What’s Make an Effective Hrm

Course Study Guide Part 1: Course Info 2012–13 International HRM INDU1130 Contents 1. Welcome3 2. Introduction to the Course4 2. 1Introduction and Rationale4 2. 2Aims4 2. 3Learning Outcomes4 2. 4Learning and Teaching Activities4 3. Contact Details5 4. Course Content6 5. Assessment Details8 5. 1Summary of assessment8 5. 2Assignment one – Group presentation and individual report8 5. 3Assignment two – Essay11 5. 4Final Examination13 5. 5Resit Assessment13 6. Reading13 6. 1Core Textbooks13 6. 2Supplementary Reading14 6. 3Other Sources15 7. Other Details15 8. Feedback sheets15 . Past Exam Papers18 1. Welcome Dear student, Welcome to the final-year course International Human Resource Management. We hope that you will enjoy the course. This course, which is an option for students on the BABM and other programmes, assumes no detailed prior knowledge of the field of human resources management. This course handbook explains how the course is organised and what the assessme nts are. It also lists the lecture and tutorial topics. Tutorials accompany the weekly lectures, and are designed to deepen your understanding of the topic using real-life examples.We expect you to attend all lectures and tutorials, and to do all the prescribed reading (detailed in section six) – generally, you have to read one chapter per week from the course textbook. This course deals with the question how organisations (private-sector companies as well as public sector organisations) manage people, in particular how they motivate employees to achieve the high standards of performance required in today's competitive markets. The course also deals with the wider social, economic, political and historic context within which organisations operate.The course is split into two parts: The first term introduces you to Human Resource Management (HRM), while the second term introduces Employment Relations (ER), sometimes also called Industrial Relations (IR). Both fields are closel y related, but focus at different aspects of the employment relationship (the relationship between employer and employees). HRM focuses mainly at the company level, while ER also investigates the national (and international) levels; and while HRM focuses more on individual employees, ER concentrates more on groups of employees and their representatives, trade unions.Human resource management is both an academic theory and a business practice. It is based on the notion that employees are humans, and thus should not be treated as a basic â€Å"business resource† (despite the name â€Å"human resource management†). HRM focuses on the human aspect of a company and its strategic importance. HRM is, supposedly, very different from traditional â€Å"personnel management†, which is a purely administrative function. HRM is much more than the pure administration of personnel and their contracts (e. g. wages, payment systems, and working hours).HRM deals with topics such a s employee involvement (i. e. giving employees a say at work) and motivation. Employment relations or industrial relations focuses on the wider relations between management and workers, particularly groups of workers represented by trade unions, and the structure of labour markets. Industrial relations can take place on many levels, such as the â€Å"shop-floor† (i. e. at the level of the factory or office), the regional level, or the national level. Governments set the framework for industrial relations through legislation and regulations.The climate and institutions of industrial relations vary considerably between countries, being more â€Å"cooperative† in some (e. g. Germany and Japan) and more â€Å"adversarial† in others (e. g. the US, the UK and France). Again, We hope that you will enjoy the course and find it useful! Good luck! Niels-E. Wergin-Cheek (course leader)and the course team| | 2. Introduction to the Course 2. 1Introduction and Rationale Human resources are being recognised increasingly as vital to achieve competitive advantage, and managing human resources is thus a vital activity.The course introduces relevant concepts and theories in the field of HRM, and will provide students with the knowledge, understanding and key skills required to undertake human resource management at a professional level. This course is aimed at those students on generalist business and management programmes (in particular BABA and BABM students) in the Business School who have not previously studied any specialist HR courses. The course focuses, as much as possible, on comparative and international aspects of HRM. 2. 2AimsThis course aims to outline the background and the main theoretical frameworks for the study of HRM; explain the historical context in which HRM is located; and introduce the broad functional areas of HRM, its organisational responsibilities, and how they interact. Rather than focusing solely on the situation in the UK, read ings, examples, and case studies from a variety of countries will be used, highlighting international diversity, allowing students to compare the role, activities, and institutional frameworks of HRM in different national contexts. 2. 3Learning OutcomesKnowledge and understanding of: * reasons why human resource management is a vital part of organisational success, * main theoretical frameworks used in HRM, * broad activities of HRM such as resourcing, reward, performance management, training and development and employee relations, * policies and practices in these key areas of HRM that are available to HR managers, * best practice in these areas and the business reasons for them, in particular the role of employee involvement and participation in motivating and empowering employees, * the ways in which these areas are interconnected, the external and internal factors which potentially have an impact on these four areas, * the strategic integration of the main HR functions into corp orate strategy, * international and comparative aspects of HRM (†¦) 2. 4Learning and Teaching Activities The course supports the student in an independent learning process in which teaching is interspersed with reading and information gathering. Students are encouraged to relate key theories within the subject field to practice at workplace level. Lectures introduce and familiarise the students with the main issues surrounding the course.Tutorials contain a combination of tutor-led and student-centred activities. The latter will be used to enable independent learning with students collaborating in groups. Activities include the discussion of videos, case studies and other readings, as well as group discussions, role plays and presentations by students. 3. Contact Details Name | Room| E-mail | Phone | Office Hours| Le Quyen Thuy Trang| | [email  protected] com| +84-903 148 548| | 4. Course Content Abreviations: ch: chapter, wk: week; chapter numbers refer to core textbooks (se e below) Lecturers: Bui Quoc Liem, Le Quyen Thuy Trang | Date| | Topic| | Reading| Block 1| | PART I: The HRM arena and context| | | 1| | Lecture| The nature of human resource management (NW)| | Bratton,| | | Tutorial| Introduction to the course | | ch. 1| 2| | Lecture| The Context of Human resource management (PG)| | Bratton,| | | Tutorial| Oil Tool Inc case study| | ch. 4| 3| | Lecture| Strategic human resource management (PG)| | Bratton,| | | Tutorial| Air National case study| | ch. 2| 4| | Lecture| International human resource management (PG)| | Bratton,| | | Tutorial| FAEKI case study| | ch. | 5| | Lecture| Restructuring Work and Organisations (PG)| | Bratton,| | | Tutorial| Wolds Insurance case study| | ch. 5| 6| | Lecture| Flexibility (PG)| | Bratton,| | | Tutorial| ‘Flexibility at Burton Group and Ferodo’ exercise| | ch. 5| | PART II: HRM functions and practices| | | 7| | Lecture| Resourcing I: HR Planning (PG)| | Bratton,| | | Tutorial| Presentation 1: Human Re source PlanningCDX Bank case study| | ch. 6| 8| | Lecture| Resourcing II: Recruitment and Selection (PG)| | Bratton,| | | Tutorial| Short listing exercise| | ch. | 9| | Lecture| Resourcing III: Performance Management, Appraisal (PG)| | Bratton,| | | Tutorial| Presentation 2: Performance Management, AppraisalInsight Communications case study| | ch. 8| 10| | Lecture| HRD / Training and Development (PG)| | Bratton,| | | Tutorial| Presentation 3: HRD / Training and DevelopmentAppoint in Hase, Repent at Leisure case study| | ch. 9| 11| | no class| Reading week| | | 12| | Lecture| Employee Reward (PG)| | Bratton,| | | Tutorial| Presentation 4: Employee RewardCity Bank case study | | ch. 0| 13| | Lecture| Evaluating HRM (PG)| | Bratton,| | | Tutorial| Report surgery session| | chs. 14+15| Block 2| | PART III: PERFORMANCE MANAGEMENT – STRATEGIC AND GENERAL CONSIDERATIONS| | | 14| | Lecture| Chapter 1: Performance Management and Reward Systems in Context  Ã‚  | | Aguinis| | | Tutori al| Case Study: Good practice in performance management | | ch. 1| 15| | Lecture| Chapter 2: Performance Management Process  Ã‚  | | Aguinis| | | Tutorial| Case Studies:Disrupted links in the performance management process at Omega Inc.Performance Mangement at the University of Ghana| | ch. 2| 16| | Lecture| Chapter 3: Performance Management and Strategic Planning  | | Aguinis ch. 3| | | Tutorial| Case Study: Creating a Strategy and Linking It to Performance at The Gap, Inc| | | PART IV: PERFORMANCE MANAGEMENT – SYSTEM IMPLEMENTATION| 17| | Lecture| Chapter 4: Defining Performance and Choosing a Measurement Approach  Ã‚  Ã‚  | | Aguinis| | | Tutorial| Case Study: Identifying Task and Contextual PerformanceChoosing an Appropriate Performance Measurement ApproachSt. Jessica’s Urban Medical Center Emergency Room| | ch. | 18| | Lecture| Chapter 5: Measuring Results and Behaviors  Ã‚  | | Aguinis| | | Tutorial| Case Study: Accountabilities, Objectives and StandardsT he College of Business at VIP University| | ch. 5| 19| | Lecture| Chapter 6: Gathering Performance Information  | | Aguinis ch. 6| | | Tutorial| Evaluating an Appraisal Form used in higher education| | | 20| | Lecture| Chapter 7: Implementing a Performance Management System  Ã‚  Ã‚  | | Aguinis| | | Tutorial| Implementing a Performance Management Communication Plan at Accounting, Inc. Training the Raters at Big Quality Care| | ch. 7| PART V: EMPLOYEE DEVELOPMENT| 1| | Lecture| Chapter 8: Performance Management and Employee Development  Ã‚  Ã‚   Chapter 9: Performance Management Skills  Ã‚  Ã‚   | | Aguinis| | | Tutorial| Development Plan Form at Old Dominion UniversityEvaluation of a 360-Degree Feedback System DemoPersonal Developmental Plan at BrainstormWas Robert Eaton a Good Coach? | | chs. 8+9| PART VI: REWARD SYSTEMS, LEGAL ISSUES AND TEAM PERFORMANCE MANAGEMENT| 22| | Lecture| Chapter 10: Reward Systems and Legal Issues  Ã‚  Ã‚   Chapter 11: Managing Team Performance   Ã‚  Ã‚  | | Aguinis| | | Tutorial| Case Study: Stryker & Boeing Reward PlansCase Study: Rewards System at H.H. Haley Company| | ch. 10+11| 23| | Lecture| Revision Lecture | | Re-read| | | Tutorial| Exam preparation| | | 24| | no lecture| -/-| | Re-read| | | Tutorial| Exam surgery session| | | | | 5. Assessment Details Your mark for this course is made up from three components: two pieces of coursework (an essay and a portfolio), and the final exam. These components are weighted differently (i. e. some count more than others): the exam accounts for half of your final mark, the essay for one fifth, the portfolio for three tenth.Marks range from zero to 100 per cent (zero being the worst). In order to pass the two pieces of coursework and the exam, you need to achieve at least 40 per cent. If you fail any of these, you might be able to retake the failed piece of assessment once. The assessment will be different from, but similar to the original one. You must follow the instructions given for each assessment, otherwise you might fail. It is important that you hand in both pieces of coursework on time. Late submissions will be marked zero (unless you are granted â€Å"extenuating circumstances†, e. . for being ill; cf. section 7. 2). In order to pass the course, the weighted average of your four pieces of assessment needs to be at least 40 per cent. If you fail the course, you might have to re-take it in the following academic year. 5. 1Summary of assessment Assessment Title| Weight towards final grade| Pass Mark| Due Date| Group presentation and individual report (HRM part 1)| 15%| 40%| 28 December 2012| Essay (HRM part 2)| 35%| 40%| 03 April 2013| Final examination| 50%| 40%| May 2013| Total| 100%| 40%| | 5. Assignment one – Group presentation and individual report Task:This assignment consists of two parts, a group presentation and an individual report. Both elements are compulsory, but only the second part will be marked. If you do not complet e both parts of the assignment, you will automatically be marked zero. Part one:Prepare a 15-minute group presentation investigating one of the following topics, using a case study: 1. Human Resource Planning 2. Performance Management and Appraisal 3. Human Resource Development / Training and Development . Employee Reward Your presentation should be based on a case study, i. e. it should investigate: * how one organisation (either a private company or a public-sector organisation) deals with these issues, * what actual or potential problems the organisation is facing in doing this, * what the causes for these problems are, * what alternative solutions to solving these issues there are, and how these could be implemented. For detailed guidance, please see the instructions on analysing case studies below.NB: The presentation itself is not marked. However, if you do not participate in preparing and delivering the presentation, you will not be allowed to submit the second part of this a ssignment (see below), which is marked. Part two:Prepare an individual report on the topic of your presentation. Your report should be based on extensive individual research on your topic, and should be referenced throughout. Your report should not merely summarise the case study, it should cover your topic (e. g. Human Resource Planning) in general.You should then use the case study to illustrate the topic, following the instructions on analysing case studies below, and relate this to the four questions above. It is important that your report develops an argument rather than just summarising points from the textbook or the case study. This is an individual piece of work (that is, you are not to write it collectively with fellow students); and that you should develop your points from the presentation further, rather than just repeating it in written form. You have to attach the slides you used during your presentation, otherwise your assignment will be marked zero.Sources to be used : HRM and Employment Relations textbooks * Employee relations and HRM textbooks * Academic journals (e. g. Industrial Relations Journal; Employee Relations) * HR Practitioner journals (e. g. Personnel Today, People Management) * Newspaper articles (e. g. Financial Times, Independent, Guardian, not tabloids like, for example, the Sun) * CIPD website (www. cipd. co. uk) Word Limit:1,500 words Due Date: 28 December 2012 Weighting:This assessment is worth 15% of the overall mark for the course. Format: Word-processed, eleven point font, 1. 5 spacing, wide margins (2. cm top, left and bottom; 5cm right); attach a header sheet (cf. section 8. 2). If you do not follow these formatting instructions, you will be marked down ten percentage points as a penalty. FeedbackYou will receive written feedback. It is important that you read it as it will help you with your next assignment. Nota Bene: The individual report must be your own work, and not copied by or from another student or from books e tc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you must reference your sources, using the Harvard style.Make sure that you know how to reference properly, and that understand the guidelines on plagiarism! If you do not, you might fail! 5. 3Assignment two – Essay Choose one of the following two questions. You must follow the instructions given below! Question 1: What makes an effective Human Resource manager? What skills, competencies and knowledge does he or she require to become a successful manager in the organisation of today? Use at least one actual case example to illustrate your answer. Suggested Structure: Part of essay| What should be included|Introduction| Define what is meant by an HR manager. Outline the skills, competencies and knowledge required, using textbooks and journals. Give an overview of the essay’s main sections as well as your argument. | Main body| Discuss at least one case example of good practice , relating them to the skills, competencies and knowledge identified in the introduction, using the sources described below. Divide the main body into subsections, using your own subheadings. | Conclusion| Summarise your answer to the question and the main arguments you have used to arrive at that answer. References | In-text references and list of references (at the end of the essay) in Harvard style. | Sources to be used: * HRM textbooks (658. 3 in library catalogue) * Academic journals (e. g. Human Resource Management Journal) * HR practitioner journals (e. g. Personnel Today, People Management) * CIPD website (www. cipd. co. uk) * Corporate websites Question 2: How would you describe â€Å"good practice† in performance management in today's work organizations? What processes, strategic planning, measurement approach, and skills would you recommend?Illustrate your answer with at least one real life case example. Instructions: Word Limit:2,000 words Due Date: 03 April, 2013 Weighting:This assessment is worth 35% of the overall mark for the course. Format: Word-processed, eleven point font, 1. 5 spacing, wide margins (2. 5 cm top, left and bottom; 5cm right); attach a header sheet (cf. section 8. 2). If you do not follow these formatting instructions, you will be marked down ten percentage points as a penalty. FeedbackYou will receive written feedback. It is important that you read it as it will help you with your exam.Nota Bene: The essay must be your own work, and not copied by or from another student or from books etc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you must reference your sources, using the Harvard style. Make sure that you know how to reference properly, and that understand the guidelines on plagiarism! If you do not, you might fail! 5. 4Final Examination The exam lasts for two hours (plus reading time). It is a â€Å"closed book†, which means that you are not allowed to bring any books or notes into the exam (dictionaries are not allowed either).The exam accounts for 50 per cent of your overall mark for the course. The exam has two sections with four questions each. You will have to answer two (out of the four) questions from each section. Each question carries equal weighting. You will have revision lectures to prepare you for this that you must attend. Please refer to your Study Skills booklet for tips on revision and examination technique. Past exam papers for most courses are available in the library and on the University of Greenwich Business School website at http://gibs. gre. ac. uk/admin/pep. sf. Past exam papers for this course are available in section ten of this handbook. 5. 5Resit Assessment Your coursework and exam results will be reviewed by a Subject Assessment Panel (which looks at the course) and a Progression and Award Board (which reviews your progress). The discussions in these two committees will determine whether you have failed any cou rsework or exams, and whether you will be offered the chance to do resits. Please note that there is no automatic right to do resits; whether these are offered depends on your overall progress.Resits will usually involve a new coursework topic or exam. Where you have been deemed to have failed a piece of group work, or a presentation or a test, any resit of these will normally involve a similar piece of individual coursework. If you have been notified that you have to complete coursework resits, check on your course’s WebCT/Blackboard site where the details of the assessment task, submission dates and methods will be explained. If you have been notified that you have to complete exam resits, check the University’s exam timetable on the Student Portal. 6. Reading 6. Core Textbooks Block 1: Bratton, John and Gold, Jeff (2007): Human Resource Management – Theory and Practice (4th ed. ). Basingstoke: Palgrave Macmillan. ?37. 99, ISBN: 978-0230001749. Block 2: Herman Aguinis, (2013): Performance Management (3rd ed. ). Pearson. ISBN: 978-0132974356 We expect you to buy both of these books. They are essential to prepare you for, and help you with, lectures, tutorials, assignments and exam. The books are available in the university bookshop, which is located in the Mews building on campus (the first building on the left when entering the campus hrough the West Gate, opposite the library). NB: We have negotiated a special deal with the publisher: If you buy both books together at the University Bookshop, you will receive a discount of about 30% (? 20). 6. 2Supplementary Reading Bach, S. and Sisson, K. (2005): HRM and Personnel Management (4th ed). Oxford: Blackwell. Bamber, G. , Lansbury, R. and Wailes, N. (ed) (2004): International and Comparative Employment Relations: Globalisation and the developed market economies (4th ed). London: Sage. Baron, J. and Kreps, D. (1999), Strategic Human Resources: Frameworks for General Managers.New York: Wiley. Beardwell, I. , Holden, L. and Claydon, T. (2004): Human Resource Management: A Contemporary Approach (4th ed). London: FT Prentice Hall. Blyton, P. and Turnbull, P. (2004): The Dynamics of Employee Relations (3rd ed). Basingstoke : Palgrave Macmillan. Bratton, J. and Gold, J. (2003) Human Resource Management: Theory and Practice (3rd ed). Basingstoke: Palgrave Macmillan. Edwards, P. (2003): Industrial Relations – Theory and Practice. Oxford: Blackwell. Ferner, A. and Hyman, R. (ed) (2000): Changing Industrial Relations in Europe (2nd ed). Oxford: Blackwell. Foot, M. and Hook, C. 2005): Introducing Human Resource Management (4th ed). London: FT Prentice Hall. Gennard, J. and Judge, G. (2005): Employee Relations (4th ed). London: CIPD. Hollinshead, G. and Leat, M. (1995): Human Resource Management: an international and comparative perspective on the employment relationship. London: Pitman. Hollinshead, G. ; Nicholls, P. and Tailby, S. (2003): Employee Relations (2nd ed). Londo n: FT Prentice Hall. Huczynski, A. and Buchanan, D. (2003): Organizational Behaviour: an introductory text (5th ed). Harlow: Pearson. Hyman, R. (1975): Industrial Relations: A Marxist introduction.London: Macmillan. Hyman, R. (1989): The Political Economy of Industrial Relations. London: Macmillan Press. Hyman, R. and Ferner, A. (ed) (1994): New Frontiers in European Industrial Relations. Oxford: Blackwell. Kessler, S. and Bayliss, F. (1998): Contemporary British Industrial Relations (3rd ed). London: Palgrave Macmillan. Legge, K. (2005) Human Resource Management: rhetorics and realities (anniv. ed). Basingstoke: Palgrave Macmillan. London: FT Prentice Hall. Maund, L. (2001): An Introduction to Human Resource Management. London: Palgrave. Noon, M. and Blyton, P. (2002): The Realities of Work (2nd ed).Basingstoke: Palgrave. Redman, T. and Wilkinson, A. (2006): Contemporary Human Resource Management: Text and Cases (2nd ed). London: FT Prentice Hall. Salamon, M. (2000): Industrial Rel ations: Theory and Practice (4th ed). London: FT Prentice Hall. Torrington, D. ; Hall. L. and Taylor, S. (2005): Human Resource Management. London: FT Prentice Hall. Watson, T. (2002): Organising and Managing Work. Harlow: Pearson Education. Other books on Human Resource Management, Personnel Management or Industrial/Employee Relations in the library will also be useful to follow up particular topics.These are found at shelfmark (the book’s ID number, which can be found on it’s spine) 658. 3, or you can search the library OPAC (on-line catalogue) with keywords. The catalogue can be accessed at the library, and via the internet at http://libcat2. gre. ac. uk/TalisPrism. 6. 3Other Sources In addition to reading the texts, you should also read and consult the following newspapers, journals and web sites that are all available in the library: Newspapers: * Financial Times * The Independent * The Guardian * The Independent * The Times Journals: * Human Resource Management J ournal Incomes Data Services (IDS) Studies and Reports * Industrial Relations Journal * IRS Employment Trends * People Management * Personnel Today * Personnel Review Web Sites: * Trades Union Congress: www. tuc. org. uk * Confederation of British Industry: www. cbi. org. uk * UK Government: www. direct. gov. uk * Department of Trade and Industry: www. dti. gov. uk * ACAS www. acas. org. uk * European Industrial Relations Observatory: www. eiro. eurofound. eu. int * Chartered Institute of Personnel and Development: www. cipd. co. uk * People Management journal: www. peoplemanagement. co. k * Incomes Data Services: www. incomesdata. cu. uk . See also the websites suggested in the set texts 7. Other Details Please refer to your programme handbook for any further information you might require including methods of submitting assignments, advice and administrative procedures. 8. Feedback sheets The following three pages show the feedback sheets that your tutors will use to mark your assi gnments. Have a look at them to see what is required! ASSIGNMENT FEEDBACK Course: INDU1130 – International HRMAssignment 1: Report Student:_________________________Marker: ? NW ? PG | A| B| C| D| E| | ) Content (20%)Content relevant to topicTopic covered well| | | | | | Content has little relevanceSuperficial treatment of topic| 2) Argument (20%)Logically developed argumentAccurate presentation of evidence| | | | | | No coherent argumentEvidence questionable / no evidence| 3) Structure (20%)Good introduction (appropriate length, defines concepts used, gives overview of essay)Good main section (appropriate length, divided well into subsections using subheadings)Good conclusion (appropriate length, summarises answer and arguments used)| | | | | | Introductions not good or missingMain section not structured wellConclusions not good or missing| 4) Format (20%)| | | | | | (overall mark for section 4; details below)| 4. 1Style Fluently writtenAcademic writing style| | | | | | Inele gantly writtenInformal writing style| 4. 2 PresentationWell set outCorrect overall length| | | | | | Untidy and difficult to readUnder / over length| 4. 3 ReferencingCorrect in-text referencing in Harvard styleCorrect list of references in Harvard style | | | | | | Incorrect or missing in-text referencing Incorrect or missing list of references | 4. Syntax Correct spelling and grammarGood sentence construction| | | | | | Incorrect spelling and grammarPoor sentence construction| 5) Sources (20%)Adequate number of sources usedSources of appropriate quality (academic sources)Good range of sources (articles, chapters etc. )| | | | | | Too few sources usedInappropriate sources (e. g internet sources)Poor range of sourses. | NB: each of the five sections (content, argument, structure, format, sources) carries roughly equal weight towards the final mark; but marks are not derived mechanically from above feedback. Key to Grades: A: Excellent, B: Good, C: Satisfactory, D: Some inadequacies, E: Poor| General comments:| | First markerGrade awarded:| | Second markerGrade awarded:| | Final grade:| | ASSIGNMENT FEEDBACK Course: INDU1130 – International HRMAssignment 2: Essay Student:_________________________Marker: ? NW ? PG | A| B| C| D| E| | ) Content (20%)Content relevant to topicTopic covered well| | | | | | Content has little relevanceSuperficial treatment of topic| 2) Argument (20%)Logically developed argumentAccurate presentation of evidence| | | | | | No coherent argumentEvidence questionable / no evidence| 3) Structure (20%)Good introduction (appropriate length, defines concepts used, gives overview of essay)Good main section (appropriate length, divided well into subsections using subheadings)Good conclusion (appropriate length, summarises answer and arguments used)| | | | | | Introductions not good or missingMain section not structured wellConclusions not good or missing| 4) Format (20%)| | | | | | (overall mark for section 4; details below)| 4. 1Style Flu ently writtenAcademic writing style| | | | | | Inelegantly writtenInformal writing style| 4. 5 PresentationWell set outCorrect overall length| | | | | | Untidy and difficult to readUnder / over length| 4. 6 ReferencingCorrect in-text referencing in Harvard styleCorrect list of references in Harvard style | | | | | | Incorrect or missing in-text referencing Incorrect or missing list of references | 4. Syntax Correct spelling and grammarGood sentence construction| | | | | | Incorrect spelling and grammarPoor sentence construction| 5) Sources (20%)Adequate number of sources usedSources of appropriate quality (academic sources)Good range of sources (articles, chapters etc. )| | | | | | Too few sources usedInappropriate sources (e. g internet sources)Poor range of sourses. | NB: each of the five sections (content, argument, structure, format, sources) carries roughly equal weight towards the final mark; but marks are not derived mechanically from above feedback. Key to Grades: A: Excelle nt, B: Good, C: Satisfactory, D: Some inadequacies, E: Poor| General comments:| | First markerGrade awarded:| | Second markerGrade awarded:| | Final grade:| | 9. Past Exam Papers EXAMINATION PAPER – 2003/04 SESSION INTRODUCTION TO MANAGING HUMAN RESOURCES – INDU1025UNIVERSITY OF GREENWICH BUSINESS SCHOOL – LEVEL 1 This is a TWO HOUR examination plus ten minutes reading time. It is a closed book examination INSTRUCTIONS TO CANDIDATES You MUST answer ALL the questions in Part A (case study) Choose ONE question from Part B Choose ONE question from Part C Section A carries 33% of total marks Section B carries 33% of total marks Section C carries 33% of total marks ————————————————- SECTION A CASE STUDY SUPERSTORES Superstores is a large food retail company that has been in existence for 100 years. The organization has built a reputation for good quality fo ods, and depends on relatively well-off customers for its market.Most stores are in the South East of mainland Britain. There are more than 4,000 employees, and it is very dependent on part-time women workers and also student workers who mainly work in routine store jobs, paid just above the minimum wage level. Managers are full-time and are assigned to each store. The firm has medium to high labour turnover, because of the unsocial hours that some staff have to work, and the fact that students often do not want to stay for long. The firm has never recognized trade unions, but has had an informal system of local employee committees. However, many of these committees are no longer being used, so that there is little consultation with employees in some stores.The big retail food firms in Britain are in intensive competition with each other to sell food at low prices, which means that Superstores must find ways to cut labour costs by using its employees in a more effective way. At the same time Superstores must improve the customer service it offers and also give its customers a greater variety of quality foods. The trade union TGWU (Transport and General Workers’ Union) is actively recruiting Superstores employees. It looks as if Superstores will be presented with a claim for union recognition in the near future. The Managing Director of Superstores is aware of this, and is considering whether or not to accept a trade union presence, and if he should negotiate a partnership agreement with the union if they are recognized.SECTION A QUESTIONS – YOU MUST ANSWER ALL OF THESE (33%) 1. Advise the Managing Director on the legal position in Britain on trade union recognition. What are the advantages to Superstores of recognizing trade unions? What are the drawbacks? 2. What kind of flexibility is Superstores getting from its part-time employees? Why is this important in food retailing? SECTION B – YOU MUST CHOOSE ONE FROM THIS SECTION (33%) 3. What is Hofstede’s theory of culture? How does this help companies that operate in more than one country? What are the main criticisms of his theory? 4. Identify and outline the different managerial frames of reference. Which style of management fits each of these?Illustrate your answer with real-life examples. 5. Outline the legal position in Britain on redundancy. Besides conforming to the law, what are the advantages to firms of having a redundancy policy? 6. Briefly outline THREE theories that try to explain how the labour market works. Discuss which one best fits the current situation of the 21st century. SECTION C – YOU MUST CHOOSE ONE FROM THIS SECTION (33%) 7. What is meant by Taylorism and Fordist work systems? What problems are created by these ways of organizing work for people managers? 8. Outline TWO types of payment systems and the sort of jobs paid in each way. What are the recent trends in payment systems in the UK? 9.Describe TWO different theories that exp lain how people learn. Why do people managers need to know how people learn? 10. What do we mean by ‘performance appraisal’? What are the objectives of an appraisal interview, and what are the main problems that can arise? EXAMINATION PAPER – 2004/05 SESSION INTRODUCTION TO MANAGING HUMAN RESOURCES – INDU 1025 UNIVERSITY OF GREENWICH BUSINESS SCHOOL – LEVEL 1 This is a TWO HOUR examination plus ten minutes reading time. It is a closed book examination INSTRUCTIONS TO CANDIDATES Answer three questions in total, answer one question from each section. All questions carry equal marks. This is a closed book examination. ————————————————-SECTION A – Answer ONE question from this section 1. â€Å"Collective bargaining causes unnecessary conflict between management and workers and should be replaced by individual, direct negotiations betwe en employees and managers. † Discuss. 2. â€Å"Firms should avoid trade unions†. Discuss. 3. â€Å"Collective bargaining it the best way to give employees a voice at work. † Discuss. SECTION B – Answer ONE question from this section 4. Explain the differences between recruitment and selection. Outline three recruitment methods and three selection methods. 5. Explain the difference between overt (written) contract of employment and the covert (unwritten) psychological contract of employment. 6.Describe the advantages and disadvantages of the flexible firm for employers and employees. SECTION C – Answer ONE question from this section 7. HRM has been the subject of much debate. How would you attempt to define and explain its underlying principles? 8. â€Å"Reward refers to all of the monetary, non-monetary and psychological payments that an organization provides for its employees in exchange for the work they perform†. Describe different forms o f reward and outline the main objectives of the reward system. 9. Define ‘performance management’ and explain the role of the ‘appraisal’ in performance management. Discuss different forms of appraisal.

Understanding Job Analysis

Web Exercise: Understanding Job Analysis Week 3 Human Resources Management Professor Lawrence R. A. Prosper March 23, 2013 1. How easy was it to find the specific occupation you were looking for, and how comprehensive was the information provided about that occupation? I was immediately impressed by the O*NET Resource Center after opening the site. The design was smart and the site was easy to navigate despite the many choices available to explore. This is a great example of what a Government agency working with the business community and the actual workers from each occupation can accomplish.A wealth of useful information is presented to the public at no cost in an easy to use format. I was quickly able to locate information that was specific to my chosen occupation. My current job title is Special Projects Manager which is a hybrid description. My primary duties are to initiate the acquisition of production machinery and when needed, additional building space to install the equipme nt; that is the Project Manager role. I also ideate and participate in projects related to safety, facilities management and production flows which justifies the Special Projects designation.I selected Project Manager in my search and was directed to the page for Architectural & Engineering Managers which gave a brief description of similar titles (Project Engineer, Project Engineering Manager), what these managers do, and what they would be expected to do on the job. The last item listed some on the job duties as to direct, review, or approve project design changes and to confer with management, production, or marketing staff to discuss project specifications or procedures: basically , my assigned duties.Following the link to Advanced Manufacturing, I was able to see examples of descriptive information about specific jobs. This page had a graphic of a sample career Ladder/Lattice for Advanced Manufacturing which was very similar to my actual career path. The job titles were a bit d ifferent but did show a familiar progression from helper, to operator, to production supervisor, to engineering/production manager. This was my path to my current position but I made it here without a college degree, a feat that would be impossible in this company today.I maneuvered to the Engineering Manager page and found more job specific information. A good amount of detail was devoted to the Job Description and some mention of the required education, workforce preparation, work experience, licensure/certifications, salary and the employment outlook for the next 10 years. The information for this occupation was easy to read and comprehensive. As someone who is presently in this field I can say the duties and expectations presented are realistic. For a person considering pursuing a career in this area a path can be established to achieve that goal by using this resource as a guide.What did you think of the occupations O*NET suggested as matching your skills? Was the occupation yo u are in or preparing for among those listed? This exercise has confirmed that I have ended up in an occupation that suits my skill sets, abilities and personality. The non-scientific results earned on the Interest Profiler test were also quite representative of me as a person and the specific area scores did indicate an affinity for my chosen field. My chosen occupation is Project Manager and this was among the professions listed.I continue to prepare for this occupation by attending college to complete my degree despite having worked at my company for 29 years. A Project Manager works alone while being involved with coordinating the work of many unconnected groups simultaneously. It can be a demanding profession and may not provide satisfaction to certain personalities. The skills detailed on the O*Net are well defined and can be interpreted as needing one to be technically knowledgeable, have good people skills, and to be adaptable to changes in the scope of a project.Math skills are important in the product design and for producing the cost analyses and project justifications. I recently completed algebra and statistics which the job description notes as necessary. Character skills are described as needing attention to detail, integrity, adaptability, analytical thinking, dependability and stress tolerance. I match up well in those areas and at times tend to overdo the attention to detail. Problem solving skills are used to notice a problem and figure out the best way to solve it. This is a difficult skill to master and sometimes the logical solution is not the best choice as a solution.Finally, there are project management software tools available and learning to use them benefits the project and the teams involved in the work progression. You can also contact them to tell them your computer has died and you want to use the program on your new computer. They are the ones to reset the activation counts. Just explain what has happened. NP124865399 2. As an HR professional, how could O*NET be useful in conducting a job analysis? Explain specifically how you would use the data from this site to assist your organization. 3. As a director of human resources, would you have your staff use this site? Why or why not?

Face of War

The Face of War There are many different forms of artwork that can depict moments in my life. Many musical compositions, sculptures, and architecture, that express the trials and tribulations that I have endured in my lifetime. There is one piece of artwork that I find to be a complete expression of my entire life. Although â€Å"The Face of War† by Salvador Dali was influenced by tragedy in times of war; I have a different view on the painting. The painting itself shows a head that was severed from the body, lying in the sand. The head which looks withered has an expression on it of pain and misery. Its eyes and mouth are filled with identical faces all of which are surrounded by serpents tugging and biting at the rotting heads. to me the painting symbolizes many facets of human experience. It symbolizes pain, death, loss, frustration and despair. All of which I have experienced in dealing with low self-esteem, acceptance issues, and lack of motivation to accomplish anything. I am 30 years old and am just deciding what I want to do for the rest of my life. I have experienced pain in more ways than most people will be able imagine. From the constant loss of loved ones, to the emotional pain and physical pain inflicted on myself as well as the physical pain and emotional pain that has been inflicted by loved ones. Moments of despair and frustration have brought me to seek comfort in pain and suffering. I see the painting and it screams out to me speaking a constant struggle with one's feelings, a war inside that no one can see, and the infinite battle within myself that will either make me or break me. This piece of art has a great cultural value as it represents a period of time in which war was a big issue and everyone was feeling the consequences that war brings. It symbolized the pain of the people that were directly and indirectly involved with these tragedies.

What It Takes To Become A Motocross Racer Essay Example | Topics and Well Written Essays - 500 words

What It Takes To Become A Motocross Racer - Essay Example So the sport is all about a cross country race in which the participants ride on motorcycles. This outline will expansively present the jeopardy involved in this sport and in addition to this many other important factors will also be presented in this paper. â€Å"Motocross was first known as a British  off-road  event called scrambling, which was an evolution of  Trials  events popular in northern Britain. The first known scramble took place at Camberley,  Surrey  in 1924.† ( History of Motocross). Free styling is arguably the most intriguing part of motocross, it is all about tricks performed by experts on a motorcycle and many people get intrigued by the various stunts performed by experts. Motocross is a very exciting sport and the most intriguing part is undoubtedly the freestyle aspect of the sport. The sport has also witnessed some excruciating injuries and this is why it requires arduous practice. People who fail to practice may well end up losing their life should they choose to venture into motocross. The sport is a very flamboyant sport and not all people can afford to participate in this sport. It requires great balance and a host of other integral qualities. The sport requires a lot of guts and relentless practice and this is why it is one of the most difficult

Analysis of Business Operations Shuzworld Inc Term Paper

Analysis of Business Operations Shuzworld Inc - Term Paper Example The three options that are available to Shuzworld are as follows: Buy new equipment for the Shanghai facility; Recondition the existing equipment at the Shanghai facility, or Outsource production to a vendor in China. The purchasing of the new equipment will definitely cost the companies a lot but that will have its own benefits in terms of its long-term usage and reliability, which is the main concern of many of the companies. The second option to use reconditioned equipment is another source through which the companies can start their business in a new location or in their headquarters. The reconditioned equipment will be available from the market at a lower cost and will give the start-up companies or the emerging companies an opportunity to start work with the lesser amount of investment. The companies will be able to follow the cost-effective measures that they have thought about and then will be able to work on the other tasks after the first task of cost management has been ef fectively done as the reconditioned equipment will be cheaper in rate. However, there will be one issue of the reliability of the machines, as they might need repairs often. This may be a major problem for an emerging company who might not have a backup plan if the main machinery gets damaged. This may cause Shuzworld to cease the production process as well. The third option in terms of using the equipment is related to outsourcing the work and operations to another contractor company. This will ease the management in a way that they will need labor that will handle operations in the work field as that responsibility will now be sole of the contractor company. The main disadvantage of using this option is that the companies might pay more for the products that they could produce themselves at their own plants at lesser costs. The decision on which option to choose will also depend on the current and forecast demand for Samba Sneakers. The buy and recondition options both have fixed cost but comparatively lower variable cost than the outsourcing option. The choice will depend on the number of Samba sneakers that Shuzworld expects to produce. Sensitivity analysis can be used to inform the decision. Sensitivity analysis is a technique that is used to determine ‘how the variation in the output of a model can be apportioned to different sources of variation’ and how a given model will be influenced by information fed into it.  

Honor Killing by Stoning Innocent yet Inconvenient Essay

Honor Killing by Stoning Innocent yet Inconvenient - Essay Example The nature of the crime seems to have involved a lot of ideologies. Soraya Manutchehri, who was thirty five years of age by then, happened to have been the victim talked about in this case. Not to forget is that she was also a mother of seven. She was considered an â€Å"inconvenient wife† due to her own prophetic words (Sahebjam, 2011). This came about after she was forced into a marriage at a tender age of thirteen and was left with no choice but to get married to a trivial criminal by the name Ghorban –Ali. Soraya who got married to a twenty year old man, managed to bear nine children despite the kind of tribulations she went through (Ebert, 2011). Her husband being a criminal did all sorts of evil things that made her life uncomfortable but still made no move fore she had no powers having been forced by some external powers or ideologies that she could not run away from (Muchelemba, 2003). In the lawless days of the Iranian revolution, Sorayas husband found a fourte en year old girl who he was planning to marry having met her in a town where he was employed as a prison guard (Sahebjam, 1994). Being that polygamy was encouraged in Ayatolla Khomeini’s Iran, Ghorban had to find ways of divorcing her first wife Soraya as he was tired of her (Saigeon & Sapergia, 2009). Divorce was also allowed but Ghorban did not want to return Soraya’s dowry (Saigeon, 2011). Due to this, he was left with no other alternative but to accuse Soraya of infidelity. The accusation was backed by Ghorban’s cousin even though he did not have any evidence to support his back up (Green, 1920). Soraya after the accusations was convicted by the â€Å"sharia† court and had to serve a death sentence by stoning (Green, 1920). The village or nation did not practice freedom of speech especially to the feminine. Existence of freedom of speech could have helped Soraya out of the mess. The idea of free speech is one of the most controversial issues in libera l societies and in case the liberty to express oneself is not greatly valued, as has been the case in most states, there is no problem since freedom of expression is merely condensed in errand of other values. When free speech is valued extremely it becomes a variable issue due to the fact that it is only at this point when the precincts placed upon freedom of speech become contentious. The right to free speech is one of the dearest rights an individual has as a citizen of the United States of America and is also practiced in other continents including Africa. Liberty to speech is a human right that provides people with a chance to express their feelings and opinions of what they think that it should take place. Throughout history such rights have been questioned and exercised, and have produced extremely positive things in a number of cases. The questioning of these rights is not isolated to one era of time; they have been questioned several times in the history of man and in dissi milar manner. Currently, individuals have been going on rampage on the roads and streets usually complaining about the right to speech and this was the case even in the colonial era hence it is very important to put into mind individuals wished that their voice should be heard and so long as it is carried out in a diplomatic mode it became lawful, though it led to colonialists’ punishment. It is true that people have never queried whether or not these rights

Two Icons of Renaissance Art Essay Example | Topics and Well Written Essays - 750 words

Two Icons of Renaissance Art - Essay Example While many renowned names involve in this artistic stream, there are few who hold their stands unmatched as the propagators of artistic cultures. Two of such names are Botticelli and Raphael who introduced and developed a personal insightful depiction of some contemporary concepts and universal portrayals. Two notable works of art from Botticelli and Raphael are The birth of Venus (Botticelli) and Mond Crucifixion (Raphael). Those two works of art are very much the representing pieces for their contemporary culture picking up classical foundations to mount with artistic rendering of subtle individual depictions. Heritage of classical ages During renaissance, new developments and imaginations of most artists had come out of the classical traditions of arts. Notably, modernism had not touched the world and breaking of rules was limited only up to the imaginations of artists. Thus, artist of earlier renaissance period opted to provide their insights to some traditional themes. Both The Birth of Venus and Mond crucifixion are grounded in deep Christian imagination of human conditions. As in The birth of Venus, the iconography does not entail a violation of themes dwelling in contemporary consciousness. Similarly, in Mond Crucifixion depiction of Jesus is portrayed as a calm figure even when crucified. Theological icons as Venus and Jesus had a very specific place in classical artistic culture. On the other hand church’s influences were quite dominant over artistic depictions till renaissance. However, during renaissance most of the painters and artists had been associated and were adorned by the church too. It is mostly the style, imaginative depiction of surrounding and use of different shades which had put those arts on steps ahead of the classical ages. Materials, Style and Colors As Botticelli belonged to an era when Oil paintings were not popularized up to an extent The birth of Venus was painted on tempera while Mond Crucifixion arrived at a time when popularity of oil paintings had overtook the use of tempera around whole Europe. Historically too, Oil paintings proved to be more facilitative compared to tempera. Tempera dries very fast and painters had to be very accurate in mixing the paint. Oil painting proved to be easier to use enhancing numerous opportunities to painters to use fast brushstrokes. Comparing The birth of Venus to Mond Crucifixion, the use of oil in the later provides much scope to paint the background while in The birth of Venus background is dissolved into sea with very keen strokes till the end which is quite essential in a tempera material. In both the paintings, use of colors and lights is straight away comparable as The birth of Venus provides a little fading effect towards the third dimension while Mond Crucifixion holds sharper colors and clearer lights to sustain with the aura of Jesus which is essentially to be preserved in the painting. The birth of Venus is visualized with the imaginative beauty of painter’s convictions to the relevant matter described by many earlier artists. Instead of the three Hours of Homer's hymn and Poliziano's poem, he shows us one fair nymph, in a white robe, embroidered with blue corn-flowers, springing lightly forward to offer Venus a pink mantle sown with daisies. In the laurel groves along the shore, we see a courtly allusion to the "Laurel who sheltered the

Summary Essay Example | Topics and Well Written Essays - 1000 words - 25

Summary - Essay Example The revolution of the internet made it possible to interlink different computers across the world, making it easier to enhance distribution of materials across the globe. New interventions were made to make it easy to plug, play, compete, connect and collaborate with each other seamlessly. The changes noted after the invention of the internet and advanced technology in digital platforms has made it possible to create a new world that few fathomed in the past. Individual digital materials are easy to sell to the world without the initial hustle of having to go through the stipulated regulations. Instead, the upload of materials has made it possible to provide more information than one can handle in a day, and change the way people relate to information. Friedman looks at the horizontal shift of using information as a platform that replaces the vertical shift present before the advancement of technology. Friedman is sure that the world will continue expanding whether one takes the initiative or not. Even a driver, as noted in Friedman’s travel to Budapest, has a website translated into three different languages. The speed at which the world is moving is making it difficult for people without the passion to develop their skills. The ability to make use of the internet to make sure they gain from the flattening world notion. One’s imagination, therefore, is one of the most important aspects that people need to work on to ensure they take full advantage of the possibilities present. Learning to collaborate is one of the greatest advantages presented to all people who want to make sure they maximize on the increased connectivity across the world. This will increase productivity gains and make it easier to understand the benefits of taking advantage to the globalization attributes across the divide. The revolution will be won by

Literature Review for Sustainabilty in Supply Chain Management for Essay

Literature Review for Sustainabilty in Supply Chain Management for hospitals - Essay Example However during the rapid development of the industrial age the need for a set of standards was realized which could limit or at least minimize the adverse effects of the industrial machinery on the environment as well as the society without jeopardizing the interests of the manufacturer. An integrative frameworks is discussed for sustainability practice in construction industry presented by (Amlan M., Helen M., 2010). SSCM is the strategic cooperation of organizations in order to improve the management of capital flows, materials and information as well as considering all the issues involved in a sustainable development like social, financial and ecological requirements, which in turn are provided by the customers and stake holders (Craig C., Dale R., Nov 2007)( Seuring & Muller, 2008)(Lutz P., 2009). The elements involved in SSCM have to address environmental and socially challenging issues as well as maintaining customer relationships by being competitive in the market. 2. Role of a sustainable supply chain in a hospital scenario A supply chain is the backbone of any industrial machinery that involves production of goods or provision of raw materials ( Anna N., Ladimer S., 2010 ). A ‘green hospital’ case study presented in (Anna H., 2008) for better healthcare, greening in supply chain, managing the waste stream, hospital food and other aspect discussed in this paper. The green supply chain management is an effective tool and discussed briefly by (Chen L., Shu C., Ling T., 2010). A qualitative study of UK food retailer in context of social responsibility to supply chain presented in (Laura S., Michael B., 2009) Each and every single manufacturer, service provider, transporter and designer is part of a supply chain. Being a service provider, a hospital also needs and in fact is part of a supply chain itself. Sustainability is an important issue when it comes to hospitals because this is one place that cannot afford ignorance in healthcare and envi ronmental issues. A sustainable hospital supply chain incorporates the following features. Waste management: Sustainability in a hospital supply chain will ensure the proper disposal of wastes like used syringes, infected and dirty bandages as well as clothes and in some cases amputated body parts. Recycling of wastage is also an important issue. Energy management: energy management is one of the key elements of SSCM. Energy audits are to be conducted at regular intervals for this purpose. Water management: water is an important resource and must be utilized in an optimal manner. SSCM addresses this issue as per an ecological requirement. Transport: like every other service provider, a hospital supply chain includes transport therefore it has to be managed. Communication: optimal management of communication resources as well as effective communication is also a part of a hospital supply chain. Training sessions: training of employees and awareness sessions for clients are an effecti ve method of increasing sustainability in a supply chain. 3. Examples->types->an example concerning hospitals in particular The supply chain management actually physical dispersion of goods by the efforts of manufacturers, distributors, traders and retailer and it impact on purchasing practices. Barriers and obstacles 4. Advantages and motivational factors for the implementation of a SSCM That the sustainable supply chain mana

Ethnicity and Health Assignment Essay Example | Topics and Well Written Essays - 1250 words

Ethnicity and Health Assignment - Essay Example Regarding this issue it is stated by Julian that â€Å"the low mortality and morbidity among migrants despite the low socioeconomic location of many is explained by the fact that migrant selection includes a medical examination leading to the exclusion of those with medical problems† (Australian Institute of Health and Welfare 1996, p. 35; National Health Strategy 1993, pp. 37, 40-43, in Julian, 106). In other words, the preventive medical tests provided to migrants (mostly as a precaution against a possible ‘contamination’ of the population of the greater area) in fact has been proved to be valuable as it leads to the identification of diseases that could be diagnosed only when developed at a high level. From a different point of view, the study of Julian showed that â€Å"the health of migrant women is influenced by ethnicity, class and gender† (108). It is also noticed that there are certain health problems that are not appropriately addressed, like ‘pregnancy/child ­birth and domestic violence’ (Julian, 108). In accordance with the above the higher injury rates and the depression in migrant women could be explained by the problems that face with their health on a permanent basis due to events that are mainly connected with their gender and social characteristics. The conditions of life of migrants could justify the health problems (particularly the injuries and the depression) that this part of the population faces continuously. However, generally the health problems appeared in migrants could be characterized as less ‘fatal’ than the relevant problems appeared in the native born Australians. For this reason, a relevant research showed that â€Å"overseas-born persons experience all-cause death rates 10% to 15% lower than for Australian-born persons. Asian-born immigrants have especially low death rates for

High School and Rizal Elementary School Essay Example for Free

High School and Rizal Elementary School Essay A week after celebrating the Day of Valor on the fourth month of the Roman calendar in the year of Rat, I was born one evening in a city called the financial capital of the country that was colonized by Spaniards for more than three hundred years after it was discovered by a famous Portuguese explorer. My first name Johanne is a variant of Johanna which means â€Å"God is gracious† and my second name Victoria means victory hope my life goes well as my name. My parents, Victorino and Wilma, were a hard working couple who works as an employee of a private company. They produced of our own kind six times in eleven years having five boys, leaving me no sister to have a bonding with. Since I’m the only girl, they call me Princess or sometimes Negneg, short for negra, because of my dark complexion. It’s not that dark like people in Africa but it’s the darkest complexion in my family but it’s alright because I have these black tantalizing eyes, a good set of teeth and a slim body that makes me look like a Filipina beauty queen. I spent my seventeen years of existence in a city known for being a major cultural entertainment hub in Metro Manila. I studied my first five years of my primary education in Nicanor Garcia Elementary School, Makati. After my hit-and-run 50-50 accident case when I was in fifth grade, God gave me my second chance to live and finished my elementary course in Rizal Elementary School in Laguna. I have to transfer because of the severe fracture in my right leg causing me to have a hard time going up stairs. I have recovered from what had happened and continued my secondary education in General Pio del Pilar National High School in Makati. In elementary, I always make my parents proud of me by giving them a numerous medals every end of the school year. I’ve been a consistent contestant in Mathematics Quiz Bee and I made my school proud after qualifying twice in Mathematics Trainer’s Guild, a program to train gifted Filipino kids for international competitions. Aside from Math, I’ve also been in various contests regarding Science and Journalism. Considering me as a dynamic student, I was fairly awarded at the end of the year. When I stepped high school, it was the most exciting part of my life. Having crushes, love team ups, courtships, prom night were the things that could really make you giggle. But the most remarkable incident that shaped my character now was improving my leadership skills. When I was in third year, I ran as the president of SMILE (Students Movement for the Improvement of Leadership and Empowerment) Party List for the upcoming Supreme Student Government election. I taught I’m going to win because I’m from the star section but I’m wrong. I lost. I’m so ashamed. Because of that, I don’t feel like going to that school again. But there was a Non-government organization that invites the students to go on camp in Iba, Zambales for free. Of course, I joined and that made me forgot the pain I felt. On the first night of the camping, everything has changed after the moment I received Jesus Christ as my personal savior. When I got back in school, God blessed me so much that He gave the Hi-Y Club (a high school based club of Young Men’s Christians Association) in my lead. From that happening, I really appreciated the quote: â€Å"After the storm, there’s a rainbow. † I taught the door of opportunity to explore more in leading has closed for me, not realizing He has opened the window for me to experience the chance I thought I lost. Because of this club, I learned to balance my mind, body and spiritual aspect of my life. Creating programs, helping community, serving others and volunteering were some of my experiences that really made my heart swollen and would like to share to others to inspire them. Aside of being a Y’er, I’m now a Christian and started serving Him like sharing the good news, being a part of dance and drama ministry, and helping other Christian to grow in their spiritual life. I feel over joy and satisfaction every time I see myself volunteering on the camp where I was saved. After the enjoyment of high school, I took one step forward in the reality of life. I face the truth that my life will rotate in complicated solutions, brain-whacking terms, millions of numbers, struggling calculators, statements to finish, stability of study, life-long practice, thick books to read, rushing late night work, ugly eye-bugs, unbalanced sums, financial reports, constant lack of sleep, accurate solutions, and heart-stopping result after deciding to take Bachelor of Science in Accountancy in the first polytechnic university in our country. I know I can make it through because I believe that â€Å"what the mind can conceive, the body can achieve†. I may not be the cream of the crop in our class but I will manage to pursue my dreams step by step because I cling to God’s promise: â€Å"For I know the plans I have for you,† declares the Lord. â€Å"Plans to prosper you and not to harm you, plans to give you hope and future. †(Jeremiah 29:11).

A Foundation Course Essay Example for Free

A Foundation Course Essay Maslow suggested heredity played a strong role in personality development. The essence of the kind of person was established in the genetic structure, and the environment determined which part to unfold or become actualized. The issue of nature versus nurture was considered in his theory. Maslow adopted a growth-directions theory in that a person grew gradually from one kind of individual toward being a different kind. Another prominent figure is Carl Rogers. Both Maslow and Rogers believed human nature was intrinsically good and embraced self-actualization as the empirical principle. Rogers introduced the person-centred therapy. Therapist offered personal congruence, unconditional positive regard and accurate empathic understanding in a therapeutic relationship. Research methodologies employed by humanistic psychologists were mainly introspection investigative techniques. Individuals were analysed from the inside. Humanistic psychologists were of the view that the perfect example of an individuals personal experience was found in ones thoughts and feelings. They did not claim to be objective. Instead, they were intent on this subjective interchange of a relationship that uncovered the personal knowledge of another individual. Strengths of humanistic psychology were that the theorists proposed a positive, optimistic picture of humans. This was in contrast to behaviorism which was accused of reducing individuals to a system of observable acts, thereby missing the human aspects, and was in contrast to Freuds psychoanalysis SS101-TMA05 Marisa Lee 93512450 11 September 2000 Pg 11/12 which was accused of adopting a negative model of humanity, emphasizing on neurotic behaviour. The humanistic approach was notable for its concern for the individuals hopes and plans for the future, which was being neglected in many other theories. One other major strength of humanistic theory was its insistence on the importance of unique personal experiences. The insistence on the importance of unique personal experiences mentioned above had also become one of humanistic theorys weaknesses in that the unique experience made it imprecise when communicating the essence of one persons experience to another. The theory is lack of falsifiability as instrospection was the principal investigate technique. Humanistic psychologists were subjective in validating their theory. They trusted their own feelings and logic more than objective data. By concentrating on the self, other parts of an individual like bio-electrochemical nature, analytical abilities, memory systems were left untouched. Conclusions Psychologists while attempting to explain behaviour of individuals, adopted a varied basis of assumptions, and different images of mankind evolved. The concept that man acts like a machine and reacts to outside forces gives rise to the mechanistic view of mankind. Another concept that mans behaviour can be explained via bringing out their memories in the unconscious renders the psychoanalytic image of mankind. An alternative view that man seeks to aspire oneself by fulfilling the hierarchy of needs gives rise to the SS101-TMA05 Marisa Lee 93512450 11 September 2000 Pg 12/12 humanistic image of mankind. Man can be viewed differently but there is not a theory that explains all. To have a more comprehensive understanding of mans behaviour, a combined study of all the different images of mankind would be helpful. References : 1. Swales, C. (1991). Social Sciences : A Foundation Course, Psychology 2, Units 17 18. The Open University of Hong Kong. 2. Faw, T. and Belkin, G. S. (1989). Child Psychology. McGraw-Hill, Inc. P. 12-31. 3. Thomas, R. Murray. (2000). Comparing Theories of Child Development. 5th Edition. Wadsworth/Thomson Learning. Chapter 5. 4. Berk, Laura E. (1998). Development through the Lifespan. Allyn Bacon. P. 15-18. 5. Woolf. Theoretical Perspectives Relevant to Developmental Psychology  http://www.webster.edu

Discourse Analysis on Psychological Knowledge Production

Discourse Analysis on Psychological Knowledge Production Putting Critical Psychology into Practice: A discourse analysis of the production of psychological knowledge; How I live with schizophrenia interview by STELLA BREEZE, Daily Mail 4th November 2003 In this assignment an article featured in the Daily Mail newspaper on the 4th of December 2003 was chosen to be analysed by way of discourse analysis. The article concerned an account of a scientific researchers coming to terms with a mental illness. Diagnosed with Schizophrenia, the individual giving her account elaborated upon what her condition meant to her, how it had been present in her history and who and how others involved in her life had helped her to cope with it. An attempt was made to draw out her perception of this reality inherent to her account, whilst applying it to an established school of psychological knowledge. A critical examination was undergone by way of comparison of her accounted reality and an epistemological model of psychological knowledge. The chosen school of psychological knowledge in this analysis was social constructionism. According to theorists, Social constructionism is based upon the fracture of modernist ideas such as objectivity, rationality and truth (Burr, 1995). It belongs primarily to post-modern thinking and is concerned with how realities are constructed by the subject. It is an epistemology that is heavily concerned with three main principles: the principle of construction, the principle of social and the principle of language (Burr, 1998). It is believed that the individual must construct a reality and live and think within that construction. It is believed that unlike traditional constructivism that the construct is informed and perceived by the locality and proximity of the individual to their society. Furthermore, the construct, in relation to its society, can be understood through the language of that society’s culture. Language is believed to represent what is understood within the language but not what is outside of the language itself (Cromby et al, 1999). That is to say, tha t the language represents a reality reflected by societal values and shared understanding rather than something that exists extrinsically. Essentially, social constructionism is concerned with the usefulness of theories, ideas and points of view contained within someone’s language construct in relation to the power that it ordains certain groups and the action that it gives to the functioning of the people within those groups. Essentially, the psychology of an individual is seen as being immersed within the locality of their culture and cannot have their mind removed from this subjective reality. From a psychological perspective, given the qualitative nature of social constructionism, its use of discourse analysis, its rejection of quantitative methods and objectivity, truth and rationality to gather defining data, it was decided that discourse analysis was the best thing to suit this epistemological analysis. The tendency with social constructionism is to draw out the locali sed meaning of an individual’s account. Or as the social contructionist and analyst Megan points out ‘It is human interchange that gives language its capacity to mean and it must stand as the critical locus of concern’ (Megan, 1994). It is with this in mind, that an analysis was undergone. In the account we see that the person involved has used her scientific definitions and knowledge of schizophrenia to identify her condition. In her account she continually uses the language and construct of scientific rationality to objectify her experience and construct a reality in keeping with that perceived in the psychological domain. For instance, she accounts for her being schizophrenic as different from the norm throughout the accounts of her past. She explains that it became prevalent to her in her first year at university but was easily dismissed due to the culture of the time. She emphasises the importance of social recognition, suggesting that in her teens her different behaviour was not recognised as the culture of the time was understood as having ‘bizarre’ expression (Breeze, 2003). In this we can see that she is indicating to us that she felt bound by social convention, in that it was hard to establish at the time that she was mentally ill (schizophrenic) . However, now she perceives it as such, as the established scientific rational of her current position allows her to interpret her behaviour of that time as such. This is perhaps why she defines herself as a long term schizophrenic and indicates a strong identity with being a sufferer with that condition, which ultimately forms the basic premise for her reality construct. She strengthens this idea of scientific rationality when she empowers herself with the ability to determine her condition. For instance, she states that ‘reluctantly, I agreed to see a psychiatrist on campus and persuaded him that I was OK. I was asked if I had been hearing voices or ever felt I was in a different world, but I just lied and said I was fine. I wasnt diagnosed with schizophrenia for another six years’ (Breeze, 2003). In this we see that she determines that the Doctor’s description of a split world outside of the one defined by the scientific social norm, is true. Whilst acknowled ging that this is the truth she establishes that her denial of these symptoms as lies to avoid being identified as mentally ill. This shows that she is rationalising by splitting her experiential life into that of a normal and objective reality and a confused and subjective sureality as is often prescribed by the reasoning of society and scientific discourse when concerned with behaviours outside of the norm (Bandura, 1986). Having established a real world of socially defined normal behaviour and a foiled world of surreality and madness that defines the schizophrenic stereotype, we see how she comes to terms with the people around her. In her acceptance of the condition and the two worlds as one she states that ‘it was then that it really hit me and I had to deal with everything that goes with the label. Schizophrenia is such a powerful word. I could no longer deny that I had a serious and chronic mental illness’ (Breeze, 2003). We can see here that she is taking into account the discourse of schizophrenia and the stereotypes and social stigma (ignorance) that go with it. She acknowledges that because now her condition has been given a word and therefore set in language, she can no longer deny it. It is not so much the inability to deny having the condition itself, as she clearly identified from a young age that she did have a difference to the perceived norm, but the inability to deny the s ocially constructed idea of schizophrenia that pertains to language and discourse. At this point she goes onto explain the reality of living with her condition in terms of social impact. She states that she ’didnt tell my parents for another two years after I was diagnosed. When I finally did, I said I had mental health problems. They were shocked and worried at first, but have been very supportive, as have my brother and sister’ (Breeze, 2003). Furthermore, she outlines the further reaching social reality that sufferers of the condition must endure. She suggests that ’getting a job is the most difficult thing for sufferers. Id prefer to get in front of people and show them never be dishonest about it, but theres the fear that your CV will automatically be binned if they know’ (Breeze, 2003). This fear of alienation from social normality is heightened with her notion that ’maybe they assume youre going to be unreliable or will take a lot of time of f sick. A lot of people deal with the illness by denial its just that this is an illness’. Here she clearly identifies herself (and any other sufferer) as needing to confront the reality of schizophrenia. But what is the reality of this schizophrenia? Turning to her ‘utterances’ and their significance may give a better indication (Aitchison, 2005, p.42). Through her usage of the words ‘need’ and ‘denial’ whilst determining the action she deems required to facilitate her condition we can see that she is detaching her schizophrenia from her reality construct once again. She has determined that those around her have sympathy and compassion for her condition, like that understood in the research of familial constructs (Robert, 1951). However, we also see the suspicion of the wider reaching social bonds where the ideas of sympathy and compassion are not so commonly found. In these accounts we see that she does not necessarily identify her sc hizophrenia as a part of her reality, but that it is a mental illness that she has to compensate for. Having established the history of her condition and coming to terms with being identified as a person with a schizophrenic condition, she then talks of the reality of her condition, diagnosing it and accounting for it in terms of symptoms. This forms the reality of her schizophrenia in terms of symptoms and episodes; of potentially damaging and unsociable behaviour that need to be alleviated. The focus is put on the need to alleviate these symptoms, much like that of a cold, so that she can operate and function in accordance to social and cultural norms. In this definition of her experiences we see that she spends little time entertaining any notions of significance or attempts to construct meaning for the voices in her head in any way whatsoever. Other than them being defined as a symptom and ultimately a nuisance, she gives them no regard in her account. For instance, she explains that ‘Ive also learnt to be better at spotting the signs. I stop things getting out of hand by t rying to get enough rest and relaxation. I also avoid anything that may exacerbate the symptoms, such as drinking alcohol, watching TV which sends me messages and going out in large groups‘(Breeze, 2003). This certainly indicates that her treatment of this condition is not dissimilar to that of a socially unwanted vice. Furthermore, we can see that she will take social sacrifices due to the idea and significance that she impinges upon these symptoms as indicators of madness within her socially constructed reality. She seems to place a responsibility of the removal of her perceived madness for the benefit of normal society at the heart of her account. This discourse of madness or surreal otherness is at the heart of the socially constructed ideology of sane and is clearly the thing that she fears to enter into. As the post modern critic Roland Bartes puts it, ’Imagine someone who abolishes within himself all barriers, all classes, all exclusions, not by syncretism but by simple discard of that old spectre: logical contradiction; who mixes every language, even those said to be incompatible; who silently accepts every charge of illogicality, of incongruity; who remains passive in the face of Socratic irony (leading the interlocutor to the supreme disgrace: self-contradiction) and legal terrorism (how much penal evidence is based on a psychology of consistency!). Such a man would be the mockery of our society: court, school, asylum, polite conversation would cast him out: who endures contradiction without shame? Now this anti-hero exists: he is the reader of the text at the moment he takes his pleasure.’ (Bartes, 1975, p.3) With this statement we can see how Bartes highlights the strength of social construction as an informer of the way in which we objectify knowledge so that we can perceive things as sane and insane from the perspective of language. Clearly challenging and indicating the flaw in ’Cartesian’ scientific rationality as the governor of what is sane and insane, he suggests that someone who challenges this and essentially sees outside of their localised knowledge construct and its discourse of a socially governed language would be made a mockery of by that society. He even refers to this in terms of conversation, which is what is referred to directly in the account. This is clearly the biggest fear present in the account and central to the person’s definition of her condition in terms of understanding, rationalising and formation of a reality construct. She is essentially using what Homi Bhabha, a post-colonial critic and cynic of established schools of psychological tho ught, particularly in the West, refers to as the technique of applying a ’localised cultural’ definition of her condition and applying it to an illusory ’universal’ truth (Bhabha, 1994, p,62). Essentially, her reality is that her condition is an insane or ’mad’ other that is signified in accordance to the socially constructed sane that is represented in her localised bi-polar language system. The role of ‘agency’ also plays a significant part in her account (Smith, 2001, P.2). On highlighting a very clear socially defined split between what is sane behaviour and what is insane behaviour, she suggests that although not wanting to, she feels relief when she enters the hospital. On craving a perceived agency prevalent in her accordance to the principles of scientific rationality, she feels calm at the removal from society so that she no longer needs to actively suppress and be conscious of the onset of the insane other. She tells us that, ‘Finding it hard to trust your own judgment is part and parcel of the illness. For instance, if there was a noise outside that I couldnt account for I might think it was the voices, so sometimes Id ask Mike or a friend: Is that real? Its still not perfect and I still go in and out of hospital. I hate going doing it, but once I am there, there is a feeling of relief.’ (Breeze, 2003) During this account we can see that she again makes no indication as to what the meanings of her voices are or what they may signify. Instead she focuses upon them in terms of unwanted symptoms. We can see that she has removed agency away from a coming to terms with her disease in a personal manner and toward a constant and vigilant guardianship over her perceived sanity. It would seem that with her being taken into hospital her account ends and she does not extrapolate on any of the findings or experiences within the hospital, as if the committing of herself to hospital brings closure to her discourse. Essentially, that her madness and insanity that bears no significance in her discourse of rationality and sanity has no place in the scientifically established social construction of knowledge. In this she indicates that she has become a patient to her condition, rather than a polemic agent to the condition, which brings her much needed relief. It is not so much that her symptoms are being alleviated, but that her symptoms are being taken away from societal knowledge and its rational discourse of the sane. In her conclusion we see how she perceives the stereotypes of schizophrenia as madness. Trying to steer away from the demonisation of schizophrenics that she feels is perpetuated by the media and other sources of social informants she suggests that, ‘The perception of people with schizophrenia still hasnt gone away. On the whole, people with schizophrenia are not violent. Obviously it happens because you read stories about it, but people with schizophrenia are more likely to harm themselves than anyone else.’ (Breeze, 2003) In this concluding account we can see that she is concerned with the image of schizophrenics as an unpredictable and essentially violent group of people. She seems to present herself as a schizophrenic who is rational, in control and above all sane, albeit with a mental illness that can and must be controlled. It would appear that she is trying to appeal to socially constructed definitions and ideas of rationality that can be understood within the culture and language system of English. Entering into a rational discourse that positions the insanity of the schizophrenic as sane, yet subordinate, she succeeds in what De Kaster refers to as ‘The mapping of implicit stories and discourse, that live underground [and] offer opportunities to open a broad discussion, in which the dominant discourse or story can be challenged’ (De Koster et al, 2004). It would appear that she has succeeded in attacking the perception that exists in the socially constructed language of the insane so that ‘alternative paths are being uncovered, choices have to be justified, resulting in an emancipation effect, which, in the long term, can support personal and social changes‘ (De Koster et al, 2004). However, in accordance to the epistemological thought of social constructionism this definition does not necessarily represent a truth. Merely one of many possible truths. Similarly, it is not without critique. Some schools of thought related to social constructionism would argue that this interpretation itself suffers from objectifying her experience (Fry et al, 1997). Others would argue that there is an objective reality from which experience can be measured (Smith, 2000). Although language is a component of ideology and experience can be understood as subjective, there is a physical world whereby experience can be measured. The lengths to which this can be fully drawn out by social constructionism are not as yet established. Bibliography Aitchison, J., (2005) Words of the Mind London: Blackwell Bandura, A,. (1986) Social Foundations of Thought AND Action New Jersey: Prentice Hall Bartes, R,. (1975) The Pleasure of the Text, Canada: Harper Collins. Bhabha, H., (1994) The Location of Culture New York: Routledge Breeze, S., (2003) How I live with schizophrenia London: Daily Mail Burr,V,. (1995) An Introduction to Social Constructionism, London: Routledge. Burr, V. (1998) ‘Overview: realism, relativism, social constructionism and discourse.’ In Parker, I (Ed.) Social Constructionism, Discourse and Realism. London: Sage. Cromby, J Nightingale, D (1999) Social constructionist psychology. London: Sage. De Koster Katerin (2004) Two practices, one perspective, many constructs: on the implications of social constructionism on scientific research and therapy. Taken from: http://www.centroditerapiastrategica.org/journal english 1/Articoli_Inglese/de koster.pdf Fox,D Prilleltensky,I (1997) Critical Psychology: An introduction, London Sage Gregan, K., (1994) An Invitation to Social Constructionism London: Sage Smith, J., (2000) The Psychology of Action London: McMillan Rogers, C., (1951) Client centred therapy Boston: Houghton Mifflin

Lions for Lambs :: Terrorism

In the movie Lions for Lambs, the Senator sits behind his desk, his face one of excitement and determination. He is talking about the new war on terrorism. As he is speaking , a reporter takes notes. Then he speaks of the terrorists’ view on the last 1300 years of human progress and how they consider it as heresy and that it is punishable by death. We, as Americans, cannot comprehend this idea, as we are always look to the future and progress as a blessing for us and our children. Our faith promotes tolerance and love for our fellow man, so we wonder how a religion can turn people into such unforgiving terrorists. The Islamic faith, which grew from a military basis, is unable to separate the religious aspects from the ruling body, leaving its religious tenants and civil laws open to individual interpretation and an intolerance for other religious beliefs. Because the history of the Islamic faith was built on the unification of the tribes of Arabia they became a powerful force. â€Å" Islam from its inception, is a political as well as a religious movement, and the themes of religion, politics and law are inseparable in the Qur’an and in Islam as a whole.† (Richard Connery, William Dudley) The Muslim military is the rock and foundation on which the Islamic and Muslim faith is built on.

Multiprocessing Essay -- essays research papers

Multiprocessing   Ã‚  Ã‚  Ã‚  Ã‚   Multiprocessing refers to a computer system’s ability to support more than one process or program at the same time. Multiprocessing operating systems enable several programs to run concurrently. UNIX is one of the most widely used multiprocessing systems, but there are many others, including OS/2 for high-end personal computers and Windows NT for work groups. Multiprocessing systems are much more complicated than single-process systems because the operating system must allocate resources to competing processes in the most efficient manner. (IBM Dictionary of Computing, Tenth Edition, McGraw-Hill, (1994)). Types of Multiprocessing Symmetric multiprocessing refers to the processing of programs by multiple processors that share a common operating system, memory and data path. A single copy of the operating system controls all processors. Symmetric multiprocessing units of this type are also referred to as â€Å"shared everything† systems. These systems usually do not exceed 16 processors. (Image courtesy of Sequent Manufacturing) The most common uses of these types of systems are commercial servers of web applications such used in on line commerce. The advantages of this particular configuration are that they can be easily upgraded by the addition of more processors. These processors are available to execute any of the given processes as soon as the operating system recognizes and configures the new hardware. However, the limitations of such a configuration are that with shared memory, there is a strong emphasis on data manipulation. As each processor competes for a limited amount of shared memory, this limits the speed and up-gradability of such a system. Manufacturers must rely on the development of faster, higher capacity memory to overcome this disadvantage. Currently symmetric multiprocessing computers can address up to 14 gigabytes of physical memory and approximately 2 terabytes of storage. (Sequent Manufacturing Inc., white papers 1998) Parallel Processing Parallel processing is a form of information processing that emphasizes the concurrent manipulation of data elements belonging to one or more process solving a single problem. It is also referred to as a â€Å"shared nothing† system. These systems are composed of many loosely connected nodes or P/M ... ...to produce a result from a device. C.The number of results a device produces over a unit of time. D.The time it takes a device to retrieve the next instruction. E.None of the above 6.Which of the following operating systems does not support multiprocessing? A.Microsoft Windows NT B.UNIX C.OS/2 D.LINUX E.All of the above support multiprocessing. 7.Which of the following applications would benefit most by multiprocessing? A.A large Word document. B.A large Excel spreadsheet. C.A video game D.A large Multi-user Database. E.None of the above. 8.LINUX is an off shoot of which multiprocessing operating system? A.UNIX B.Windows 98 C.OS/2 D.Windows NT E.MS DOS 9.Which Pittsburgh University is currently developing new multiprocessing operating systems? A.University of Pittsburgh. B.Carnegie-Mellon University C.Robert Morris College D.Point Park College E.None of the above 10.Linus Torvalds is: A.The inventor of UNIX operating system B.The chairman of the board of Microsoft Corp. C.The inventor of LINUX operating system D.The guy that cuts Packy’s grass. 1. (C) 2. (A) 3.(A) 4.(A) 5.(C) 6.(E) 7.(D) 8.(A) 9.(B) 10.(C)

Effects of Gene p53 the Tumor Repressor Essay -- Biology Cancer

"Induction of Cytotoxic T Lymphocytes and Antitumor Immunity with DNA Vaccines Expressing Single T Cell Epitopes," by Frank Ciernik, Jay A. Berzofsky, and David P. Carbone explores the uses of the gene gun and how it can induce both humoral and cellular immunity. The paper specifically explores the effects of p53, a tumor repressor which gets its name from its molecular weight( p53 is a protein that has a molecular weight of 53). It is tremendously important because fifty percent of known cancer types stem from a mutation in this gene. A Brief History of Immunization Vaccines came about some 200 years ago when Jenner discovered that if someone caught a mild case of cowpox they would not get smallpox. In 1879, another scientist, Louis Pasteur, accidentally discovered the vaccine for fowl cholera by leaving cultures out in his laboratory. Later, Pasteur went on to develop an effective vaccine for rabies. The typhoid and cholera vaccines were produced by Wilhelm Kolle in 1896. The groundwork for tetanus and diptheria toxid vaccines was laid by Emil von Behring and Emile Roux in the early 20th century. In 1955, the polio vaccine, developed by Jonas Salk, was licensed. The Contagious and Non-Contagious Infectious Diseases Sourcebook estimates that a vaccine for chickenpox developed by Merrick Sharp Dohme will soon be available. ADVANTAGES There are many advantages to using gene immunization rather than protein immunization. For example, it is more effective at inducing cellular and humoral responses than protein. More importantly, it is safer. By targeting only the desired epitope, this method of immunization avoids the induction of unwanted responses. A current example of an unwelcome response would be... ... tumor cells in the mice. Modern Applications of Genetic Immunization The implications of the proposed vaccines introduced by this research could be immense. Along with the advantages over traditional vaccines, they may be applicable to infectious diseases of which no preventative measures are currently known. Effective immunization for infectious diseases could include innoculation from: BSE/ Cholera, Dengue, Ebola virus, Hantavirus pulmonary syndrome, Hepatitis B, C viruses; Herpes simplex virus, HIV, Influenza, Malaria, Meningitis-causing enteroviruses, Papilloma virus, Rabies virus, Tuberculosis, and Yellow Fever. In addition, DNA epitope vaccines may elicit protective immune responses against cancer. Induced response against identified T cell epitopes including the inhibition of tumor growth could be the result of this break-through technology.

Politician qualities Essay

A Politician qualities are his characters that is natural, while some of the qualities are as a result of external influences. Promising politicians qualities are often backed by skills, experiences, intelligence, integrity, with instincts -all combined together to achieve their goals. First and foremost, the best quality of a politician is honesty, God fearing and loving. A faithful and effective politician is trustworthy and reliable. He must capture the essence of truth, display sincerity, candor and practices what he preaches. He makes decisions and accepts responsibility for his actions and his words. The same is true in his dealing with his people. He makes promises and keeps those promises. Somebody that people may be relied upon. Loving people with all his heart, might, mind, soul and striving to help them as a true mark of responsible politician. Moreover, a fake politician, will after taken the oath office with the Holy book and lousy thanksgiving services, use their power as an end in itself, rather than for public good, making them indifferent to the progress of their citizens. A good politician becomes the image of his creator. A good and responsible politician will give high regard for morality, law abiding with no tendencies to corrupt even a single cent or kobo. The greatest strength of good politicians is deriving joy in serving people and not to steal tax payer’s money. They know that a fulfilling and meaningful life is created through service to others. To be an effective politician, your followers must have trust in you. And the very best way for a politician to build trust is to display good sense of characters and qualities composed of values, beliefs, traits and skills. Another important quality of a good politician is integrity and technical skills to handle those challenging assignments, fiscal matters, policies, plans, projects, ideas and initiative solutions to problems. Integrity is consistency of actions, methods, measures, values, principles, expectations and outcomes. It is doing what is right, both legally and morally at all-time even when no one is looking. Since politicians play very significant roles in the administrative processes, especially having hands in thousands of important laws and policies to their communities and country, thereby they should be well-educated, modest, with experience in social welfare, volunteering or should have done some good work for the society. A politician should have a  thorough knowledge and up-to-date information about the constituency where he is going to contest an election. A good politician should be of a well discipline personality with selfless service to make live better for his people. This should be reflected in the community where he lives in all ramifications. Discipline is necessary for an orderly society and political life, without it, the social life would become miserable. A selfless service is putting the welfare of the people representing before your own. Winston Churchill described it as â€Å"the first of all human qualities because it is the quality which guarantees all others†. A good politician firmly believes in taking care and maintaining the community of his people. He believes that community service is about giving back. According to Theodore Roosevelt, â€Å"the most successful politician is he who says what the people are thinking most often in the loudest voice†. A person or politician who is with criminal background, or any links with criminals or whose allegation on corruption has not been cleared by the law court should be disqualified to participate in elections. Responsibility and party loyalty is another quality of responsible politician in a democratic state. A transparent politician is nearer to his people and meeting them to understand their problems. Only fake politicians are seen by voters when an election is near or change parties as footballers change clubs. As every parent has its responsibility to teach their children the principles of moral, culture, truth, sincerity to be self- responsible, so politicians need to integrate its citizens with importance of political responsibility and democratic values. A politician leads by example and knows his minimum responsibilities as an elected representative. A politician comes to politics to work for his constituents and not to work against them. He is the beck and call of the people and ready to listen to everybody. All these build a strong foundation for a dynamic society which will create solutions for any challenges, and finally develop strategies and political systems that will help implement those solutions automatically. He is quick to give hand to his fellow man. A reliable politician should be very loyal and committed to his party which shares his vision and goals. The value of loyalty simply depends on trust. A citizen should belong to a party with most brilliant, skillful, patriotic and dynamic people with common goals and aspirations. Team work best when they have common goals, mutual respect and understanding of each party  member’s strength. Politics is to unite and reach consensus and not to divide or create enimity among people. Power is only a product of collective action. Finally, to become a great politician or statesman, you have to use your talents, skills, experiences, honesty, integrity, challenges and constraints with the positive effect that we can have in touching other human lives. Politician must leave his constituency better than before elected. Greatness is within reach of a politician who consistently do things they out to be doing. He learns from mistakes and criticisms. It is a bad politician that will see that all the good is in his side and that all the bad lies with his opponent or just because someone does not agree with him, does not mean that all their ideas and solutions are bad. Good politicians show respect to the views and experience of others. Nobody has a monopoly of wisdom. He/she who aspires to be a great politician should have the ability to find and analyses problems in their constituency and find the best solutions for all these problems. There is no problem in this world without solutions. A good politician knows that simply giving consistent effort in the little task of services, social reforms, kindness or sacrifice in day-to-day life leads to true greatness of a nation. If all politicians make it a point of responsibility to develop and make life better for people in their units, wards, constituencies, states and regions-we will definitely have a great country.