Hotel Human Resource Essay Example | Topics and Well Written Essays - 1000 words

Hotel Human Resource - Essay Example ty industry has enhanced the overall productivity of the industry as more innovative and competent workers are being engaged in tour companies and hotels. This paper discusses current issues regarding human resources in the hotel sector. Human resource development in the tourism sector is the foundation for successful business. Hotels offer a package of services in contrast to many other businesses that offer a single product. A customer may require accommodation and catering services, transport as well as links to experienced tour guides. Each of the departments must be equipped with competent employees that contribute to the overall quality of customer experience. Failure in the provisions of any of the departments may negatively affect the entire package offered by the hotel and hence the recent efforts by hotels to engage in strategic human resource management practices. According to (Busquets, 2010), tourism is expected to employ more than 290 million people by 2020 and is currently contributing 30% of global export services. The hotel sector needs to enhance human resource development to cope with the rising demand for quality services. Competition is constantly increasing as more business people continue investing in the sector thereby offering customers a wide range of choices. Hotel managers have to ensure that they attract as many customers as possible through offering quality services and maintaining innovativeness to preserve market leadership. However, Clark and Chen (2007) observe that competitiveness in the sector significantly depends on the ability to satisfy customers, which in turn is associated with staff competence, especially at the customer contact zone. The managers need to maintain a supportive role to ensure that front line employees maintain the expected standards to attract and retain customers. Employee satisfaction is critical to the accomplishment of the goals of the hotel sector. Human resource managers may be wrong to expect

Nature of Sociological Theory

Nature of Sociological Theory THE NATURE OF SOCIOLOGICAL THEORY OKUMAGBA, OGHENERO PAUL, FAYEYE, J.O.   EJECHI, EUCHARIA SOCIOLOGICAL THEORY DEFINITION AND MEANINGS Different people see Sociological theory in different ways. Different people have regarded different aspects of sociology as theory and students are also involved because their works are based on theories. How do we define a theory? In other to give an answer to this question, we must have some definition which must help us in this task. Mennell, S. (1972) distinguished what a theory should be and what by convention is named Sociological theory. He started by saying that sociology theory in some cases is not sociological theory. What this means is that, it deals in most cases with a body of ideas attached to theory, and this is not always their in the strict Sense of it. For Mennel a real sociological theory is formalized and ultimately testable explanations which are accumulated to a large extent in the ordinary process of Sociology Research i.e. sociological theory must be related to Sociological Research. Our theories may only try to explain limited and specific properties of reality. They may belong to some or all area of sociology such as Urban sociology, Sociology of the Family, Political sociology etc. i.e. they may only cover an aspect of sociology and not all. They may be what R.K. Merton calls MIDDLE RANGE THEORIES, i.e. theories that are interested in specific or limited areas e.g Social roles. Mennel goes on to ask the question, what is social theory in the customary sense. Sociological theory is a general collection to topics. it also tends to include the discussion of Some Epistemological issues such as what is science, what is sociological theory. Is it a science? Etc. this is what Stephen Mennel refers to as META THEORY. There is another category which Mennel calls PARA-THEORY. He got this from the works of Ralph Dorhendorf. He defines it as all statement before, around and after Sociological theory which are capable of empirical test themselves but are geared towards theories, We also wasn’t to distinguish this type of theory from what is known a s BASK THEORY. It does not necessary have to be scientifically validated, i.e. it does not contain empirical components as it basis. Although most of the great Sociologists may have developed theory without going on to test them. They ore more or less based on their experience or from reading. Some writers have called the above type GRAND THEORY. This theory is concerned with providing a scheme that can be used to explain the empirical data of research. This type of theory depends on interrelated construct, concepts, prepositions, scientific statements etc. that presents a systematic view of phenomenon by specifying relationship among variables with the purpose of explaining and predicting phenomenon. This type of their is based on data collected from society and it is usually used in explaining certain segments of social reality. We may s ay that Grand theory is based on abstractive ideologies, patterns and principles which undering given nature and social world order i.e. it is global scheme. Ware as empirically based theory concentrates on formulating, generalizing from specific data in other to explain phenomenon. We may say at this point, that the two seems necessary in order to provide a concueate analysis of social reality. However, they may not be isolated from eac h. other. Grand theory tends to be constructed on abstract terms and we may question what process of abstraction does it given to the understanding of the whole social process. Empirically. based theory is derived solely from the data collected from social processes. For Goode and Hatt:†¦. a theory states a logical relationship between facts. From this theory other prepositions can be deduced that should be true, if the first relationship holds. These d educed propositions are hypotheses. To them, and to many others as well, a hypothesis is a minor theory. it â€Å"states what† were looking for† and â€Å"Leads to an empiritical test†. It is a proposition capable to empirical verification but not yet verified. It is apparent at there is more then a semblance of circularity in the reasoning of those who discuss the relationship between a theory and a hypothesis. It is commonly claimed that all â€Å"scientific† hypotheses arc- derivations from empirically supportable theory. It is also typically asserted that every theory had its beginnings in on hypothesis. Hence, one mans hypothesis may be another’s theory. It all depends on the aim and ingenuity of the investigator. Scientific theories are logical systems of propositions which attempt to account for why phenomena ore the way they are and predict their behaviour. Theories are built of data generated, for example Mertonian paradigms and sociological perspectives are synonymous. The direct data generation and theorizing efforts to some aspects of the social world. Thus one can produce specific theories from a particular perspectives e.g. the theory of segmenting opposition and Merton’s social structure and anomie theory fall within the functional perspective. A theory can also be seen as a logically consistent statement of causal laws. Causal laws ore statements of regularities in concomitant occurrences between antecedents and events. The question we should be asking ourselves is, Are we limited by the process of data collection? We have to have a facilitating relationship between the two. Theories which are based on empirical footing helps to direct the grand theory and provides concrete d ata for the grand theory and helps the researcher develop a conceptual framework. The word ‘theory’ derives its meanings and usage from the user. To call a statement a theory is sometimes intended to increase its value by suggesting that it goes beyond ‘mere facts’ e.g when a person says I hove a theory about James he means that he cannot be deceived by him. But sometimes, the word theory as clearly used to reduce the value of a speculative idea by denying it a close connection with reality. In this sense it is often asserted â€Å"tings are all right in theory† but not in practice. Theories would have no value if they did not go beyond facts. Facts are nothing more than statements which we believe to bear truth about particular events which have occurred. Theories ore not meant to be about particular events but about the whole categories of events, it is generally said that Theories or some theories are nothing but general facts. A statement general fact would be either a shorthand or number of statements of the same kind or type, a general statements of the characteristics of a type of events. It is true that all theories go beyond facts; however not all statement which go beyond facts are theories. For example if say that, the colonial masters colonized Nigeria, and established a foreign culture that would otherwise not have developed. I am going beyond facts, but no one can know what culture would have developed if there had been no Colonization in the first instance. However, one can guess, and ones guess is an hypothesis. This guess is not a theory; because it stated something about particular events or particular complexes or events but it states nothing in general about the characteristics of colonial domination. To be testable this theory would have to state the kind of evidence that could be treated as refuting it. Instances of species which have survived being w c-Il adapted to particular environment or instances of Species which were well adapted to a particular environment but which had not survived. In the final analysis, the criterion of a adaptability is the capacity for survival 1.e. One does not really know how adoptable a species is until one has already observed its Capacity for survival. The fact that such a theory is not strictly testable does no mean that it has little value. Its values lies in directing inquiries of the students of evolution In conjunction other theories, some of which are highly testable it has helped evolutionary biologists to explain a great deal. Its own role is programmatic, it says if you are making enquires of this kind, makes a species more or less adaptable table in a particular environment This has proved useful. This example removed the assumption that if is only the social sciences attempt to be satisfied or utilize theories which ore not strictly testable. TYPES OF THEORY Cohen; (1968) in his book Modern Social Theory out lined four broad types of theories and they are as follows: Analytical Theory Normative Theory Metaphysical theory Scientific theory ANALYTICAL THEORY These are like theories of mathematics or logic which may state nothing about the real world but consist of some sets of axiomatic statements which are true by definition and from which other statements ore derived for example Adam Smith’s their on human economy which stress that people tend to maximize their gains while minimizing their losses. NORMATIVE THEORY These theory elaborates a set of ideal state of which one may aspire for example, ideologist fall within this category Normative theories are subjective in the sense that they deal with the ideal or what ought to be rather than what is. METAPHYSICCAL THEORY These are theories which are beyond the senses in other words, they have no empirical foundation. A good example is Darwin’s theory on Evolution of man and Malthusian’s theory of population. SCIENTIFIC THEORIES This is ideally a universal empirical statement which exacts a causal connection between two or more variables (or types of events). At this simplest, it has this form e.g. whenever x occurs they Y occur X = Y. Scientific theories are universal because it state something about the condition under which some events or types of events always occur If theories go beyond facts, they must have a connection with reality. Hence no experience of reality is worth recording, or could be recorded if it is not for theories. The most elementary theories, which we use a re embedded in our language. All language must use certain universal, categories; and to use a universal category is in effect to use a theory. If for example It says’ that ‘James is a deviant presume certain universal characteristics associated with deviance, as opposed to conformity. Without universal categories there will he no communication, without communication there will be no culture, no society, no science, no technology, no shored experience of die world of reality. Theoretical consideration end theoretical concepts, implicit or explicit have an essential rule in shaping the direction of research, in direction observation an and in guiding description itself, For a theory to be used wisely with sharp awareness, awareness users must have the knowledge of its nature and of its varieties. We need to know its concepts and diverse terminological forms they take. We should be familiar with the history of sociological theoretical endeavours with its changing emphasis, its successes and failure, and its promise for the future, These in themselves constitute the subject matter of the studying of sociological theories. SOCIOLOGICAL THEORYAND SOCIAL ORDER Theory is a set of prepositions complying ideally with the following conditions; The propositions must be put in terms of exactly defined concepts. They must be consistent with one another. They must be such that from them the existing generalization could be deductively derived. They must be fruitful i.e. show the way to further observation and generalizations were increasing the scope of knowledge. From the foregoing, sociological theory can be understood in the sense in which the word theory is used in other sciences. Hence it is; ‘a structure of systematically organized law like propositions about society that con be supported by evidence. The aim a sociological theory from the foregoing is explanation that goes beyond description and systematic definition (or taxonomy). Some characteristics of sociological theory. It is needful to odd that many sociological theories do not meet the ideal criteria of science (i.e. universality, empruism, and causality). CHARACTERIST1C OF SOCIOLOGICAL THEORY Theories are thoughts and ideas used to explain particular Social phenomenon or situations in society. It is a set of systematically relatered propositions a imed at explaining a particular situation. They are thoughts, ideas, or conceptual schemes used to solve societal problems. A theory is good and useful when it is able to solve problems successfully. Sociological theories attempts to explain and investigate problems, issues or events within the context of observable social phenomenon, they attempt to offer scientific and theoretical explanation which on the basis of the past have immediate applicability and are also capable of application to similar problems in the future. All theories attempt more than anything also the question â€Å"Why†. All contemporary sociological theories are selective in their analysis of social phenomenon. No one theory con interest or explain a total social phenomenon (such as the Grand Theory by TALCOTT PARSONS and middle range theories by ROBERT K. MERTON) for example, DEMOGRAPHISM as a sociological perspective is concerned with man’s various responses caused by increase in population. Then TECHNOLOG1SM emphasizes the effect of technology on man and social organization, while ECOLOGISM emphasizes the influence of non human environmental on human behaviour. Contemporary sociological theories must be empirically grounded. They are not merely thoughts or speculations. They are not â€Å"armed chair theories† but are based on observable facts that can be subjected to scientific observation and analysis. They are thoughts backed by verified fact or knowledge. Sociological theories tends to state scietific and observable relationships between variables usually between the dependent and independent variables. independent Variable -independent Variable X Y All sociological theories attempts to solve the problem of order in the society, All contemporary sociological theories deal with social phenomenon that are either imposed or generated by the individuals and these imposed or generated phenomena must either be subjective or objective. Finally, any sociological theory that does not fall into these set of categories is not qualified to be called a sociological theory. FUNCTIONS OF SOCIOLOGICAL THEORIES Theories in any discipline have certain function which they perform in investigation info societal problems, It extends the Scope of the original empirical findings by showing the interrelationship between various variables. It provides facts for the accumulation of both theory and research findings. If increase the fruitfulness of research through the successive exploration of the implicajiohs of research findings. lt introduces a ground for the predictions. It entails precision which is derivable from test-ability or verification The importance of precision in theory was stated by R.K, Merton when he wrote those theories which admits a precise precision confirmed by observation taken on strategic importance since they provide an initial basis for choice between competing hypothesis. THE CENTRAL PROBLEMS OF SOCIOLOGICAL THEORY AND SOCIAL ORDER The Problems of Order To take the position that sociological theory centers around the problem of social order may result into laying criticism of conservation ideological bias. To those who sees conflict, they will assume that the position presents or emphasizes order and affirms its desirability. It is certain that people in most societies desire order, they may not accept any kind of order at all cost. The fact that order is desired by many does not justify its central position in sociological theory. When order is presented as being at the centre of sociological theory it is done so because of the following Order is itself something positive, and its opposites only conceivable in terms of it. The very idea of human society presupposes order. The existence of social order is problematic and cannot be taken for grated. The investigation of the problem of order illuminates (or shows) the nature of disorder in its various aspects.

William Shakespeares Hamlet :: Shakespeare Hamlet Essays

William Shakespeare's Hamlet Disillusionment. Depression. Despair. These are the burning emotions churning in young Hamlet's soul as he attempts to come to terms with his father's death and his mother's incestuous, illicit marriage. While Hamlet tries to pick up the pieces of his shattered idealism, he consciously embarks on a quest to seek the truth hidden in Elsinore; this, in stark contrast to Claudius' fervent attempts to obscure the truth of murder. Deception versus truth; illusion versus reality. In the play, Prince Hamlet is constantly having to differentiate amongst them. However, there is always an exception to the rule, and in this case, the exception lies in Act 2, Scene 2, where an "honest" conversation (sans the gilded trappings of deceit) takes place between Hamlet and Rosenkrantz and Guildenstern. Via the use of prose and figurative language, Shakespeare utilizes the passage to illustrate Hamlet's view of the cosmos and mankind. Throughout the play, the themes of illusion and mendaciousness have been carefully developed. The entire royal Danish court is ensnared in a web of espionage, betrayal, and lies. Not a single man speaks his mind, nor addresses his purpose clearly. As Polonius puts it so perfectly: "And thus do we of wisdom and of reach^Ã… By indirections find directions out" Act 2, Scene 2, Lines 71-3 The many falsehoods and deceptions uttered in Hamlet are expressed through eloquent, formal, poetic language (iambic pentameter), tantamount to an art form. If deceit is a painted, ornate subject then, its foil of truth is simple and unvarnished. Accordingly, when the pretenses of illusion are discarded in Act 2, Scene 2, the language is written in direct prose. Addressing Rosenkrantz and Guildenstern, Hamlet pleads with them to deliver up honest speech about the intent of their arrival: "[offer up] Anything but to th' purpose." Act 2, Scene 2, Line 300 In a gesture of extreme significance, in a quote complementary to Polonius' aforementioned one, Hamlet demands: "Be even and direct with me whether you were sent for or no." Act 2, Scene 2, Lines 310-11 Being the bumbling fools they are, Rosenkrantz and Guildenstern disclose their intentions and purposes to Hamlet, revealing the King and Queen's instructions. Thus does truth prevail in this passage. For this reason, the whole passage is devoid of the "artful" poetic devices that are used in the better portion of the play. The recurring motif of corruption also appears in the passage.

Salem Witch Trials Research Paper

During the early winter of 1692 two young girls became inexplicably ill and started having fits of convulsion, screaming, and hallucinations. Unable to find any medical reason for their condition the village doctor declared that there must be supernatural forces of witchcraft at work. This began an outbreak of hysteria that would result in the arrest of over one hundred-fifty people and execution of twenty women and men. The madness continued for over four months. The notorious witch trials of Salem, Massachusetts occurred from June through September.It is a brief, but turbulent period in history and the causes of the trials have long been a source of discussion among historians. Many try to explain or rationalize the bizarre happenings of the witch hunts and the causes that contributed to them. To understand the trials and how they came to be, we must first examine the ideals and views of the people surrounding the events. Salem Village had a very colorful history before the famous witch trials. It was not exactly known as a bastion of tranquillity in New England.The main reason was its 600 plus residents were divided into two main parts: those who wanted to separate from Salem Town, and those who did not. The residents who wanted to separate from Salem Town were farming families located in the western part of Salem Village. Those who wanted to remain a part of Salem Town were typically located on the eastern side of Salem Village–closest to Salem Town. The residents who wished to remain a part of Salem Town were economically tied to its thriving, rich harbors. Many of the Salem Village farming families believed that Salem Town’s thriving economy made it too individualistic.This individualism was in opposition to the communal nature that Puritanism mandated. Thus, they were out of touch with the rest of Salem Village. One particularly large farming family who felt that Salem Town was out of touch with the rest of Salem Village was the Putnams. Be lief in the supernatural, specifically in the devil's practice of giving certain humans (witches) the power to harm others in return for their loyalty–had emerged in Europe as early as the 14th century, and was widespread in colonial New England.In addition, the harsh realities of life in the rural Puritan community of Salem Village (present-day Danvers, Massachusetts) at the time included the after-effects of a British war with France in the American colonies in 1689, a recent smallpox epidemic, fears of attacks from neighboring Native American tribes and a longstanding rivalry with the more affluent community of Salem . Amid these simmering tensions, the Salem witch trials would be fueled by residents' suspicions of and resentment toward their neighbors, as well as their fear of outsiders.The events which led to the Witch Trials actually occurred in what is now the town of Danvers, then a parish of Salem Town, known as Salem Village. Launching the hysteria was the bizarre, seemingly inexplicable behavior of two young girls; the daughter, Betty, and the niece, Abigail Williams, of the Salem Village minister, Reverend Samuel Parris In February, 1692, three accused women were examined by Magistrates Jonathan Corwin and John Hathorne. Corwin's home, known as the Witch House, still stands at the corner of North and Essex Streets in Salem, providing guided tours and tales of the first witchcraft trials.John Hathorne, an ancestor of author Nathaniel Hawthorne, is buried in the Charter Street Old Burying Point. By the time the hysteria had spent itself, 24 people had died. Nineteen were hanged on Gallows Hill in Salem Town, but some died in prison. Giles Corey at first pleaded not guilty to charges of witchcraft, but subsequently refused to stand trial. This refusal meant he could not be convicted legally. However, his examiners chose to subject him to interrogation by the placing of stone weights on his body.He survived this brutal torture for two days befor e dying. Though the respected minister Cotton Mather had warned of the dubious value of spectral evidence, his concerns went largely unheeded during the Salem witch trials. Increase Mather, president of Harvard College and Cotton's father later joined his son in urging that the standards of evidence for witchcraft must be equal to those for any other crime, concluding that â€Å"It would better that ten suspected witches may escape than one innocent person  be condemned.â€Å"Trials continued with dwindling intensity until early 1693, and by that May Phips had pardoned and released those in prison on witchcraft charges. The aftermath of the Salem witch trials was severe. Many people were stuck in jail, unable to pay for their stay during the trials. Other people who were convicted had their land conviscated leaving families broke and homeless. Many people after the salem witch trials could not get along with each other like the accusers and the familes of the accused.Many people tried to repent their accusation and make public apologies to the families of the accused and to Salem. Many people did forgive, but many families still felt it was not enough. Since the Salem Witch trials has ended, there has been no more deaths because of witchcraft or an accusation of one. The Salem Witch Trials has left such an effect on Salem Village that it was renamed Danvers and is called that to this day. Salem Witch Trials Research Paper During the early winter of 1692 two young girls became inexplicably ill and started having fits of convulsion, screaming, and hallucinations. Unable to find any medical reason for their condition the village doctor declared that there must be supernatural forces of witchcraft at work. This began an outbreak of hysteria that would result in the arrest of over one hundred-fifty people and execution of twenty women and men. The madness continued for over four months.The notorious witch trials of Salem, Massachusetts occurred from June through September. It is a brief, but turbulent period in history and the causes of the trials have long been a source of discussion among historians. Many try to explain or rationalize the bizarre happenings of the witch hunts and the causes that contributed to them. To understand the trials and how they came to be, we must first examine the ideals and views of the people surrounding the events.Salem Village had a very colorful history before the famous w itch trials. It was not exactly known as a bastion of tranquillity in New England. The main reason was its 600 plus residents were divided into two main parts: those who wanted to separate from Salem Town, and those who did not. The residents who wanted to separate from Salem Town were farming families located in the western part of Salem Village. Those who wanted to remain a part of Salem Town were typically located on the eastern side of Salem Village–closest to Salem Town. The residents who wished to remain a part of Salem Town were economically tied to its thriving, rich harbors.Many of the Salem Village farming families believed that Salem Town’s thriving economy made it too individualistic. This individualism was in opposition to the communal nature that Puritanism mandated. Thus, they were out of touch with the rest of Salem Village. One particularly large farming family who felt that Salem Town was out of touch with the rest of Salem Village was the Putnams.Bel ief in the supernatural, specifically in the devil's practice of giving certain humans (witches) the power to harm others in return for their  loyalty–had emerged in Europe as early as the 14th century, and was widespread in colonial New England. In addition, the harsh realities of life in the rural Puritan community of Salem Village (present-day Danvers, Massachusetts) at the time included the after-effects of a British war with France in the American colonies in 1689, a recent smallpox epidemic, fears of attacks from neighboring Native American tribes and a longstanding rivalry with the more affluent community of Salem . Amid these simmering tensions, the Salem witch trials would be fueled by residents' suspicions of and resentment toward their neighbors, as well as their fear of outsiders.The events which led to the Witch Trials actually occurred in what is now the town of Danvers, then a parish of Salem Town, known as Salem Village. Launching the hysteria was the bizarr e, seemingly inexplicable behavior of two young girls; the daughter, Betty, and the niece, Abigail Williams, of the Salem Village minister, Reverend Samuel ParrisIn February, 1692, three accused women were examined by Magistrates Jonathan Corwin and John Hathorne. Corwin's home, known as the Witch House, still stands at the corner of North and Essex Streets in Salem, providing guided tours and tales of the first witchcraft trials. John Hathorne, an ancestor of author Nathaniel Hawthorne, is buried in the Charter Street Old Burying Point. By the time the hysteria had spent itself, 24 people had died. Nineteen were hanged on Gallows Hill in Salem Town, but some died in prison. Giles Corey at first pleaded not guilty to charges of witchcraft, but subsequently refused to stand trial. This refusal meant he could not be convicted legally. However, his examiners chose to subject him to interrogation by the placing of stone weights on his body. He survived this brutal torture for two days b efore dying.Though the respected minister Cotton Mather had warned of the dubious value of spectral evidence, his concerns went largely unheeded during the Salem witch trials. Increase Mather, president of Harvard College and Cotton's father later joined his son in urging that the standards of evidence for witchcraft must be equal to those for any other crime, concluding that â€Å"It would better that ten suspected witches may escape than one innocent person  be condemned.†Trials continued with dwindling intensity until early 1693, and by that May Phips had pardoned and released those in prison on witchcraft charges. The aftermath of the Salem witch trials was severe.Many people were stuck in jail, unable to pay for their stay during the trials. Other people who were convicted had their land conviscated leaving families broke and homeless. Many people after the salem witch trials could not get along with each other like the accusers and the familes of the accused. Many peo ple tried to repent their accusation and make public apologies to the families of the accused and to Salem. Many people did forgive, but many families still felt it was not enough. Since the Salem Witch trials has ended, there has been no more deaths because of witchcraft or an accusation of one. The Salem Witch Trials has left such an effect on Salem Village that it was renamed Danvers and is called that to this day.

The Importance of French Education for Engineers

French education for engineers is significantly different from that of the United States. This fact will be the topic of this paper as well as the sequencing of French education. There are four schools in France that provide for the bulk of the engineering education after high school. These are called National Instituts For Applied Sciences or INSA. These institutions are very comprehensive and high level. The National Instituts For Applied Sciences or INSA take students who have completed their secondary school studies and select them on the basis of their examination results and their academic records. The recruitment is highly selective. In 1991, 11,000 candidates with a science baccalaureat applied for about 1,200 places.[1] It is therefore obvious, that the INSAs attract students with a high level of scientific education in mathematics, physics and chemistry. The studies begin with a two-year basic study program in the Premier Cycle, which is comprised of general science courses in mathematics, physics, chemistry, mechanics and computer science. These courses are also complimented with courses in the Liberal Arts. The students who pass the first and second year exams are admitted to the Engineering Departments where they continue their studies for three additional years. This enables the students to specialize in nearly all the different engineering sciences: computer studies, mechanics, physics, chemistry and biochemistry. One original aspect of the INSAs is that, the number of students in a department can vary depending on the state of employment prospects. All the INSAs train their students according to the same principles and curricula as the other four institutions. The First cycle is a two-year program of common core classes that welcomes secondary school graduates. Its goal is to prepare students for entry into one of the Institute's specialized departments. The initial qualifications of those who apply for admission to INSA guarantee the high quality of the students: 80% of them graduate in 5 years and 5% in 6 years. [1] Engineering studies start concurrently with the first year of their training. After a two-year preparatory phase, the first cycle begins putting an ambitious regiment into place. The goal of this regiment is, first of all, to give students the common scientific, technical, and liberal arts training necessary for all departments. In order to achieve this goal, course work is divided into modules that are independent of each other. The second goal of the regiment is to encourage students to make the transition from high school student to a responsible higher level student with clearly defined professional goals. As a result of the quality of these different goals, the first cycle plays an important role in both engineering sciences as well as the liberal arts through both years. EURINSA is another two-year European first cycle in engineering studies that has, since 1991, been training European students (including French students) to be part of an international team. The scientific training, conducted in French but adapted to engineering students from different backgrounds (language abilities), allows the students to enroll in any one of the four INSAs in France or even in one of their European counter parts. The program is open to approximately 100 students (at each institution) of whom 1/3 are French, 1/3 are from other European countries, and 1/3 from Central and Eastern Europe.[3] The INSAs produce highly qualified engineers. There are some main differences between studying at an INSA and in the universities of the other European countries. One difference is that French students specialize only at the end of the first two years (the â€Å"Premier Cycle†). This form of training provides them with a vast scientific background, which guarantees a good overall training in the engineering sciences. This method also allows them to change their area of concentration, if necessary during the course of their career. As the INSAs and the â€Å"Grandes Ecoles† are highly selective, very few students drop out during the Premier Cycle whereas, in the traditional university system, there is a high dropout rate or at least a decision to change their course of study. Unlike the University system, the students at an INSA have many general courses. Although all European countries announce a training scheme which lasts approximately 5 years, the fact that attendance is not 100% and that students are permitted to repeat years, means that becoming a qualified engineer could take two or three years longer.[3] Engineering training fields and engineer status differ widely among countries. In other European Countries as well as the United States for example, the seemingly simple problem of correspondence among degrees, not to mention equivalence, is far from being solved, and the notion of harmonizing the numerous systems does not seem realistic. Educational system's specification's are deeply rooted in the country's culture, industry and economy. Large discrepancies appear in Europe between: kinds of high-school studies and their length before college entrance, means of student recruitment, length of training (in terms of number of years of study), degree awarding, academic recognition, professional recognition, etc. In many countries, two engineer profiles coexist: a design engineer with a broad background training, and a production and application engineer. For each profile, there are nevertheless important national particulars. With such diversity, one may understand why a foreign candidate admission in a French engineering college does not assume automatic level equivalence rules. Instead results from various factors: number of study years, major and minor fields of studies, major projects, etc. Therefore, there is only one European general objective in this area, dealing with recognizing degrees obtained after at least three higher education years. These are valued for entrance in professions having regulated access. Because of this definite lack of equivalence standards, Europeans have decided to develop student and professional mobility by recognizing and validating studies engaged in at colleges in other countries . This process has strongly developed in some cases, through the development of programs leading to double degrees, or through the E.C.T.S. project (European Credit Transfer System), based on academic credits which are transferable within higher education institutions of the European Union.[3] Institutions wishing to participate in E.C.T.S., particularly those following non-university framework, must make great efforts to adapt. They have to reorganize their training programs or curriculum with credit hours and they have to use a universal grading scale. The University of Technology of Compiegne (UTC) was the first French engineering school to engage in ECTS in the field of mechanical engineering. Other schools, like INSA of Lyon have more recently done the same. Apart from this very structured system, recognition of study periods among institutions from several countries appears more and more to be an essential component of an international open policy. Partnership agreements exist also with American universities, for instance between the Institut National Polytechnique de Lorraine and Kansas State University and University of Wisconsin at Madison. Developing this practice and expanding the student exchanges depends on firm relationships between foreign schools. A new attitude has developed, where one takes notice of differences between systems, without making value judgements. Thus, these new relations are creating more awareness of the equivalence problem and providing better methods for rectification. The École Polytechnique constitutes the â€Å"graduate schools.† It takes 2 to 3 years of study and, in 1993, there were 46,000 students enrolled in the second cycle.[3] Each year, the École Polytechnique admits slightly more than 400 students into the Second Cycle, via traditional competitive examinations.[4] These students are of both sexes, may be either French or foreign, and are approximately 21 years old. The instructional program for the Second Cycle consists of two years of advanced courses in the fundamental sciences. The program is evenly divided between a core curriculum, and an elective curriculum that includes individual research projects. All students follow the core curriculum, which includes courses in pure and applied mathematics, computer science, mechanics, physics, chemistry, biology and economics. The core curriculum also includes courses in the humanities and social sciences, as well as in several modern languages. Upon successful completion of these two years, students are awarded the diploma of Ingenieur de l'École Polytechnique. Relatively few of them begin their careers upon graduation. The vast majority of graduates choose to follow their studies with specialized training in engineering or business administration, or with the preparation of a doctoral degree. The French nationals, in view of the obligations of their status as polytechniciens, may choose to pursue technical training in France, at one of its engineering schools (such as the École des Mines, the École des Ponts et Chaussees, or the École des Telecommunications) They complete their last two years of education, and receive the corresponding Diplome d'Ingenieur. Since 1996, French nationals have undertaken such training at foreign institutions, in Europe, America or Asia: they have a choice among 100 different instructional programs, at 29 foreign institutions, leading to an Engineering degree or a Masters of Applied Science or Engineering, depending on the institution selected.[3] These programs generally require between two and two and a half years. Special arrangements with the École facilitate admission to some of these institutions. After research training in France or at a foreign university, engineering school, or public or private research center, approximately four years, they obtain a doctoral degree, a Ph.D. or a similar degree in a basic or applied science. For business studies abroad, after several years of practical experience, they earn an MBA degree at one of seven institutions. Foreign students may undertake specialized training or prepare dissertations at institutions of their choice, including, of course, their home institutions. The past shows, however, that they tend to favor the programs offered to their French classmates. In any case, the École attempts to arrange that the two years of study at Palaiseau be properly validated in the programs of the students' home universities. Foreign students are entitled to the same agreements as those offered to French nationals. The École Polytechnique's Second Cycle in the fundamental sciences together with a specialization acquired at another first class institution, represents a training that is proving to be in particular demand in today's economic market place. Indeed, each year large corporations come forward with expressions of their needs and suggestions as to where they believe the necessary applied training may best be obtained.

Case Study 4 Culture Clash In Boardroom Example

Case Study 4 Culture Clash In Boardroom Example Case Study 4 Culture Clash In Boardroom – Case Study Example Case Study 4 Culture Clash in Boardroom Identify the most important facts surrounding the case. The case of whether the German-Chinese joint venture should follow the ethical rules of the parent company or the country of operation presents a decision dilemma to the management. The most important facts that surround this case include the socio-cultural differences that multinational companies experience. In this case, the German-Chinese joint venture has its headquarters in Germany and this means that its entire operation management principles and business practices are traditionally Europe. On the other hand, China hosts its subsidiary and offers a better business prospects. The challenge is that in China it is operating in a different cultural environment which is likely to contravene its ethical standards of business practices.Identify the key issue or issues.The key issue in this case is adherence to ethical standards of the company versus the need to accept the bribe culture in C hina to realize sales. Mr.Liu Peijin faces a difficult decision to make since the customer insists on 1% commission as a reward to complete the negotiation and finish the deal. This is the local culture in china but is against the ethical standards of the firm.Specify alternative courses of action.The causes of actions possible in this case are to compromise the ethical standard of the company, give the commission to the customer and gain in huge sales. An alternative cause of action is to withdraw from the deal by rejecting the 1% commission demand thereby holding on the ethical principles of Almond China.Evaluate each course of action.Offering a 1% commission will compromise the ethical principles of the multinational which will affect its ability to negotiate future deals on allegations of corruption and lacking integrity. Sticking to the company’s ethical principles and rejecting 1% commission demand will cost the company a huge sale- 30 million Yuan.Recommend the best co urse of action.The long run survival of the firm is primary and this makes it important to have clean hand in its transactions. Since it is in another country with better business potential, it would be advisable to protect its public image by adhering to its ethical standards. Tis has long term benefits in positive public image of Almond’s as a compromise on its ethics or safety standards may affect its ability to secure contracts in the future.Work CitedKatherine Xin and Wang Haijie Should a German-Chinese joint venture follow the ethical rules of the parent company or the country of operation? Culture Clash in the Boardroom.2011

Westnile Disease essays

Westnile Disease essays About the Virus, the Disease, and Its Spread West Nile virus is spread by the bite of an infected mosquito, and can infect people, horses, many types of birds, and some other animals. Most people who become infected with West Nile virus will have either no symptoms or only mild ones. However, on rare occasions, West Nile virus infection can result in severe and sometimes fatal illnesses. There is no evidence to suggest that West Nile virus can be spread from person to person or from animal to person. Overview of West Nile Virus Updated Q: What are West Nile virus, West Nile fever, and West Nile encephalitis? A.West Nile Virus is a flavivirus commonly found in Africa, West Asia, and the Middle East. It is closely related to St. Louis encephalitis virus found in the United States. The virus can infect humans, birds, mosquitoes, horses and some other mammals. West Nile fever is a case of mild disease in people, characterized by flu-like symptoms. West Nile fever typically lasts only a few days and does not appear to cause any long-term health effects. More severe disease due to a person being infected with this virus can be West Nile encephalitis, West Nile meningitis or West Nile meningoencephalitis. Encephalitis refers to an inflammation of the brain, meningitis is an inflammation of the membrane around the brain and the spinal cord, and meningoencephalitis refers to inflammation of the brain and the membrane surrounding it. Q. Where did West Nile virus come from? A. West Nile virus has been commonly found in humans and birds and other vertebrates in Africa, Eastern Europe, West Asia, and the Middle East, but until 1999 had not previously been documented in the Western Hemisphere. It is not known from where the U.S. virus originated, but it is most closely related genetically to strains found in the Middle East. Q. Historically, where has West Nile encephalit...

How to Pass the SAT Expert Prep Tips

How to Pass the SAT Expert Prep Tips SAT / ACT Prep Online Guides and Tips The SAT is one of the most important tests you’ll take in high school. When you take a test in class, there are clear guidelines for passing and failing - wouldn’t it be nice to have the same thing for the SAT? Here, I’ll talk about exactly what it means to pass the test (spoiler: it’s different for everybody) before giving you tips and strategies fohow to pass the SAT and get the score you need. What Does It Mean to â€Å"Pass† the SAT? To answer your question right off the bat (although I hope you keep reading - there’s a lot more to learn ) is that there is no official passing (or failing) score on the SAT. On this test, there’s only a range of possible scores - what constitutes an excellent, poor, or average score will depend heavily on your frame of reference. Ultimately, the most important thing that defines a â€Å"passing† SAT score is whether it’s good enough to get you into the colleges you’re applying to. This obviously varies widely by student. The bottom line? For your SAT score to be considered â€Å"passing,† it has to be high enough to get you into the schools you like. The problem is that this score will change not only by school, but also by student - determining your passing SAT score isn’t an exact science, especially because your college applications will be considered as a whole. Other components of your apps affect admissions officers’ expectations for your SAT scores. If the rest of your applications (e.g. your extracurriculars and GPA) are very strong, your SAT may not be weighed so heavily, for example. If your score is low enough, however, your application may get tossed out even if the rest of your app is strong. For the sake of this post, then, I’m going to define a â€Å"passing† SAT score as one that won’t get your application tossed out. Ideally, however, your SAT score will be one that helps (instead of hurts) your college applications. Keep reading to learn more about how to figure out these score benchmarks for yourself. How to Set Your Own SAT Passing Score Figuring out a passing score on the SAT means researching what scores are correlated with acceptance at all the schools you’re interested in. You can’t say for sure what scores will you get you in - there’s a lot more to your application than just standardized test scores - but you can look at how other students perform and whether or not certain SAT scores tend to get students into a school. Once you have this information for schools you’re interested in, you can use it to figure out benchmark passing scores for yourself.Here’s how you do it: You’ll have to set your own unique passing and target scores for them to be useful. Make a Preliminary List of Schools This doesn’t have to be a final list of the schools you’ll definitely send applications to. Even if you have a list of 8-10 schools you’re interested in, this is a good place to start. For this exercise to be most effective, try to select mostly â€Å"target† schools - schools where you think you’d have a fairly good chance of getting in. You can include 2-3 â€Å"safety† schools and 2-3 â€Å"reach† schools as well, as long as you maintain overall balance. If you select too many safety schools and you might set a passing score that’s too low, whereas too many reach schools may lead to a score that’s discouragingly high. The first time you do this, you may not have a great idea of what schools you’d identify as reach, target, and safety. This isn’t just okay - it’s kind of the point of this exercise. You can repeat it as many times as necessary throughout the college process, fine-tuning your list of schools as you go. Look Up Each School’s SAT Info Start by Googling â€Å"PrepScholar [name of school] SAT score† - the first non-ad link that comes up should be the one you want. An example of what your search results will look like - the first link that pops up here is the right one! The page will have the average SAT score and the 25th/75th percentile scores for students accepted to that particular school. Take down these numbers for each school. A 25th percentile score means that 25% of students at the school have a score at or below that number. A 75th percentile score means that 75% of students at the school have a score at or below that number Students with 75th percentile scores or above for a particular school usually have a good shot at getting in, barring any major with other parts of their application. Students with 25th percentile scores or below usually have other strong application components (e.g. high GPA, great essays) to boost their chances. Calculate the New SAT Score Out of 1600 Before you calculate your personal passing score, you need to convert the info from these pages to the current SAT scoring system. You can do this by taking each score and multiplying by â…”. Then, round to the nearest multiple of 10. If you took down a score of 1870, for example, you’d multiply by â…” to get 1247. Round to the nearest 10 to get 1250. Set Your Benchmark â€Å"Passing† Score This step is perhaps a bit more subjective, and as such, will vary by student - of course it’s important to use your best judgment when establishing your own benchmark scores. If you want to come to a passing SAT score, you’ll want to look at a school’s 25th percentile SAT scores. This is far from a safe bet, however - your chances of getting in will heavily depend on the strength of the rest of your application if your SAT score is at or around the 25th percentile. If your GPA is lower than average for a particular school, for example, your SAT score would have to be higher in order to make up for it. Ultimately, I think that the best SAT score to aim for isn’t the â€Å"passing† score, but a score that will help you stand out as a strong applicant. The 75th percentile is a sweet spot because you’d be more competitive (in terms of SAT scores) than  ¾ of students who are accepted to the school. Side note: If your typical SAT score is higher than the 75th percentile score, you might want to consider looking at more competitive schools - you want to aim as high as you reasonably can here (more competitive schools often mean better reputations, which tend to lead to better outcomes). Now that we’ve gotten that out of the way, here’s how to calculate both passing and ideal SAT score benchmarks for yourself: Take the averages of the scores you collected for each school. First the average of the 25th percentile scores, then the average of the 75th percentile scores. The 25th percentile average is your â€Å"passing† goal score - the minimum you should be aiming for. The 75th percentile score is your target score - the score that has a great chance of getting you accepted to the colleges on your list. What If You’re Worried About Your Ideal Score, or Even Your Passing Score? If the scores you’ve calculated seem intimidatingly high, don’t panic just yet! There are a few important things to keep in mind. First, your target score (the 75th percentile average) is an ideal goal. It’s supposed to be higher than what you’re scoring now (or maybe even what you think you can score), so don't panic even if it's considerably more than 100 points higher than your current score. If you’re already at or above that 75th percentile mark, it's a sign that you might be selling yourself short - consider looking at more competitive schools. On the other hand, if even the 25th percentile benchmark seems too high, consider re-evaluating your list of schools. You might want to look at colleges that are slightly less competitive. How to Pass the SAT: Tips and Strategies I’m going to split this section up into two parts meant for two different types of students: low-scorers and high-scorers. Here, I’m defining score parameters by the national performance standards: high scorers are at about 1200 and above (75th percentile nationally), whereas low scorers are at about 840 and below (25th percentile nationally). If your performance is closer to the average (1000), check out both sections and follow the guidelines that you find most useful. Let's move on to everything you need to know about how to pass the SAT. Worried about where to start? The following sections will help get you started in the right direction. Guidance for Low Scorers It’s hard to know where to start with prep if your scores are relatively low - how do you know what your primary issues are if you feel like you’re having a lot of trouble with the test? The biggest issue for low scorers is often significant gaps in content knowledge, so identifying and filling these gaps is often the first step for effective SAT prep. Other mistakes may be due to: Running out of time Misunderstanding the question Running out of time Careless errors Before you can practice effectively, it’s important to analyze and understand your mistakes - that is, figuring out which of the above issues are your biggest weaknesses before taking steps to address them. You’ll have to invest some time in some serious self-analysis involving a baseline to work from. Here are best practices for getting a solid baseline score and gaining info on your weaknesses: Take a full, timed, diagnostic practice test. Take note of which questions you missed. Tally the reasons for each incorrect question: Content Gap: Did you not have the information you needed to answer correctly? Timing Issue: Would you have gotten the question correct if you hadn’t run out of time? Question Misunderstanding: Would you have gotten the question correct if the question had been more clear? Careless Error: Would you have gotten the question correct if you had spent an extra couple of seconds checking your work? If you find that content knowledge is your biggest problem, you’ll want to turn to your class notes, textbooks, and SAT prep books for review - not just SAT practice materials. We also have a bunch of SAT content guides to get you started: 5 Tips for SAT Writing and Language Ultimate SAT Math Prep Guide Step-by-step SAT Essay Guide Once you’ve conquered major content problems, you can hone in on specific content areas and work on careless errors and timing issues. You’ll find tips for addressing those problems in the next section. Guidance for High Scorers If you’re fairly happy with your score but want to bring it up to the next level, you probably have a general idea of where your major strengths and weaknesses are on the SAT. With a relatively high score, you’re probably pretty strong on content overall. High scorers usually lose points due to these three issues: Carelessness: loss of focus leading to silly mistakes. Timing Problems: you simply run out of time to give each question its due. Minor Content Gaps: small areas of knowledge that you haven’t mastered 100%. If you want to approach that ideal target score, you should attack each of these issues. I’ll address each of these problems in this section, but you may want to check out our detailed guide for high scorers for more info. Carelessness It’s pretty easy to identify a question you’ve missed due to carelessness. You get that horrible feeling when you recognize that you would have gotten the question right, if only you’d paid a tiny bit more attention. Careless mistakes often occur when students aren’t actively reading. Start focusing your attention with these tips: Double-read each question and underline important words. Take notes on passages. In the math section, mark up diagrams with important info and write out your arithmetic. Double- check your answer before marking it down. Let’s avoid silly mistakes when possible, shall we? Timing Issues Running out of time at the end of sections? First, spend less time on easy questions - just keep an eye out for those careless errors. Next, skip tough questions and come back to them later. This doesn’t mean you shouldn’t guess if you’re out of time (there’s no guessing penalty, so you should definitely guess). If you’ve still got plenty of time to work through the section, though, mark the problem question and come back to it later. Filling in Content Gaps Before you can work on filling in content gaps, you have to determine where these gaps actually are. This means identifying which questions you get wrong in your practice, and more importantly, why you get them wrong. You can start this process by going over all your mistakes after each practice session. Keep a careful tally of each content area every time you identify an error (hint: most content errors happen on the math section). Once you figure out which content areas give you the most trouble, use your class notes, textbooks, or reliable SAT prep book to review this content. Come back and do more practice problems in this area until you’re confident in your understanding. Summary: How to Pass the SAT Unfortunately, there’s no easy answer when it comes to figuring out a passing score on the SAT. It’s different for each student - your idea of a passing or ideal score may even change over time as you continue to improve with dedicated SAT prep. The important thing is that you put in the research to figure out what schools you’re interested in and what you need to do to get there. The good news is that regardless of whether you’re a relatively low scorer or a relatively high scorer, there are plenty of things you can do to address your weaknesses to boost your performance. What’s Next? There are a lot of helpful materials available if you’re worried about â€Å"passing† the SAT. For an overview, read our guide with 15 tips for improving your SAT score. If you need a fun, refreshing way to study, learn about the six best SAT prep games. Maybe you’re looking for more detailed information. If that’s the case, check out our ultimate study guide for SAT prep. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

I give you the information and you give me the topic Research Paper

I give you the information and you give me the topic - Research Paper Example Personally, as a student, it affects me because the decision I have already made regarding my degree major is irreversible. For this reason, understanding the skills and requirements, or the chance of securing a job in the labor market is imperative. F. The topic regarding the employability and the importance of various degree majors draws heated debate amongst individuals. Different groups have diverse perspectives regarding the topic based on their evaluation of the reality. G. Although the supporters of the skill-specific argue that the modern labor market is dynamic and requires an individual who has adequate skills in technical courses. Regardless of that, there is sufficient evidence that skills learned in the liberal arts arm the student in facing the real world. H. Audience: with the current debate, students joining colleges are confused about the degree course to pursue. Alternatively, this reason, it is the obligation of the career counseling officers in the school to ensure that new students have adequate knowledge on the impact of various degree courses on their future lives. A. Include a brief introduction to the two discipline categories: changes in the work environment, job made obsolete, job outsourcing, modern job requirements, and impact of social networks on employment. Skill-specific majors (engineering) have the highest wage and an average employment potential while liberal arts (Education) have the highest employability ratio and an average salary (Carnevale, Cheah, and Strohl 8; (Thomas 13) Rampell, Catherine. "Outlook Is Bleak Even for Recent College Graduates - NYTimes.com." The New York Times - Breaking News, World News & Multimedia. The New York Times,  2011. Web. 8  Feb.  2015.

Recruitment and Staff Selection (Moduel 3 case) Essay

Recruitment and Staff Selection (Moduel 3 case) - Essay Example The method in which the hiring process is conducted and the resulting decision made will have a lasting effect on the hospital. The hospital has a policy which requires all members in the senior management team to engage in ethical practices. They are also required to make effective hiring decisions based on ideal legal and ethical hiring practices. Most of the work in a hospital is funded either directly or indirectly by outside agencies. This aspect makes Mintville Memorial hospital to be generally obliged to comply with outlined regulations regarding hiring and recruitment. All members of the health organization should be fully conversant with federal and state laws on hiring practices. It is the responsibility of the Human Resource to monitor the hiring process and promulgate procedures which will be followed by the supervisor (Calvasina, et.al, 2007). This will ensure the hiring process is fair as the supervisor will be obliged to follow the appropriate process to ensure the right candidate fills the vacant position in the morning shift. The Human Resource supervisor should review the interview and application process to ensure all applications are analyzed and a candidate is chosen based on the analysis. Organizations have outlined appropriate steps which have to be followed in processes of staff hiring. These steps have been developed to provide logical and coordinated sequence of events. The supervisor will be required to follow these steps in the hiring process since choosing her own candidate may cause confusion or legal difficulties for Mintville Memorial Hospital. Employment equity was introduced by the government to ensure all individuals have access to equal opportunities in the work place. Employment equity is consistent with the human rights legislation and it recognizes the value of each individual in the work place. It therefore ensures each individual has genuine and open access to

RFPs and Proposals disscusinon reply Essay Example | Topics and Well Written Essays - 250 words

RFPs and Proposals disscusinon reply - Essay Example Through analysis of the second RFP design, it appears well formatted, articulated and intended for an easy read. The second design of the RFP begins with a table of content that can direct a reader to a particular area of interest. Nevertheless, I feel the RFP could be made better with adjustments of sections in the document like following the work with the guidelines of the work to ensure easy comparison and comprehension of the information. Inferring to the proposal, the document is written in response to the RFP in an articulate manner. The proposal directs the reader to specific sections of the RFP which allows the reader to access easily and understand the specific information. The proposal is equally written in a persuasive tone making it an ideal inference of an RFP (T&D, 234). The writing of a proposal in a persuasive tone is meant to woe the clients that the company has the necessary capability to offer the required

Have the welfare reforms enacted since the 1980s been successful in Essay

Have the welfare reforms enacted since the 1980s been successful in achieving their goals - Essay Example However, some decades later, the program was blamed for creating a dependent culture. This encouraged the government to institute reforms on the welfare sector. This paper will look at major achievements and challenges of welfare reforms since the 1980s. The Need for Reforms in Welfare Sector To the beneficiaries, the financial benefits derived from public welfare programs were better than most low paying jobs. Hence, most people preferred to remain covered by the welfare program than be employed. On the contrary, many people felt that there was a need for the government to continue providing welfare assistance since most of the beneficiaries were children under the Aid to Families with Dependant Children (AFDC) (Wax 2009). Under this program, families were living under comfort of assured of federal support. However, the new reforms on welfare have changed this situation by eliminating the guarantee. The choice of who to benefit from the welfare program in most countries depends on t he intended goal of a specific program. In basic terms, the main aim of major welfare programs is to get the target individuals out of poverty by making them self-reliant and thereby lead a better life. ... ility and Work Opportunity Reconciliation Act (PROWRA) of 1996 takes credit for helping reduce the number of people who are dependent on welfare (Grogger & Karoly 2005). Second, the reform removed the control of the welfare system from the hands of federal government and passed it to state governments. Third, the reform set some minimal requirements that a state has to meet in order to benefit from welfare services. The reforms saw the federal government give out welfare support in a flat rate on the basis of the population in the state. This succeeded in encouraging people to look for work as a way of lessening dependence on state welfare. The achievements of Personal Responsibility and Work opportunity Act reform were strengthened by the Temporary Reward for Needy Families (TANF) program. TANF replaced the AFDC which gave support to all needy families with needy children (Martin 2011). TANF required state governments to encourage the people to search for employment while receiving welfare assistance. This was the first time in the history of the welfare approach for the government to impose requirements to states and beneficiaries. The assistance was also limited to five years of a family’s lifetime. As a result, there has been a 60 percent reduction in welfare dependency due to rise in employment levels. However, the perceived reduction in caseload in 1990s due to the reforms is challenged to be as a result of strong economic growth in the economy of United States. Strong economy meant people were able to find better paying jobs, and hence become less reliant on welfare funds. Increase in Employment and Income of Single Mothers Even though the critics of early reforms had predicted dire consequences primarily to the single unemployed mothers, they stood to witness

Ben Bernanke - Federal Reserve Chairman Assignment

Ben Bernanke - Federal Reserve Chairman - Assignment Example Ben found himself being an American since his paternal grandfather immigrated to Ellis Island on January 23, 1891. They shifted from New York to Dillon in the 1940s (Snowdown, 2002). This paper will seek to discuss Ben Bernanke’s history, education, background, and policy at the Federal Reserve. When Ben was a young adult or teenager, he worked construction and as a waiter at a nearby restaurant within the surroundings of his hometown of Dillon prior joining college. In order to afford upkeep for himself while he was at school, he worked during summers along the South of the Border. Ben was a religious person who used to assist with rolling the Torah scrolls in Dillon’s local synagogue. Despite the fact that Ben keeps his religious beliefs private, a close friend Mark asserted that, Ben embedded in who he is. This factor had his family concerned as they worried about him losing his Jewish identity (Snowdown, 2002). Education Ben Bernanke received his elementary educatio n at East Elementary, joined Martin Junior High, and then Dillon High School. Additionally, he played saxophone in the school’s marching band. Following the fact that Dillon High School did not offer calculus at that time, Ben resolved to teach it to himself. Surprisingly, he happened to achieve a SAT score reading 1590 over 1600. Given his tremendous performance, he joined Harvard University where he resided under the same roof with Lloyd Blankfein who would become the Chief Executive officer of Golden Sachs in the future. Bernanke graduated with a Bachelor of Arts in economics in 1975. From there, he went to study at the Massachusetts Institute of Technology where graduated in 1979 and received a doctorate philosophical degree in economics. This took place upon completing and defending his so-called dissertation long-term commitments, the business cycle, and dynamic optimization (Singleton, 2010). Bernanke had a thesis advisor named Stanley Fischer who would later become th e governor of the Bank of Israel in the future. Still on education, Ben Bernanke also taught at the Stanford Graduate School of Business beginning 1979 to 1985. Besides visiting the University of New York partly as a professor, he also went ahead to assume a part time professorate at the Princeton University in the Economics Department. Matters of education or academics revolved around his life as he chaired the Princeton University Department of Economics from 1996 to September 2002. However, his long-term related life around schools ceased when he left for a public service leave where he resigned his outstanding position at Princeton University on the first day of July in 2005 (Singleton, 2010). Background Ben Bernanke used to serve among members of the Board of Governors of the Federal Reserve System as from 2002 until 2005. Ensuring his essence within the board, he delivered his first speech entitled Deflation that outlined what contemporary econometrics today refers to as the B ernanke Doctrine. As a Reserve System Reserve board member, he stipulated, on 20 February 2004, that the world is experiencing new era that he termed as the Great Moderation. He expounded that this is a situation where modern macroeconomic policies are decreasing the business cycle’s volatility to a particular point that it should no longer be a central concern in economics (Singleton, 2010).

Method of Bilingual Education Thesis Example | Topics and Well Written Essays - 3000 words

Method of Bilingual Education - Thesis Example DEDICATION ------------------------------------------------------------------------------ ABSTRACT -------------------------------------------------------------------------------- 2 LIST OF TABLES ------------------------------------------------------------------------- 3 Chapter 1. INTRODUCTION --------------------------------------------------------------- 4 Background of the Study ---------------------------------------------------- 4 Statement of the Problem --------------------------------------------------- 6 Significance of the Study --------------------------------------------------- 6 Theoretical Framework of the Study -------------------------------------- 7 Hypotheses -------------------------------------------------------------------- 7 Scope and Delimitation of the Study -------------------------------------- 7 DEFINITION OF TERMS ------------------------------------------------- 7 2. REVIEW OF RELATED LITERATURE ----------------------------------- 9 RELATED LITERATURE ------------------------------------------------ 9 3. METHODOLOGY ------------------------------------------------------------- 11 The Research Method ------------------------------------------------------ 11 Data Gathering Procedure ------------------------------------------------- 12 The Study Area -------------------------------------------------------------- 13 Statistical Treatment --------------------------------------------------------- 13 Reference ----------------------------------------------------------------------------- 15 Chapter 1 INTRODUCTION Background of... attitudes regarding the efficacy of bilingual programming specifically when incorporating the surveys of parents, teachers, and students themselves; t -test will be computed to determine the significant differences of the student grades and scores on standardized tests from students in the target program and students with no bilingual programs; and Analysis of variance (ANOVA) will be used to establish whether there is no bilingual program model or models that are most likely to promote the transition into English classrooms and student achievement. There is a demand for bilingual education programs for non-native English speakers' students' communities. Consequently, the building interest in bilingual education program was by no means, then, limited to California, Texas, and Florida. However, it is now spreading all over the United States of America at a pace that surprises even the educators who provide the services. Americans have developed great interest in this undertaking because of its intellectual and social values.

Ben Bernanke - Federal Reserve Chairman Assignment

Ben Bernanke - Federal Reserve Chairman - Assignment Example Ben found himself being an American since his paternal grandfather immigrated to Ellis Island on January 23, 1891. They shifted from New York to Dillon in the 1940s (Snowdown, 2002). This paper will seek to discuss Ben Bernanke’s history, education, background, and policy at the Federal Reserve. When Ben was a young adult or teenager, he worked construction and as a waiter at a nearby restaurant within the surroundings of his hometown of Dillon prior joining college. In order to afford upkeep for himself while he was at school, he worked during summers along the South of the Border. Ben was a religious person who used to assist with rolling the Torah scrolls in Dillon’s local synagogue. Despite the fact that Ben keeps his religious beliefs private, a close friend Mark asserted that, Ben embedded in who he is. This factor had his family concerned as they worried about him losing his Jewish identity (Snowdown, 2002). Education Ben Bernanke received his elementary educatio n at East Elementary, joined Martin Junior High, and then Dillon High School. Additionally, he played saxophone in the school’s marching band. Following the fact that Dillon High School did not offer calculus at that time, Ben resolved to teach it to himself. Surprisingly, he happened to achieve a SAT score reading 1590 over 1600. Given his tremendous performance, he joined Harvard University where he resided under the same roof with Lloyd Blankfein who would become the Chief Executive officer of Golden Sachs in the future. Bernanke graduated with a Bachelor of Arts in economics in 1975. From there, he went to study at the Massachusetts Institute of Technology where graduated in 1979 and received a doctorate philosophical degree in economics. This took place upon completing and defending his so-called dissertation long-term commitments, the business cycle, and dynamic optimization (Singleton, 2010). Bernanke had a thesis advisor named Stanley Fischer who would later become th e governor of the Bank of Israel in the future. Still on education, Ben Bernanke also taught at the Stanford Graduate School of Business beginning 1979 to 1985. Besides visiting the University of New York partly as a professor, he also went ahead to assume a part time professorate at the Princeton University in the Economics Department. Matters of education or academics revolved around his life as he chaired the Princeton University Department of Economics from 1996 to September 2002. However, his long-term related life around schools ceased when he left for a public service leave where he resigned his outstanding position at Princeton University on the first day of July in 2005 (Singleton, 2010). Background Ben Bernanke used to serve among members of the Board of Governors of the Federal Reserve System as from 2002 until 2005. Ensuring his essence within the board, he delivered his first speech entitled Deflation that outlined what contemporary econometrics today refers to as the B ernanke Doctrine. As a Reserve System Reserve board member, he stipulated, on 20 February 2004, that the world is experiencing new era that he termed as the Great Moderation. He expounded that this is a situation where modern macroeconomic policies are decreasing the business cycle’s volatility to a particular point that it should no longer be a central concern in economics (Singleton, 2010).

Wu zholiu's orphan of asia and taiwanese students studying in japan Essay

Wu zholiu's orphan of asia and taiwanese students studying in japan - Essay Example This one is a masterpiece that Taiwanese literature shall always cherish. The Taiwanese Literature, as we know it today, developed in 1920s. The writers during that period reflected on Japan’s role as a colonizer, Wu Zhouliu does the same. The Taiwanese literature was as influenced by the culture of Japan, which was forced by Japan, as by the need to voice its identity. The Taiwanese literature was trying to break the image of Taiwan as ‘extended Japan’ while at the same time most of the works were in either Japanese or usually had element of Japanese. Wu Zhouliu, too, was much better in Japanese than in Chinese but his works were rebellious, indicating Japanese as oppressors of Taiwanese. The Taiwanese literature was a means for peaceful rebellion, after the violent methods to drive Japanese out of their land failed, and the task is successfully carried forward by Orphan of Asia. Thus, the work not just adds on to the main reason for evolution of Taiwanese literature-rebellion against their colonizer, but it also takes up the task of representing Taiwan under Japan as it was to the future generations. Taiwan was occupied by Japan from China for fifty years (1895-1945) before it was handed over to China again. As long as Taiwan was the colony of Japan, Taiwanese remained neither Japanese nor Chinese. Their identity as Taiwanese was all too obliterated. This situation of Taiwanese is well depicted in Orphan of Asia, where the protagonist-Tai-ming was confused about his identity. The writer uses the word ‘orphan’ to indicate that with no identity of its own Taiwanese were orphan, they had been separated from their mother-China, and their colonizers never accepted them as one of them. Not just were they separated from their roots (China), but also their roots never accepted them back. Tai-ming believes that his roots are in China and hence is ready to make any sacrifice for his roots but it is ironic that he shall not disclose

Intrinsic Power And Political Organisations

Intrinsic Power And Political Organisations This papers first aim is to analyse as well as evaluate the different thoughts and views exist in the literature about Power and politics are intrinsic to organisations. The second goal is to represent the motivational approaches related to power and politics in organization. The final goal is to show and illustrate the concept of power and politics through the film Devil Wears Prada. The review of the literature on organizational power and politics reveals a growing interest on this subject throughout the last few decades. Power and politics are the two indisputable part of organization. Decision making and problem solving are the two vital factors which are interconnected with Power and politics. Actual conflicts in organisations are resolved by power and political skills of managers and leaders. Power and Politics, though closely related, share similarities and differences but ultimately work together for the success of an organization. Unity in diversity should be the positive ou tcome of power and politics in organization. Power and politics are the crucial medium through which conflicts and divergent interest are managed and resolved. Power and politics are called the heart of organization. In the first part I want to discuss different aspects of power in organizations. Power is defined as the ability to get someone to do something you want done or the ability to make things happen in the way you want them. (Schermerhorn, Hunt, and Osborn). Throughout history, human beings have been fascinated by power. In the earlier periods power is prescribed by the structure of the organization. Without reference to the works of Marx (1967) and Weber (1978) it is hard to make sense of organizational power. Power is conceptualized broadly within a system-rational model of organizational structure. Decision making and concomitant exercising of power (logical, optimal and adaptive response) bring changes in the organization and we can say that The Devil Wears Prada is an example of a movie which is unapologetically or maybe semi-apologetically fascinated with power of Miranda. Power is important within the organizations and moreover for the management to influence individuals to make t hings happen. Power is to organization as oxygen as to breathing (Bernard Crick 1982). All organizations require power but all power dont require organization. We cannot make serious enquiry in to the organization without an enquiry of power. Main conception of power is concentrated on Webers (1947) classic definition that power is the probability that a person can carry out his or her own will despite resistance. The concept of power is often expressed in the literature by the words the ability to à ¢Ã¢â€š ¬Ã‚ ¦ as by Salancik and Pfeffer (1977) and the ability to bring about outcomes you desire (Power politics and organizations: Andrew Kakabadse and Christopher Parker,P 22). There are four dimensions of power such as behavioural view (Dahl), political view (Bacharach and Baratz), radical structural view (Lukes) and relational approach (Foucault). (Management Organization, Linstead and Fulop ,2nd Edition P 282). Great men are almost always not good men as they exercise influence and authority. As example in the film Devil Wears Prada we have seen how Miranda has treated her assistant Andy. In organizations, power is considered to derive from numerous sources. French and Raven (1959) identified five sources of power such as coercive power, reward power, exert power, legitimate or position power and referent power. Etizoni has classified power as coercive power, utilitarian power and normative power. Robbins (1984) has discussed the comparisons between the sources of power and the means to exert influence that refers to bases of power. Blau(1964): Power is the ability of persons as groups to impose their will on others despite resistance through deterrence either in the form of withholding regularly supplied rewards or in the form of punishment inasmuch as the former, as well as the latter, constitutes in effect negative sanction. The definition by Parsons (1956) is an interactive formulation but within a structural framework: Power we may define as the realistic capacity of system-unit to actualize its interests within the context of system-interaction and in this sense exert influence on processes in the system. Organizations should have formal and informal rules for coordinating actions of different people. People of diverse background, particular interests and different understandings abide by these rules. A famous thought by Lord Acton: Power tends to corrupt and absolute power corrupts absolutely. Great men are almost always bad men, even when they exercise influence and not authority: still more when you super add the tendency or the certainty of corruption by authority (Lord Acton, 5 April 1987 to Bishop Mandell Creighton). The pluralists (Dahl1957, Wolfinger1971) claimed that power was equitably distributed around the society and no particular group had undue influence over decision making processes. The elitists (Bachrach and Baratz, 1962, Hunter1953, Mills1956) argued that power was concentrated in the hands of privileged few who controlled political agendas. The term power takes on different meanings when the unit or power holder is a formal group in an open system with multiple go als and the system is assumed to reflect a political-domination model of organization rather than only a co-operative model(Perrow 1970,P 84). In the film The Devil Wears Prada Miranda occasionally takes time from Andys daily routine and spreading fear and anxiety in her mind wherever she goes. In a scene Miranda tells Andy that I am your Master, you are dying to be like me, that is what Master (Miranda) never should say. This is all about her organizational power. In this part I want to represent the organizational politics with critical and mainstream approach. Organizational politics can be expressed as a social influence process in which behaviour is strategically designed to maximize short term or long term self-interest. Power and politics are the top two elements used in a company that either can cause the downfall or success of that organization. Politics is defined as the tactics used to obtain a desired goal, position or status in an organization. The power relationships in day-to-day relations could be understood by the political metaphor. If we consider the positive side then politics can be defined as A style of interaction which allows us to read and understand the situations, interpret them and exhibit the right kind of behaviour for inducing others to do what we want and do it willingly (Ferris,G.R,Davidson,S.l, and PerreweP.L (2005), political skill at work, P 9.Mountain view) And if we look at the negative side then it can be defined as The actions of individuals which are directed toward the goal of furthering our own self-interest without regard for the well-being of others or organization.(Kacmer,K.M. Carlson,D.S(1997),POPS A multiple sample investigation.Journal of Management,23, P 627). Political skill can influence organizational performance in different ways. The politically skilful managers and professionals often have higher job performance which is the building block for organizational performance. In the film Devil Wears Prada we have seen the politics of Emily (assistance of Miranda) as well as Miranda with Andy. For example, for facilitating the manufacture of a major new piece of equipment that is in demand from several customers, a project manager might use political skill. Political skill is positively associated with job performance in terms of quantity of work output, quality of workout and accuracy of work in organization. Thirty years ago J. Pffefer observed that organizations are more political than rational. Aristotle told that politics stems from a diversity of interests. Almost all employees bring their own interests, wants, desire, and needs in the organization. Robbins (2001) suggested that there are two forms of organizational politics, one is legitimate and other is illegitimate politics. Organizational leaders seek to satisfy not only organizational interests, but also their own wants and requirements, driven by self-interest. According to Farrell and Peterson the successful practice of organizational politics is perceived to lead to a higher level of power, and once a higher level of power is attained, there is more opportunity to engage in political behaviour. Politics are generated by structural cleavages in the organization among various component elements and identities, different values, affective, cognitive and discursive styles. Other causes of generation are the complexity and the degree of uncertainty, the external pressure coming from stakeholders or other actors and the history of past politics in the organization. If we accept the existence of power relations in organizations then politics and politicking are essential part of organization. Kissing up, passing the buck, apple polishing, covering your rear, creating conflict, forming coalitions, cunning, arrogant, scheming etc. are the negative terminology which are often used in organization as the political activity. Developing working relationships, encouraging change and innovation improving efficiency, facilitating teamwork, planning ahead, astute are the terminologies of positive aspect of organizational politics. The lack of concern with politics is the main void of organizational theory. Political alignment such as interest group of politics and coalition politics has an important effect on relations within organizations. In the film The Devil Wears Prada Miranda gives short orders and never likes to repeat herself. Andy is just supposed to know what she is talking about. Miranda wants her coffee as hot as brimstone, and sometimes even demands the unbelievable as at one point she demands a copy of a yet to be published Harry Potter book for her daughters. All these activities show the influence and organizational power of Miranda. The understanding of organizational politics requires a collective influence which is used by departments or subunits of organization to counter control and establish resistance pattern is described in Michel Croziers famous study The Bureaucratic phenomenon (1964). Most of the management and organization studies are based on Webers work as a simple affirmation of bureaucratic rationality. As example his work on Verstehen as an interpretive method for analysing human behaviour is almost completely ignored. The community power debate which was conducted during 1950s, 1960s, 1970s described the status of power as an empirical phenomenon. At the time of answering the question what is the structure and distribution of power in contemporary society? people were divided into two camps, one is pluralists (Dahl 1957, 1958, 1961, Wolfinger 1971) and other is elitists (Bachrach and Baratz ,1962,1963,Hunter 1953, Mills, 1956). The pluralists claimed that power was equitably distributed throughout society and there is no particular had undue influence over decision making processes. On the other side the elitists argued that power was concentrated in the hands of a privileged few who controlled political agendas. Then Dahl (1957) expressed that A has power over B to the extent that he or she can get B to do something that B would not otherwise do (Dahl 1957, PP. 202-203). On the other hand Bachrach and Baratz (1962) criticize Dahls explanation on concrete decision making situation , claiming that power is also exercised in non-decision making situations. All forms of political organization have a bias in favour of the exploitation of some kinds of conflict and the suppression of other because organization is the mobilization of bias. Some issues are organized into politics while others are organized out. (Schattschneider 1960, P 71, emphasis in original). Debate was increased when Lukess(1974) radical three dimensional view of power criticizes both Dahls one dimensional model and Bachrach and Baratzs two dimensional model. Decision making is a political interest which is resulting from the conflicts of interest characteristic of sub-goal differentiation within organization (Ganz and Murray, 1980, Mayes and Allen 1977, Rogers 1971, Vredenburgh and Maurer 1984). The dynamics of political behaviour is essential to understand for a full understanding of organizational functioning. The political character of organization life is rooted in non-bureaucratic decision mechanisms (Salancik and Pfeffer 1974, P 454) which is used to resolve the conflicts between organization and subunits. Gandz Murray (1980) expressed the difference between political and non-political uses of power. Miles (1980) asserts that it is important to recognize that politics need not be bad, though common parlance uses the term in a pejorative sense. The survival of an organization may depend on the success of a unit or coalition in overturning a traditional but out-dated formal organization objective or policy. Political activity can also be beneficial to organizations. If through the politicking of the marketing manager, changes in product are brought about which in turn provide commercial gains for the organization, then it could be claimed that such political behaviour is beneficial for organizations. A recent study developed a profile of individuals active in office politics based on a survey completed by a number of managers. The result indicated that managerial level, job function and sex were unrelated to political activity. However certain personality traits corresponded highly with the individual managers propensity to engage in office politics. The managerial person should avoid making their power open and explicit. Self-serving behaviour has a bad effect on organizations and its employees. Kanter (1979) told that People know who is holding power. Kanter has claimed that explicit claims to power are only made by the powerless. Office politics does exist in the organization regardi ng issues like departmental budget, space allocation, project responsibilities and salary adjustment (Robbins 2001). In the film Devil Wears Prada Miranda has done politics by choosing Andy to go to Paris with her over Emily and asked Andy to inform this to Emily, Again Miranda bypasses Nigel for a promotion so as to keep her own job secure as she was to be replaced and the information for which came from Andy. Thus organizational politics is blatantly portrayed here and is thus an excellent example. So far we have discussed the key aspects of power and politics. In this part I want to focus on motivation and discuss the relation between motivation and organization. Motivation is an essential part in organizations, both for the individual and for the organization as a whole. Motivational state or condition of a person has an impact or influence upon both behaviour and performance. Motivation to work is of great importance to us since we spend a lot of our time working in organizations (Michael W.Drafke and Stan Kossen., The Human Side of Organizations, Massachusetts: Addison/Wesley,1998,p.2-12). Pffefer (1981) has suggested that major characteristic often accompanying political behaviour is the attempt to conceal its true motivation. True motive was concealed because the actor believed that it was unacceptable. Motivation is equal important for manager and employee. In 1970 David McClelland and David Burnham published an article in Harvard Business Review called Power is the great Motivator. This article directly focused on managers motivatio n. A good manager is one who, among other things, helps subordinates feel strong and responsible, rewards them properly for good performance and sees that things are organised so that subordinates feel they know what they should be doing(McClelland,2003,P-109). In the film Devil Wears Prada Andy has motivated herself in different ways to be familiar with the new job environment in spite of rude behaviour of her boss Miranda. Recently the boundaries have widened and work and private life is much more connected to each other than past. In the past when one left his workplace, the person had less obligations or responsibility against the company (Karl Weick., Making sense of the Organization,Malden: Blackwell Publishing, 2006,P 207-210). Then Karl Marx stated that Freedom begins at the gates of the factory (Robert Tucker,The Marx-Engels reader,NewYork Norton,1978, P-440). Today people often bring their work home as well as colleagues socialize outside work (Weick). If employees are not motivated, no one would make an effort to work and companys performance would be less efficient. Vroom (1964) has developed expectancy theory from the original work of Tolman and Honzik(1930) and produced a systematic explanatory theory of workplace motivation. It claimed that the motivation to behave in a particular way is determined by an individuals expectation that behaviour will lead to a particular outcome, multiplied by the preference or valence that person has for that out-come. Vroom has argued that human behaviour is controlled by subjective probability. The equation is Motivation (M) = Expectation (E) * Valence (V). Abraham Maslows (1943, 1954) theory of motivation was the first theory to be applied to the world of work. He proposed that human beings have five needs (Self-Actualisation, Esteem, Social, Safety, and Physiological) and when these are not satisfied they provide the drive to act and set up the motivating mechanism. The most significance and potential value to managers attempting to understand the motivation in the workplace is the work of McClellands (1961) achievement theory. Herzbergs (1968) two-factor theory on intrinsic and extrinsic motivational factors affect what individuals perceive as the value or valance of particular outcomes which will influence both their performance and job satisfaction. Communication between employees and managers within the organization is an essential and vital ingredient of motivation. Employees are motivated by recognition and constructive feedback from their manager. Motivation is a complex, dynamic and culture based concept so there is no one universal theory which is applicable to motivation. Karl Marx said that Men make history but not under conditions of their own choosing. In spite of covert nature of power and politics it is real and important aspect of all organizations. We have discussed the unitary, pluralist, radical and relational view of power and politics in this essay. Managers can prevent the misuses of power by confirming that clear organizational goals, plans, and individual roles, and responsibilities are understood and followed. Power should be used to manipulate the understanding and interpretation of organizational events. According to pluralist, radical and relational perspectives on power and politics it is generic to organization. The unitary as well as pluralist views provide a comfort zone to deal with power and politics. Managers should be highly skilled in reflective practice and critical thinking if they want to understand the relational view of power and politics. Smart and clever manager can boost themselves or their career through power and p olitics. Politics involves cultivating influential allies, controlling the flow of information and influencing decisions through ones power base. Organizational politics have detrimental effect on employees moral, loyalty and trust. Some people think that practice of politics can be cunning and deceitful while other people believe that it can be motivator with positive result. To understand the organizational political behaviour Farrell and Peterson (1982) proposed a three dimensional typology. One dimension is where the political activity takes place (inside or outside the organization), second one is the direction of the attempted influence (vertically or laterally) and last one is legitimacy of the political action (Functional vs. Dysfunctional conflict) .The processes by which the organization is operated should be ethically based. There are many internal and external aspects of organization which are the cause of success and failure of organization. Organizations must insure th at decisions are not based on personal agendas or outside influences. Organizations should abide by their code of conduct to avoid conflict of interest. The effect of Power and Politics depends on how they are practiced in organization. All the approaches of power and politics have their own advantages and disadvantages. It is very important to understand the limits of power and authority, resistance and obedience in organizations. Fundamentally, power is shaped by what we know and how we know what to do in organization. Throughout this essay I have represented the critical approaches of power and politics and the relation with mainstream approaches. I am unable to point out any organization which has no implications of power and politics. I agree with the topic that power and politics are intrinsic to organization. I think that there should be more research on this topic to clarify in a more broad vision. REFRENCES Amos Drory, Tsilia Romm Politics in Organization and its Perception within the Organization. Andrew J. Dubrin Political Behaviours in Organizations Bronston T. Mayes, Robert W. Allen Toward A Definition of Organizational Politics Cavanagh G F., Moberg D J.,Velasquez M. The Ethics of Organizational Politics, The Academy of Management Review, Jul 01, 1981; Vol. 6, N. 3, p. 363-374. Clegg, Courpasson and Phillips Power and Organizations. Clegg CHAPTER 5 Managing Power And Politics in Organizations, Resistance, Empowerment, Ethics (P 151-190). David Buchanan, Andrzej Huczynski Organizational behaviour( Third Edition, P 667-702) Dennis K. Mumby, Purdue University Power and Politics ,(Chap 15) Ferris,G.R,Davidson,S.l, and PerreweP.L (2005), political skill at work, Mountain view. Gerald F. Cavanagh, Dennis J. Moberg, Manuel Velasquez The Ethics of Organizational Politics Gibson, Ivancevich, Donnelly, Konopaske Organizations behaviour, structure, Processes (Chap 10, P 275-295). Gilbert W. Fairholm, Organizational Power Politics, Tactics in Organizational Leadership Harvey, E., and R. Mills. Patterns of Organizational Adaptation: A Political Perspective, in Mayer Zald (Ed.), Power in Organizations (Nashville, Tenn.: Vanderbilt University Press, 1970), pp. 181-213. Ian Brooks Organizational Behaviour (P 233-258). Jackson, N Carter, P (2007). 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Basingstoke: (Second edition). Samuel B. Bacharach and Edward J. Lawer Power And Politics in Organization Zaleznik, A. Power and Politics in Organizational Life, Harvard Business Review, Vol. 48, No. 3 (1970), 47-60. . .