-old females was 41.9, but So, why are the statistics for adolescent pregnancy in the US more than most other countries like Canada, UK or Sweden where teens are considered to be more sexually active? In fact there are more reasons than one (Strasburger, 2006). The youth today are not educated about birth control in their sex education classes. Parents are uncomfortable to discuss it with their children at home; even the media does not help much in promoting the concept of safe sex. Those countries which are more vocal about the issue are rewarded with low cases of unwanted pregnancy and STDs (sexually transmitted disease). Research has shown that main causes of teenage pregnancy comprise the lack of a sense of personal responsibility, immaturity, and most importantly being oblivious about the outcome of sexual intercourse. An interesting fact is that the decision to indulge in sexual activity is a complicated one, influenced by family, peers, religion, and individual behavior. In most cases, teenage pregnancy has close links with poverty, limited education and employment opportunities. Being underage, teenagers often face significantly higher complications both during pregnancy and delivery. This may include biological immaturity or complications associated with poor preconception health and antenatal care. â€Å"So, when teens become pregnant or contract an STD, they, their children, and society at large often pay a significant price, both in human and in monetary terms,† according to Douglas Kirby (2007). Here are some statistics from his article that reiterate this fact: â€Å"Roughly half (47 percent ) of all high school students in the U.S. report having sex at least once, and close to two-thirds (63

Memorandum Mandatory Use of Turkish Language Essay Example for Free

Memorandum Mandatory Use of Turkish Language Essay This Memorandum aims to provide brief information on (i) provisions and restrictions imposed by the Law on Mandatory Use of Turkish Language by Economic Enterprises numbered 805 and dated 10 April 1926 (the â€Å"Law No. 805†) on Turkish and foreign enterprises; (ii) consequences of non-compliance with the Law No. 805; and (iii) application of the good faith principle in the light of the precedents of the Turkish Supreme Court of Appeals (the â€Å"Court of Appeals†). A. SCOPE OF THE LAW NO. 805 The Law No. 805 is applicable to all Turkish and foreign enterprises with respect to transactions listed in Articles 1 and 2 of the Law No. 805; however, application of the Law No. 805 differs depending on the nationality of the enterprise. 1. TurkÄ ±sh EnterprÄ ±ses In accordance with Article 1 of the Law No. 805, â€Å"Any type of companies and enterprises which have Turkish nationality shall use Turkish language in all kinds of transactions, agreements, correspondences, accounts and books within Turkey†. According to Article 1 of the Law No.805, each company and enterprise a the Turkish nationality is obliged to keep any kind of transaction, records and books and execute all agreements and make all communications with each other in Turkish language within the territory of Turkey. Accordingly, the only exclusion for the obligation of the use of Turkish language in transactions and communications of Turkish companies and enterprises is the case where such transactions and communications are executed/performed outside the territory of Turkey. In that respect, it is clear that an agreement to be executed between two or more Turkish companies should be prepared and signed in Turkish language, or if it is preferred to be executed in a foreign language, to be accompanied with a Turkish version which shall prevail in the event of discrepancy. There are several court decisions in this respect. In one of its judgments, the Court of Appeals has upheld that the parties, in the text of the agreement may refer to non-Turkish (international) terms and/ or clauses, only if (i) these terms cannot be replaced by a counterpart in Turkish; and (ii) the parties are obliged to include such terms in the agreement. However, it has also underlined by the Court of Appeals that this rule is valid only for terms and expressions either with no counterpart in Turkish or which cannot be written in Turkish. Similarly, in a later decision, the Court of Appeals has ruled that if the parties are both Turkish then all agreements must be executed in Turkish; although international terms and expressions may be incorporated into a Turkish agreement as a special condition. In this decision, the Court of Appeals has not accepted the usage of a maturity clause which was drafted in English language in an agreement executed in Turkish language since such maturity clause could easily be drafted in Turkish language as well. 2. ForeÄ ±gn enterprÄ ±ses In accordance with Article 2 of the Law No. 805, â€Å"This obligation applies to foreign companies and enterprises only in their communications, transactions and relations with the Turkish institutions and persons and for the documents, books and records which must be submitted to governmental offices and government officers.† Pursuant to Turkish legislation, a foreign enterprise is a duly incorporated legal entity that has its registered office outside of Turkey. For foreign enterprises, as stated above, the requirement of Turkish language usage is limited only to (i) transactions, correspondences and communications with persons and legal entities subject to Turkish laws; and (ii) documents, books and records which will be presented to Turkish authorities. In contrast with Article 1 of Law No. 805, Article 2 of the Law No. 805 has a narrower a scope of obligation to use Turkish language. The wording â€Å"agreement† is willingly not stated in Article 2 on purpose. In other words, the Law No. 805 does not specifically refer to agreements under the provision concerning foreign entities. This omission indicates that the Law No. 805 allows the execution of an agreement between a foreign entity and a Turkish entity in a foreign language. There are several court decisions with respect to Article 2 of the Law No. 805. In a decision by the 11th Circuit of the Court of Appeals, the Court of Appeals has upheld that all accounts and books have to be in Turkish language, when submitted to the relevant Turkish authorities. Otherwise, they do not have any validity before Turkish courts. The Court of Appeals has come to a similar conclusion summarizing that Turkish enterprises may enter into agreements with foreign enterprises in any language since Article 2 of the Law No. 805 specifically lists instances where foreign enterprises are prohibited from using a foreign language and this list does not include agreements. Accordingly, the Court of Appeals has concluded that agreements may be executed in any foreign language, where one of the parties is a foreign enterprise and the other is Turkish. According to this decision, an agreement executed in a foreign language between a foreign company and a Turkish company is valid and binding on the parties pursuant to and under Turkish laws. However, under Article 4 of the Law No.805, the parties are compelled to use Turkish language in all correspondences with respect to the agreement, although the agreement is allowed to be drafted in a foreign language. B. CONSEQUENCES OF NON-COMPLIANCE WITH THE LAW NO. 805 Pursuant to Article 7 of the Law No. 805, any party violating the related provisions is imposed to a judicial fine of at least 100 days. The Turkish Penal Code numbered 5237 has regulated the judicial fine provisions and accordingly the judicial fine for one day shall be determined between TL 20 – TL 100 depending on (i) severity of violation; (ii) specific and economic conditions of persons; and (iii) discretion of judges. C. GOOD FAITH PRINCIPLE Pursuant to Article 2 of the Turkish Civil Code, raising a good faith claim is possible regarding the conflicts in an agreement. While deciding on the validity of the good faith claims, the determination shall be made on a case-to-case basis. In terms of disputes regarding non-compliance with the Law No. 805, there is not a definite provision for the application of the good faith principle and we have not come across any judgment of the Court of Appeals regarding the good faith claims has raised with respect to the application of the Law No. 805. However, with respect to the general provisions regarding the good faith claims, by analogy, the following solution may apply to conflicts on the mandatory use of Turkish language in agreements. In the event that the parties have carried out their performances to the fullest extent, considering that the agreement is valid, the agreement, itself, should be considered valid, as well. The Court of Appeals, in one of its judgments, has stated that if parties have carried out their obligations under a contract for a long time, it would be a violation of the good faith principles to claim that the related contract is invalid. Similarly, the Assembly of Civil Chambers of the Court of Appeals has ruled in a former decision that the right to raise a good faith claim is restricted when the party raising the claim is acting against the good faith principle. Although the aforementioned judgment does not directly refer to a dispute under the Law No. 805, the following conclusion could be drawn: when one or both of the parties is awaring (or shall be aware) of the mandatory use of Turkish language requirement and the aware party (or parties) disregards this rule on purpose, they should not be able to rely on a good faith claim regarding the language of the agreement.

Understanding and Applying the Benefits of Learning Organizations Essay Example for Free

Understanding and Applying the Benefits of Learning Organizations Essay With today’s increasing challenges created by diversity and proliferation of information, organizations are continuously adapting to address these developments and relate these trends with the overall objective of promoting its values and principles. At the same time, there has been a commitment among institutions and organizations to bridge the gap brought about by cultural differences and conflict. It is through this area that they seek to create an environment where active learning and fostering elements of participation take place. Operating on this idea, there is a need towards creating an environment wherein collective responsibility and accountability is fostered. By applying this concept, better appreciation can be deciphered and lead towards greater application of an organization’s overall purpose. In the end, by recognizing the relevance of values, goals and practices and supplementing it with an appropriate leadership style, it can actively facilitate effective interplay of power among members and augment the needed areas for change. Organizational Learning vs. Learning Organizations Prior to dwelling into the analysis of the concept, it is essential to differentiate the term organizational learning with learning organizations. This is important because it can give out the necessary parameters where this term functions and how it can create the viable opportunities for application. Looking at it, the term organizational learning circumvents around the initiative to develop and enhance processes associated to increase effectiveness in both production and output. It operates in such a way that â€Å"organizations have invested much energy in making improvements in company performance using TQM, reengineering, external consultants and a host of other techniques concerned with the continuous improvement processes† (Dar-El, 2000, p. 186). On the other hand, the term learning organizations is a relatively new concept that seeks to create a move towards change in a more holistic setup. â€Å"Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together† (Smith, 2001, p. 1). It is in this area that the people conceptualize on creating a framework that is admissive and responsive to the challenges given. With these given, it can be argued that these two practices have different outlook towards the facilitation of learning and improvement. Though these two ideas may be similar in the promotion of change, it has become divergent on how it can be applied and implemented within an organizational setup. â€Å"The literature on organizational learning has concentrated on the detached collection and analysis of the processes involved in individual and collective learning inside organizations; whereas the learning organizations literature has an action orientation, and is geared toward using specific diagnostic and evaluative methodological tools which can help to identify, promote and evaluate the quality of learning processes inside organizations† (Smith, 2001, p. 1). Application Applying the concepts given in my professional practice as an educator, there have been several facets and elements that can characterize it as a learning organizations. Among these principles that shall be elaborated include: (1) mission and vision, (2) values and principles, (3) communication/dialogue, (4) feedback mechanism, and (5) leadership. These facets have been instrumental towards guiding both my educational institution and as an educator to actively address the challenges of 21st century education and promote an environment wherein not only the student achieves growth but also the organization I work for. Lastly, these components allow active measurements that both coincide with standards and increasing needs of students as far as accountability and responsibility is concerned. Mission and Vision One important aspect that makes my institution be characterized under learning organization is having the effective mission and vision. This element is essential because it serves as a benchmark and foundation of how it can address the needs for improvement. By elaborating on the core values that can impart education to students and allow the institution to grow in the process can guarantee that it is adherent to both standards and change. Likewise, this initiative allows both administrators and educators to take a step closer to transformative education and creating values that is responsive to student objectives and the hurdles associated with the practice (First and Way, 1995). Similarly, under this facet, the incorporation of core values are then utilized and synchronized towards intensifying ways and methods in making the organization evolve and grow in the process of education. It outlines the essential models that will allow such mission and vision to be realized. Seeing the process, â€Å"it encompasses the passions, drives and motivating factors that propel the organization into the future† (E-How, 2004, p. 1). In the end, these actions not only cultivate the needs of the present times but also outline the necessary parameters for future practice in both education and organizational growth. Seeing this, the institution that I am part of considers this importance that is why it has aligned its mission and vision to actively respond to the need of the school to learn and find ways to improve. That is why it has abolished and created new practices that are deemed significant to this overall objective. Values and Specific Objectives Another significant aspect why I consider my organization geared towards learning is having the effective values and principles. Understanding these two concepts, it can be argued that they are the facets that make the mission and vision become applicable in the educational environment. By actively aligning these standards towards organizational learning, it can generate and create educators and students who are responsive to the challenges of 21st century education. â€Å"When the values of the organization are focused on the higher levels of consciousness and employees are focused on the lower levels of consciousness, employees are encouraged to grow and develop† (Barett, 2003, p. 4). Applying this principles in my organization, I can argue that majority of our school’s objectives adheres to the idea of learning organizations. The values and objectives are actively aligned to standards and cultivate the capabilities of educators to provide instruction. At the same time, it provides mechanisms wherein administrators can actively incorporate new values that is considered essential not only on the growth of the students but also on the educational institution. Lastly, it presents several programs and mechanisms that allow these objectives to be realized. By allowing these methods to be applied with considerable consideration on feedback and monitoring, it allows the school to hone its policies which in turn leads to growth and learning. Imparting Communication into Practice Communication is also another crucial element in the practice of learning organizations. This process allows the creation of new patterns and methods that can be beneficial in practice. Such practice can serve as a medium wherein the goals and vision can be administered and facilitated. â€Å"Communication methods that convey the essence of the vision vary from formal meetings, to publication and casual conversation† (E-How, 2004, p. 1). By realizing that these processes are possible, the organization can apply its objectives and advance on the interplay of power using different mediums of interaction and facilitation with an end goal becoming learning organizations (Bamburg, 2000). Such practice makes the overall goal easier and compliments the overall intention of introducing change. Opening up avenues for dialogue and exchange of ideas can also provide the needed boost in facilitating conflict resolutions that affects performance and ability to perform goals and objectives. At the same time, by incorporating a standardized way of engaging with others, individuals and groups realize the essence of what truly matters and deepens their relationship with each other. This then in turn results towards further advancement and learning. â€Å"When people talk and listen to each other this way, they create a field of alignment that produces tremendous power to invent new realities in conversations, and to bring about these new realities in action† (Kofman and Senge, 2006, p. 33). In our educational institution, there had been several ways that the school created to reinforce dialogue not only with teachers but also on other important actors within the community. This process allows each party to rethink and analyze the current strategies at play and formulate new strategies that can be employed which will strengthen and intensify the level of cooperation among groups involved. At the same time, there exist both formal and informal arenas wherein educators, administrators and related parties can point out and further their interests concerning organizational development. In our aspiration to become learning organizations, we had realized that we must use communication and dialogue to further our interests and promote administer our target and expected outcomes. Creating Feedback Mechanisms The inclusion of feedbacks in every organization is another relevant component in attaining continued growth and expansion in learning organizations. By allowing this practice to be incorporated within the framework of every institution, it allows insight on instruments that matter and find new ways to redefine on methods that are considered to be obsolete or ineffective. â€Å"Recognizing success and failures helps create a shared learning within the organization that continues to drive the organization towards becoming a learning organization† (E-How, 2004, p. 1). Under this process involves several strategies that can introduce and incorporate the values and objectives in practice. It can range from documentation towards training which overall outlines the relevant areas that can shift from traditional actions into becoming a group that is holistic, administrative, and encompassing (Szostek, 2002). Likewise, this initiative calls for active and responsible ways of enacting organizational objectives and policies. By allowing feedback to come into play, it ensures that efficient measurements are given to actively gauge both the direction and response an organization has made in achieving its objectives. â€Å"When successful methods are developed, recognizing the importance of modeling those successes throughout the organization creates the paradigm of a learning organization† (E-How, 2004, p. 1). Considering this application in my present organization, I feel that the school provides several instruments that can provide avenues for learning organizations. Not only does it give out measurable objectives but it also caters to increasing chances for all parties to respond to the scheme implemented. In this process, there are available mechanisms that will actively measure the performance of teachers given to administrators and parents. It presents criteria of what things are relevant and important in the classroom. At the organizational level, we teachers are given a feedback form to determine the feasibility of student and school programs and what other issues need to be improved and developed. These methods enable us to continuously adapt not only to student needs but also incorporate on new ways to improve the current system. Realizing the Significance of Leadership Every organization for it to pursue its objectives and goals, it must have an entity that serves as a guide in paving its direction. It must be able to allocate the needed resources and recognize the significance of each actor in the attainment of its vision and mission. Seeing this, as the elements of learning organizations come into place, it requires an important component to strengthen and bind these together; leadership. In such manner â€Å"Learning organizations use shared leadership principles to maximize their resources and develop leadership capacity within individuals† (Kansas State University, 1998, p. 1). At the same time, the application of leadership style does not solely rely on a single approach. Rather, it must be a mixture of several strategies that seek to promote and intensify the practice of learning organizations. These approaches in turn must also take into consideration the background, history, affiliations, and culture of members to become encompassing and facilitative of each actors needs (Dar-El, 2000). By catering into these principles, the leader can now set programs and mechanisms that can establish a firm foundation for learning to take place in different levels. Lastly, the leader must be able to capture the needs of all actors involved in an organization. He/she must outline the issues revolving not only within the institutional arena but also focus action in enhancing group dynamics. This diversity of issues thus requires a myriad of approaches to make it adaptive and resilient to change. â€Å"A comprehensive view of a learning organization is that it is an organization in which learning begins at the level of the individual, proceeds through the level of the team, and is codified and stored at the level of processes and systems† (Kansas State University, 1998, p. 1) In the end, it clearly assumes that the overall process of learning organizations revolve not only on one level but on various dimensions that effective leadership can only control and provide. In applying this tenet in our educational institution, we in the school together share the dimensions of leadership that is mentioned. As an educator, I am not only tasked and responsible for student growth but at the same time I should seek for opportunities wherein I can contribute in the academic and professional realm. I believe that my actions together with other educators can contribute to the overall goal of achieving learning organizations in a collective manner. This form of collaborative setup is what makes our institution dynamic and susceptible to challenges. Also, our educational institution tries to reach out and take into consideration the relevant contribution of group dynamics and other actors in the process of achieving our goals and objectives. Not only shall this outlines further cooperation in enhancing education, it also gives the institution new insights to make facilitation and instruction better; thus creating an effective learning organization. Conclusion The call for learning organizations has increased opportunities for many individuals and groups to maximize and realign their goals to supplement this objective. Due to this, it has allowed the creation of processes and outputs that is more dynamic and effective in practice. Not only does this contribute to a renewed interest in organizational dynamics but also allowed the interplay of dialogue, power and administration be geared towards further growth and development in a holistic manner. References Bamburg, J. D. Learning, Learning Organizations, and Leadership: Implications for the Year 2050. Retrieved April 20, 2009 from, http://www. newhorizons. org/trans/bamburg. htm Barrett, R. (2003) The Importance of Values Alignment. Retrieved April 20, 2009. 1-4 Dar-El, E. (2000) Chapter 9: Learning Organizations in Human Learning. (US; Springer) Retrieved April 20, 2009. 185 – 210. E-How (2004) How to Develop a Learning Organization. Retrieved April 20, 2009 from, http://www. ehow. com/how_2263534_develop-learning-organization. html First, J. A. and Way, W. L. (1995) Parent Education Outcomes: Insights in Transformative Learning in Family Relations. 44 no. 1 Retrieved April 20, 2009. 104-109 Kansas State University (1998) Leadership in a learning organization. Retrieved April 20, 2009 from, http://www. oznet. ksu. edu/leads/FACT%20Sheets/fact9. pdf Kofman, F. and Senge, P. M. (2006) Communities of Commitment: The Heart of Learning Organizations in Learning Organizations: Developing Cultures for Tomorrow’s Workplace. ed. Sharita Shawla and John Renesch. (US; Productivity Press) 15 44 Smith, M. (2001) The learning organization in infed. Retrieved April 20, 2009 from, http://www. infed. org/biblio/learning-organization. htm Szostek, L. (2002) Creating the Learning Organization. Retrieved April 20, 2009 from, http://www. businessknowhow. com/manage/learningorg. htm

Roles Of Human Resource Management

Roles Of Human Resource Management In the past few years, roles for HR professionals were viewed in terms of transition from operational to strategic; qualitative to quantitative; policing to partnering; short-term to long-term; administrative to consultative; functionally oriented to business oriented; internally focused to externally and customer-focused; reactive to proactive; activity-focused to solutions-focused (Ulrich, 1997). However, these transitions have been seen as too simplistic. In fact, the roles of HR professionals are multiple, not single. In order to create value and deliver results, HR professionals must not only focus on the activities or work of HR but also define the deliverables of the work. Therefore, Ulrich (1997) came out a multiple-role model for human resource management (See Figure 2-1). The two axes represent the HR professionals focus and activities. Focus ranges from long-term/strategic to short-term/operational. HR professionals must learn to be both strategic and operational, focusing on the long term and short term. Activities rang from managing process (HR tools and systems) to managing people. These two axes delineate four principal HR roles which are: (1) Management of strategic human resources; (2) Management of firm infrastructure; (3) Management of the employee contribution; and (4) management of transformation and change (Ulrich 1997). In a short word, the roles of HR professional are strategic partner; administrative expert; employee champion and change agent. Table 2-1 summarizes the deliverables, metaphor and activities the HR professional must perform to fulfill the role. Figure 2-1 HR Roles in Building a Competitive Organization Source: Ulrich, 1997 Table 2-1 Definition of HR roles Role/Cell Deliverable/Outcome Metaphor Activity Management of Strategic Human Resources Executing strategy Strategic Partner Aligning HR and business strategy: Organizational diagnosis Management of Firm Infrastructure Building an efficient infrastructure Administrative Expert Reengineering Organization Processes: Shared service Management of Employee Contribution Increasing employee commitment and capability Employee Champion Listening and responding to Employees: Providing resources to employees Management of Transformation and Change Creating a renewed organization Change Agent Managing transformation and change: Ensuring capacity for change Source: Ulrich, 1997 Management of Strategic Human Resources-Strategic Partner As Ulrich said, HR professionals pay a strategic role when they have the ability to translate business strategy into action (Ulrich, 1997). To achieve this, the HR manager must be able to ask appropriate questions and contribute to business decisions. As a result, the HR manager must develop business acumen, a customer orientation and an awareness of the competition to be able to link business strategy to HR polices and practices. However, research suggests that only a minority of CEOs involve their HR managers in formulating business strategy (Nankervis, 2000 and Johnson, 2000). Evidence indicate that there is growing awareness of the need for HR managers to become actively involved at the strategic level, and increasingly recognize that organizations that have a CEO who recognizes the significance of HRM have a competitive advantage (Fisher and Dowling, 1999; Way, 2000). Management of Firm Infrastructure-Administrative Expert According to Ulrich, to become administrative experts, HR professionals must be able to reengineer HR activities through the use of technology, rethinking and redesigning work processes and the continues improvement of all organizational processes; see HR as creating value; and measure HR results in terms of efficiency (cost) and effectiveness (quality) (Ulrich, 1997; Blackburn and Rosen, 1995). Research also indicates that the competency levels of HR managers in high-performing firms are significantly higher than those of HR managers in low-performing firms (Yeung, 1998) Management of Employee Contribution-Employee Champion Work as employee champion requires that the HR professional must be able to and meet the needs of employees. This can achieve by being the employees voice in management discussions, by being fair and principled, by assuring employees that their concerns are being heard and by helping employees to find new resources so that enable them to successfully perform their jobs (Ulrich, 1997). Failure to be an employee champion will see HRM facing a loss of trust for losing sight of the needs, aspirations and interests of the workforce (Kochan, 2003). Ignoring employee-related outcomes may result in lower jog satisfaction, lower commitment and reduced performance, which in turn, negatively affect organizational performance (Guest, 2002). Management of Transformation and Change-Change Agent Act as change agent can be achieved by learning change in the HR function and by developing problem-solving communication and influence skills. Gloet argues that one way for HRM to reinvent itself is via the development and maintenance of learning environments, where knowledge creation, sharing and dissemination are valued (Gloet, 2003). Ulrich, D. (1997) Human resource Champions: The nest agenda for adding value and delivering results, Harvard Business School Press, USA Nankervis, A. Small packages, HR monthly, November 2000, pp.42-3 Johnson, E.K. (2000), The practice of human resource management in New Zealand: Strategic and best practice?, Asia Pacific Journal of Human Resource, vol.38, no,2, 2000, pp.69-83. Fisher,C. and Dowling, P. (1999), Support for an HR approach in Australia: the perspective of senior HR managers, Asia Pacific Journal of Human Resource, vol.37, no.1,1999,pp.2-19. Way, N. (2000), A new world of people power, Business Review Weekly, 16 June 2000, pp. 62-6. Blackburn and Rosen, Does HRM walk the TQM talk?, HR Magazine, July 1995, pp. 68-72. Yeung, A, Human Resource Competencies in Hong Kong; Research Findings and Applications Guide, HKIHRM/University of Michigan Business School, Hong Kong, 1998, p.4. Ellig, B, HR must balance demands of dual roles, HR News, July, 1996, p.9. Allen, C. and Lovell, K., The effects of high performance work systems on employees in aged care, Labour and Industry, vol.13, no.3, 2003, p.14. Kochan, T., quoted in Trinca, H,HR needs to rebuild trust, Australian Financial Review, 11 November 2003, p. 59. Guesr, D, 2002, op. cit., p.335. Gloet, M, The changing role of the HRM function in the knowledge economy; the links to quality knowledge management, paper presented at the 8th International Conferece on ISO and TQM, Montreal, April 2003, pp. 1-7. 2.2 Human Resource Management overview in China Since the late 1970s, China has been going through a transition. The economic reform in China has led to impressive growth and significant integration into the global economy. These developments have resulted in major changes in the management of industrial enterprises and hold considerable implication for HR practices in the nation with the largest workforce in the world. In China, HR practices have been shaped by a host of ideological, historical, political and economic factors. Under the economic reform programmed, although some market forces have been introduced into the HR system, the influence of the state is still considerable (Nyaw, 1995:193). In 1979, China introduced the open door policy. Since then, economic reforms have brought many changes to the business environment. The end of the iron rice bowl policy has created a new employment market. SOEs have to compete with joint ventures and privately owned enterprises. With reforms in HR practices, managers in SOEs have more a utonomy including the authority to hire and fire. There are significant differences in HR practices between firms of different ownership. MNCs and joint ventures have brought into China not only investment but also management practices. For example, labour contracts have replaced lifetime employment. A performance-based pay system is gradually replacing the seniority pay system. These practices have an important influence on domestic firms in changing their HR practices (Warner, 2001) Benson and Zhu (1999) observed that there were three major models of HRM in Chinese enterprises. The first was a traditional model that existed in large SOEs where there was surplus labour. These SOEs had close ties with the government and contributed to local development. They had traditional HR management systems. The second model was observed in foreign-owned enterprises or newly established domestic private enterprises. They had fewer constraints than SOEs. They realized that their success based either on western or Japanese systems. The third model was observed in firms that were undergoing a transition from the old to the new systems of HR management. They adopted a HR management style with Chinese characteristics. Nyaw, M.K. (1995) Human resource management in the Peoples Republic of China, in Moore, L.F. and Jennings, P.D. (eds), Human Resource Management on the Pacific Rim, Walter de Gruyter, New York, 187-216. Warner, M. (2001), Human resource management in the Peoples Republic of China, in Budhwar, P.S. and Debrah, Y.A. (eds), Human Resource Management in Developing Countries, Routledge, London and New York, 19-33. Benson, J. and Zhu, Y. (1999), Markets, firms and workers: The transformation of human resource management in Chinese state-owned enterprises, Human resource management Journal, Vol.9., No.4, 58-74. 2.3 Human Resource Management Outcomes HRM is concerned with both organizational performance and employee wellbeing which means that any evaluation of HRs contribution must incorporate both organizations and employees perspectives. The contribution of HRM to the organizational performance included aligning HR strategies with organizational strategies, managing the corporate culture to win employee commitment and being efficient in managing HR activities. On the other hand, the contribution to individual wellbeing relate to employee attitudes and behavior. High-performance HRM benefits the organization because the way employees respond to HRM initiatives is linked to their job performance and ultimately to organizational performance (Guest, 2002). Therefore, when evaluate HRM performance, following outcomes should be considered: Adaptability: that means HRM strategies and policies foster organizational and employee flexibility. The whole organization and employee ready for change and accept change. After that, innovation and creativity encouraged, knowledge is recognized as a critical asset and the organization utilize people with different background and value systems. Commitment: this concern with HRM policies enhance employee identification with and attachment to their job and the organization. High level of commitment can result in more loyalty, increase teamwork and reduced labour turnover, along with a greater sense of employee self-worth, dignity, psychological involvement and feeling of being integral to the organization. Competence: Relates to the extent that HRM polices attract, retain, motivate and develop employees with the abilities, skills, knowledge and competencies to achieve the organizations strategic objectives. Congruence: concern with HRM polices generate or sustain congruence between management and employees, different employee groups, the organization and the community, employees and their families, and within the individual. In other words, HRM strategies and policies promote the achievement of employee goals, at the same time, satisfy the organizations strategies business objectives. Lack of congruence can be costly to the organization in terms of time, money and energy, resulting low levels of trust and lack of common purpose and stress or other psychological problems will happen (Beer, Spector, Lawrence, Mills and Walton, 1984) Cost-effectiveness: the HRM strategies and polices can reduce personnel-related costs, help correctly size the organization, eliminate unnecessary work, reduce compensation and benefit costs, reduce labour turnover and absenteeism, improve employee health and safety, improve employee productivity and avoid costs from litigation and negative public relations. Job satisfaction: HRM strategies and polices can produce employees have positive attitudes and feelings about their jobs. Common employee satisfaction components include pay, promotion opportunities, fringe benefits, supervision, colleagues, job conditions, the nature of the work, communication and job security (Spector, 2000). Rose (2002) suggested that employees frustrated and bored with repetitive and standardized work have low commitment. A satisfied employee tends to be absent less often, make positive contributions, stay with the organization and radiate positive feelings towards customers (McShane and Von Glinow, 2000). Justice: HR strategies, polices and practices are powerful communicators regarding managements trustworthiness, fairness and commitment to employees. If management is perceived favourably, employees reciprocate with increased commitment to the organization (Whitener, 2001). Motivation: HRM strategies and policies stimulate employees to achieve a designated goal. Highly motivated employees work hard, come to work early and contribute more to the organizations strategic objectives. Performance: HRM contribute to employee job performance and productivity and the organizations overall profitability, growth and success. Trust: HRM promote trust between employees, management and the organization. Under trust, employees are willing to share information, genuinely cooperate with one another and not take advantage of other. Stone, R (2005) Human Resource Mangement, 5th ed, John Wiley Sons, Australia. Beer, M, Spector, B, Lawrence, P. R, Mills, D.Q, and Walton, R. E, (1984), Managing Human Assets, The Free Press, New York, p.19. Rose, E, The labour process and union commitment within a banking services call center, Journal of Industrial Relations, vol.44, no.1, 2002, p.40. McShane, S. L. and Von Glinow, M. A, (2000), Organization Behavior, McGraw-Hill, Boston. Whitener, E. M., Do high commitment human resource practices affect employee commitment A cross level analysis using hierarchical linear modeling, Journal of Management, vol. 27, no. 5, 2001, p.515. 2.3.1 Employee Job Satisfaction As mention before, one of the outcomes of HRM is job satisfaction. However, what causes employee satisfaction? The researchers Judge and Bono (2001) found that one of the primary causes is the perception of the job itself. And also job itself is the most important situational effect on job satisfaction. Other research also show that of all the major job satisfaction areas, satisfaction with the nature of the work itself which includes job challenge, autonomy, variety and scope are best predicts overall job satisfaction (Fried and Ferris, 1987; Parisi and Weiner, 1999; Weiner, 2000). Some general statements about the facets that seem to contribute the most to feelings of job satisfaction for most North American workers include mentally challenging work, high pay, promotions and friendly or helpful colleagues (Locke, 1976). For more detail, Spector (1997) concluded that the causes of job satisfaction can be classified into two major categories. First, the job environment itself and fac tors associated with the job are important influences on job satisfaction. This includes how people are treated, the nature of job tasks, relations with other people in the workplace, and rewards. Second, there are individual factors that the person brings to the job. This includes both personality and prior experiences. Both categories work together to influence employee job satisfaction. In this study, we mainly focus on the environment antecedents of job satisfaction. Following factors are the environmental causes of job satisfaction: Job Characteristics and Job Characteristics Theory Many studies have advocated job design as a means of enhancing job satisfaction by making jobs more interesting (Herzberg, 1968; Herzberg, Mausner and Snyderman, 1959). The job characteristic theory is that people can be motived by the intrinsic satisfaction they find in doing tasks. When they find their work to be enjoyable and meaningful, people will like their jobs and will be motivated to perform their jobs well (Hackman and Oldhams, 1976). The characteristics model see figure 2-2. Figure 2-2 Hackman and Oldhams (1976) Job Characteristics Model Core Characteristics Critical Outcomes Psychological States Skill Variety Task Identity Task Significance Experienced Meaningfulness Autonomy Experienced Responsibility Feedback Knowledge of Results Work Motivation Job Performance Job Satisfaction Attendance Growth Need Strength Source: Hackman and Oldhams, 1976 Organizational Constrains Conditions of the job environment that interfere with employee job performance are called organizational constraints. The constraints come from many aspects of the job, including other people and the physical work environment. As the study of Peters and OConnor (1980), organizational constraints have been shown to relate to job satisfaction. Significant relations have been found between various measures of constraints and job satisfaction (Jex and Gudanowski, 1992; Keenan and Newton, 1984; OConor et al., 1984; Spector et al., 1988). OConnor, Peters, Rudolf and Pooyan (1982) reported correlations of organizational constraints with five job satisfaction facets which are coworker, pay, promotion, supervision and work itself. Work-Family Conflict Work-family conflict has been found to correlate significant with job satisfaction. Employees who experience high levels of conflict tend to report low levels of job satisfaction (Bedeian, Burke and Moffett, 1988; Holahan and Gilbert, 1979; Lewis and Cooper, 1987; Rice, Frone and McFarlin, 1992). Organizations can adopt policies that either help people cope with or reduce work-family conflict. Thomas and Ganster (1995) studied the impact of organization policies and supervisor behavior on employee experience of work-family conflict and job satisfaction. Their research provides evidence that organizational policies such as child care and flexible work schedules can reduce work-family conflict and enhance job satisfaction. Behavior by supervisors that supports employees with family responsibilities was also found to have positive effects. Pay The correlation between level of pay and job satisfaction tends to be surprisingly small. Spector (1985) found a mean correlation between level of pay and job satisfaction. However, although pay level is not an important issue, pay fairness can be very important. Rice, Phillips and McFarlin (1990) reported a moderately large correlation between pay level and job satisfaction in a sample of mental health professionals who all had the same job. Workload Workload has been found correlated with job dissatisfaction as well as other job strains (Jex and Beehr, 1991). Jamal (1990) found significant negative correlations of workload with job satisfaction, and Karasek, Gardell and Lindell (1987) found that workload was negatively associated with job satisfaction. Control Control has been found to correlate significantly with all three categories of job strains (Jex and Beehr, 1991). Spector (1986) showed the mean correlations across studies of relations between control and job satisfaction. Spector, P.E. (2000) Industrial and Organizational Psychology, 2nd ed, John Wiley Sons, New York, p.19. Poulin, J. E., and Walter, C. A. (1992) Retention Plans and Job Satisfaction of Gerontological Social Workers, Journal of Gerontological Social Work, 19, pp. 99-114. Porter, L. W. (1962), Job attitudes in management: I. Perceived deficiencies in need fulfillment as a function of job level. Journal of Applied Psychology, 46, 375-384. Wolf, M. G. (1970), Need gratification theory: A theoretical reformulation of job satisfaction/dissatisfaction and job motivation. Journal of Applied Psychology, 54, 87-94. 2.3.2 The Consequences of Job Satisfaction and Dissatisfaction There are many positive or negative outcomes that relate to job satisfaction or dissatisfaction. These include not only work variables such as job performance and turnover but also non-work variables such as health and life satisfaction. Job Performance In fact, a large body of research shows that the relationship between satisfaction and performance is positive but usually very low and often inconsistent (Iaffaldano and Muchinsky, 1985). Why is this correlation between job attitudes and job behavior so low? Intuition suggests that we might work harder to pay back the organization for a satisfying job. However, intuition also suggests that we might be so busy enjoying our satisfying job that we have little time to be productive. For example, satisfying coworkers and a pleasant superior might lead us to devote more time to social interactions than to work. These contradictory intuitions provoke suspicion that the satisfaction causes performance might be incorrect. Iaffaldano, M.T. and Muchinsky, P.M. (1985), Jo satisfaction and job performance: A meta-analysis. Psychological Bulletin, 97, 251-273. Organizational Citizenship Behavior Organizational citizenship behavior (OCB) is behavior by an employee intended to help coworkers or the organization that contributes to organizational effectiveness (Organ, 1988; Schnake, 1991). Schnake (1991) hypothesized that OCB is caused by good treatment from the supervisor and by job satisfaction. In fact, job satisfaction and OCB have been found to intercorrelate (Becker and Billings, 1993; Farh, Podsakoff and Organ, 1990) Withdrawal Behavior Many theories hypothesize that people who dislike their jobs will avoid them, either permanently by quitting or temporarily by being absent or coming in late. Absence is a phenomenon that can reduce organizational effectiveness and efficiency by increasing labour costs. On many jobs, floaters or substitutes are required for each absent employee. The employee might continue to get paid, resulting in increased costs to pay substitutes. Where absence rates among employees is high, the costs can be quite high. Not surprisingly, organizations are concerned about absence. Theories of absence hypothesize that job satisfaction plays a critical role in an employees decision to be absent (Steers and Rhodes, 1987). People who dislike their jobs should be expected to avoid coming to work. On the other hand, most theories of turnover view turnover as the result of employee job dissatisfaction (Bluedorn, 1982; Mobley, Griffeth, Hand and Meglino, 1979). People who dislike their jobs will try to fin d alternative employment. Studies have been consistently in showing a correlation between job satisfaction and turnover (Crampton and Wagner, 1994; Hulin, Roznowski and Hachiya, 1985). Furthermore, it seems certain that this correlation is causal job dissatisfaction leads to turnover. Models of turnover place job satisfaction in the center of a complex process that involves factors both inside and outside of the employing organization. Figure 2-2 is a simplified model that shows how this process might work. Characteristics of the individual combine with characteristics of the job environment in determining level of job satisfaction. If the job satisfaction level is sufficiently low, the person will develop a behavioral intention to quit the job. That intention may lead to job search activities, which if successful will lead to turnover. Alternate employment opportunities are important because a person is not likely to quit without another job offer. Figure 2-2 Model of Employee Turnover as a Function of Job Satisfaction and Unemployment Rate Organization Factors Person Factors Job Satisfaction Intent to quit Search Behavior Turnover Availability of Alternatives Source: Spector, 1997 Burnout Burnout is a distressed emotional/psychological state experienced on the job. Where job satisfaction is an attitudinal response, burnout is more of an emotional response to the job. Burnout theory proposes that a person who is in a state of burnout experiences symptoms of emotional exhaustion and low work motivation, not unlike depression. Burnout correlates significantly with job satisfaction in that dissatisfied employees are likely to report high levels of burnout (Bacharach, Bamberger and Conley, 1991; Shirom, 1989). Physical Health and Psychological Well-Being Concerns have been raised that both physical and psychological health might be influenced by job attitudes. Individuals who dislike their jobs could experience adverse health outcomes. These outcomes include both physical symptoms and psychological problems (Spector, 1997). It has also been suggested that job dissatisfaction results in a shortened lifespan (Palmore, 1969). Many studies have been shown a link between health and job satisfaction. For example, researchers have reported significant correlations between job satisfaction and physical or psychosomatic symptoms, such as headache and upset stomach (Begley and Czajka, 1993; Fox, Dwyer and Ganster, 1993; Lee, Ashford and Bobko, 1990; O Driscoll and Beehr, 1994). Job dissatisfaction has also been found to be associated with emotional stated of anxiety (Jex and Gudanowski, 1992; Spector et al., 1988) and depression (Bluen, Barling and Burns, 1990; Schauboeck et al., 1992). Counterproductive Behavior Counterproductive behavior includes aggression against coworkers, aggression against the employer, sabotage and left (Spector, 1997). These behaviors have many causes, but often, they are associated with dissatisfaction and frustration at work. Chen and Spector (1992) found that job satisfaction correlated significantly with employee reports of engaging in aggression against others, hostility toward others, sabotage, and theft at work. Keenan and Newton (1984) found a relation between experiencing feelings of hostility at work and job satisfaction as well. Dissatisfied employees are more likely than their satisfied counterparts to engage in all of these behaviors. Life Satisfaction The research suggests that feelings in one area of life affect feelings in other areas. A person who is satisfied on the job is likely to be satisfied with life in general (Weaver, 1987). Studies consistently find that job satisfaction and life satisfaction are moderately and positively correlated (Judge and Watanabe, 1993; Lance, Lautenschlager, Sloan and Varca, 1989; Schaubroeck et al., 1992; Weaver, 1987). 2.4 Employee Satisfaction and Organizational Performance Organizational performance is a multidimensional concept. As illustrated by the list of thirty criterion measures identified by Cambell (1997). Performance is measured in terms of output (inappropriately referred to as productivity in the table) and outcome, profit, internal process and procedures, organizational structures, employee attitudes, organizational responsiveness to the environment and so on. More recently, one approach to measure organizational performance has become popular. This approach attempts to capture some of the contradictory nature of organizational performance is termed the balanced scorecard (Kaplan and Norton, 1992, 1993, 1996). This aims to measure performance in terms of four sets of indicators, each taking a different perspective (Kaplan and Norton 1996:76): Financial: to succeed financially, how should we appear to our shareholders? Customer: to achieve our vision, how should we appear to our customers? Internal business process: to satisfy our shareholders and customers, what business processes must we excel at? Learning and growth: to achieve our vision, how will we sustain our ability to change and improve? Therefore, about the relationship between employee satisfaction and organizational performance, the service-profit chain concept supported that there are direct relationships between profitability, customer loyalty, and employee satisfaction, loyalty, and productivity (Heskett et al. 1994). Moreover, a study conducted by a national retailer found that a happy employee will stick with the company, give better service to the customer and recommend company products to others (Wall Street Journal July 22, 1998). Other study of the 100 Best Companies to Work For finds that the companies with the most satisfied employees had an above-average annual return to shareholders (Fortune December 1, 1998). A Gallup study finds positive correlation between employee satisfaction and financial performance (Economist August 8, 1998). What is more, there are many studies about different industries also approved that the employee satisfaction correlated with organizational performance. Such as Kaplan an d Norton (1996) has found significant correlation between employee morale and customer satisfaction in an oil company. A survey of hospital employees finds significant correlations between nursing-staff satisfaction scores and patient loyalty (Atkins, Marshall and Javalgi 1996). Another correlational study using data collected for 298 public schools finds support for the link between satisfaction levels of teachers and school performance (Ostroff 1992). Thus, according to the previous literature, employs satisfaction is correlated to customer loyalty, financial performance, which in turn, affects the organizational performance.

To Kill A Mockingbird Character Analysis :: essays research papers

TKAM   Ã‚  Ã‚  Ã‚  Ã‚  There are many people in To Kill a Mockingbird that have significant influences of Scout and Jem’s actions. The two that stood out boldly to me, however, were Atticus and Calpurnia. Atticus, being the children’s father, tought his kids many moral lessons. Calpurnia acted as a mother to Jem and Scout. Throughout every chapter these two charactors were making connections that only parents can do. They both inflicted fundamental influence on the children. Atticus and Calpurnia were both essential charactors in supporting Jem and Scouts actions because they represented parental values needed for success in life; as does my father, who teaches me things no one else can.   Ã‚  Ã‚  Ã‚  Ã‚  Atticus was definitely a major role model for both his children because he was a well-mannered father. From the beginning of the novel until the end, his kids were trying to make him proud of them. â€Å"I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand† (Pg. 116) is just one of the non-violent, influential lessons he told his children. One of the many ideas he tries to make clear to Scout throughout the novel is to not judge people, which is the primary conflict in the story. â€Å"You never really understand a person until you consider things from his point of view...Until you climb into his skin and walk around in it† (Pg. 34) is yet another example. Atticus is the key authority in the lives of his two children. He clearly recognizes their problems, gives them the advice they need, and lets his children handle their problems. He is distinctly there for them everytime they need him. A tticus is an unparelelled charactor in making major impacts upon Scout and Jem.   Ã‚  Ã‚  Ã‚  Ã‚  Calpurnia, although not as influential as Atticus, was more of an influence at the beginning of the novel. She loved Scout and Jem like her own children. Cal disciplined them like a mother, and loved them like a mother as well. By taking them to her church and telling Scout she could come to her house, she evidently crossed a barrier from â€Å"housemaid† to a friend or a guardian. â€Å"Folks don’t like to have somebody around knowin’ more than they do. It aggrevates ‘em† (Pg. 128) something she tells Scout about why she talks different around black friends than how she normally speaks. This is one of the many lessons Scout learned in the book.

Nuclear Energy: Energy of the Future or Environmental Disaster? :: Physics, Atom, Radioactivity, Uranium

An atom slams into another, sending a wave of energy outward when it splits. The extremely hot heat wave collides with water, instantaneously turning it to steam. This steam shots up to turn a massive wheel- and electricity is made. This may sound like some cheesy sci-fi movie, but, in fact, is a real process used to make energy around the world. Nuclear power. But many critics and concerned citizens alike argue that it’s not worth it. The controversy around nuclear power only grows each year as the need for clean power increases- but is nuclear power the ‘silver bullet’ to the energy crisis or a risky gamble that we can’t afford to make? Pros The first question many ask is why, why use radioactive uranium instead of simple coal or oil? Think of it this way- Nuclear reactors make thirty-five tons of waste each year. Seems like a lot, right? But, coal plants make over 15 tons of waste†¦per minute. That’s over seven billion tons per year! ( Enc. America 2) Also, reactors release absolutely no emissions – gasses – into the air. That means they don’t contribute to global warming at all. (NEI 2) Not only are nuclear reactors environmentally friendly, they are also economical, too. The building of a reactor is a big project, so it ads many jobs to the US. By using reactors, we lower our foreign fuel dependence by over 2.1 billion barrels since 1979- that’s billions of dollars that stays in the wallet of the United States. (NEI 2) Many people who fear nuclear power imagine a nuclear meltdown to be like an atomic bomb – Mass destruction, mushroom clouds, the lot. But really, the truth is, no matter what, that can’t happen. There just simply isn’t enough uranium to explode. (NEI-2, 1) At a nuclear power plant, all disaster scenarios are considered and multiple safety systems are implemented against them. For example, plants have a wide variety of sensors and monitors measuring everything from temperature, water pressure, water level, and many other things. If any of these sense something wrong, the plant will immediately and automatically shut its self down. (NEI-2, 2) Not only that, but there are many physical barriers as well; ceramic pellets that hold the fuel and the waste; fuel rods made of a sturdy zirconium alloy; a large steel, sealed container with eight-inch wall; and last but not least, the massive concrete structure that is the plant itself.