Philosophy of Nursing Essay

Nursing refers to a contact or a bond that exists between two or more persons in which one of the two persons provide professional care to the other in addition to providing advice with an aim of improving the health of the other individual an preventing illness. Philosophy of nursing may refer to beliefs that different individuals have towards nursing. Humans refer to the primates in the family of hominids. They have a brain which is highly expanded enabling them to solve problems through reasoning, control of feelings, use of language and introspection. Humans are always yearning to understand the world around them and influence the natural occurrences. Nursing involves the interaction between two human beings and therefore human must exist for the process of nursing to be successful. Health refers to a state of well being where there is no sickness and reflects the social, physical, spiritual and mental fitness of an individual. Good health may be brought about by a balanced diet, exercise and rest. It is through nursing that an individual acquires good health (Pharris, 2001, pp. 8-12). Nursing refers to a science in which the person involved aims at ensuring a good health for individuals, families and communities. In general, the science of nursing aims at upholding the quality of life. It involves caring for individuals in a conducive environment to promote good health and prevent illness. Environment is defined as the extensive information on issues, programs and policies affecting our surrounding. It refers to anything internal or external that may create some impact in the life of an individual including all the living and non living organisms that exist on the earth. It has to conducive to facilitate the process of nursing. Humans A good pain control after surgery when accompanied by appropriate community health services enables an individual to rebuild him or herself. It is however the responsibility of every person to ensure that the nurse or the doctor knows about him or herself before the pain control is administered on him or her. This the patient could do by enabling the doctor to know about his or her drug addiction either the past or present. This will enable the nurse to know the type and the amount of medication to offer. Surgery of the stomach is a very painful one and the drug history of a person may affect the person’s tolerance to the pain or response to the pain relievers. The pain control in patients also depends on the age of the patient as well the conditions of health of the individual before the surgery. Controlling pain after surgery is a very essential step in the life of a patient as it helps the individual to gain the best results on functionality. This is appropriate because the pain after surgery increases the functionality of the patient. Patients who before the surgery were on pain medication do require an administration of extended pain medication. Otherwise the patient may require shorter acting pain medications for the control of pain (Newman, 2003, pp. 110-115). Nursing The belief that good pain control and community health services help rebuild a person after surgery relates to nursing in the sense that nurses have been found to be mediums through which terminal care at home can be improved. Pain control is one of the components of quality terminal care in the community. Patients who have undergone surgery should be given enough advice by the nurses on where to get help if necessary. In addition to this they should be given appropriate analgesics to carry home which should be accompanied by sufficient instructions on their usage. Nevertheless, patients should be given both verbal and written information about pain so that and how pain can be reduced. The nursing staff should always be there for patients to advice them and to discuss with them their choice of a pain relieving techniques. The pain that is experienced by patients after surgery is usually very great that it should not be underestimated. This is because the pain does different implications on both the patients and the community health services. A proper pain control after surgery therefore requires the intervention of the nurse which will give way for community health services thus helping the patient to gain his or her health back. Nurses facilitate the process of pain control and ensure that it well managed to speed the process of recovering of a patient ( Margaret,1999, pp. 227-230). Health The health of a person enables that person to function mentally, spiritually, physically and socially in full ability. The belief that a good pain control and community health service helps an individual to rebuild after a surgery relates to health in the sense that an individual will only have a good health when he or she is not in pain. A person is considered to fully healthy if he or she is not feeling any pain. Surgery involves a lot of pain therefore after a surgery an individual requires pain relief which is achieved through proper pain control by the nurses to enable him or her to function properly both physically, mentally, spiritually and socially. When a person is in pain, he or she will not perform any physical activity in addition the person will not be able to socialize freely with other people. The person will also not think properly thus lacking both mental and spiritual thinking. This is because pain makes a person uncomfortable creating a feeling that something is wrong in the body. The pain in the body i. e. physical pain sends a signal to the brain through the spinal cords that something is wrong thus stopping the mind from working properly. It is therefore essential that after surgery a patient should receive a good pain control and community health service to enable him or her to rebuild his health. Effective pain management is therefore considered by nurses as part of recovery because it when it is well controlled it speeds up the process of healing and reduce complications that a person may experience as a result of surgery (Endo, 2004, pp. 240-245). Environment The surroundings in which individuals live do affect the activities performed in that particular environment. Nurses do require an enabling environment to enable them to perform their duties properly. After surgery it will for the well being of the patient to have a conducive environment in which physical, mental, spiritual and social healing is possible. The nature of the environment in which pain control is conducted is very essential and should be set to fit the requirements of different patients. Pain control will enable an individual to feel comfortable as he or she heals, get well faster and avoid some problems associated with surgery. The nurse theorist observed was Margaret Newman who also came up with a nursing theory of health as an expanding consciousness which requires every person to find the meaning of life and find connections with other people in the rest of the world. According to Margaret, health means increasing awareness. She put forward that the role of a nurse is to identify the lifestyle of an individual so that the nurse can work within that lifestyle to help the individual achieve the goals of his or her life. Newman’s theory includes the health of every individual irrespective of the condition of illness i. e. whether sick or well (Desai, 1996). Jean on the other hand developed a caring theory which involves the caring actions taken by nurses in their interaction with the patients. The caring theory involves the deep respect offered to patients by the nurses for the mysteries of life and the ability of the patients to change their lifestyles. Watson’s caring theory also requires a nurse to help the patients to acquire self control, knowledge and healing not regarding their health conditions. The difference that exists between my beliefs on Newman’s theory and Watson’s caring theory is that Newman’s theory was focused on helping every person whether in the absence or presence of sickness to understand his or her status. It focused on the adjustments that a nurse should put to ensure that a person meets his or her requirements. Watson on the other hand focused on caring for the patients, respecting them and helping them to understand themselves by acquiring self control, knowledge and healing. The similarity between the two theories is that both the two believe that it is the role of a nurse to ensure appropriate lifestyles for different persons whether sick or not. They both believe that a nurse should be able to identify or recognize and accurately detect the health status of a person and be able to help that person accordingly. They believe that a nurse must come together and engage in an interaction so that the nurse can understand the unique lifestyle of the person and provide care in a manner that fits that lifestyle. Finally both the beliefs involve human and nursing in the science of nursing in order to provide desired care to persons. The statement of my philosophy of nursing is the belief that Good pain control and community health services help rebuild a person after surgery. My philosophy of nursing views nursing as both an art and a science. It requires a nurse to understand the meaning of health in addition to understanding the perception of moral and ethical importance of care. The caring offered by the nurses involves the application of theoretical nursing knowledge, behavior and humanity.  My nursing philosophy includes wellness, family, collaboration and disability (Yamashita, 1997, pp. 34-39). Conclusion Surgery is a very painful exercise which usually requires an immediate pain control to stop the patient from suffering. Pain management especially after surgery is therefore very essential for the well being of the patient and nurses should ensure that it is provided to enable the patient to rebuild his or her health. This is because pain control facilitates the process of healing of an individual.

The Merneptah Stele and Early ‘Israel’

The mention of ‘Israel’ as a people rather than a region in the Merneptah Stele identifies them as an important socioeconomic entity and therefore a political threat to a hegemonic Egypt. The resilience of the people ‘Israel’ was established through a segmented tribal coalition, formed as a religious and social identity that attributed to their survival in the turbulent times of the early 12th century . The inclusion of ‘Israel’ in the Merneptah Stele demonstrates the importance of these people. It was not in the traditions of the Egyptian scribes to mention an entity that was considered socially inferior or of little importance in the political environment of the era. Poetic licence and propaganda was employed to ensure the Egyptian people regarded the Pharaoh with illustrious fervour. Only events of ‘political significance’ were narrated and only in the context of the will of the Pharaoh not as miscalculated occurrences . Although it is recognised the scribes employed propaganda, this does not take away from the historical reliability of the narration. The traditions of the ‘New- Kingdom Pharaohs’ included daily journals being kept on papyrus, which subsequently were transcribed on to stone for the ‘public record’. Once the rhetoric was completed the plain text of the conquest of the Pharaoh was there and basically reliable . The literary interpretation of ‘Israel’ as a people in the inscription is supported by the determinative used by the scribe and the Egyptian word prt as ‘seed’ correlates with the assumption of Israel existing as a ‘†¦. rural sedentary group of agriculturalists’ . Ahlstrom and Edelman propose the people determinative could be attributed to scribal carelessness or a lack of knowledge of the area but this is contradicted by Kitchen who maintains ‘†¦. the writing and engraving of the ‘Israel Stela’ was executed extremely accurately†¦. ’ . In separating ‘Israel’ by the use of the people determinative from the city-states Ashkelon, Gezer, and Yanoam, the scribe is identifying the differences of the socio-political structures and allowing us a brief glimpse of a specifically defined group of people. Hjelm and Thompson suggest that ‘seed’ is understood to mean descendants or offspring and arguments to support this theory are referenced to Bible traditions and Egyptian texts , however in the context of ‘Israel’ the people being farmers, it would be feasible that the inference would mean their grain was decimated rather than the population being slaughtered in battle. The implication of prt, understood as ‘seed’ is very important in so much that it identifies the people from an occupational and economical perspective. In the context of the inscription the scribe portrays the message of taking away the core of the people’s existence, their sustenance, culture and framework of the agricultural society identifiable as the people ‘Israel’ . If we are to assume the people ‘Israel’ were a sedentary group of agriculturist strong enough to be a threat to Egypt we must also make the assumption the group were firmly established and had been for some time. The Egyptian scribe must have already been aware of the existence of ‘Israel’ as mentioned above and this would imply some former experience with this group that obviously made an impact on Egyptian society . The most noteworthy event would have to be the Exodus. Brown argues the Exodus took place in the time of Merneptah as the result of his father Rameses II being referred to as ‘the persecutor of the Jews’ . Support is given by Brown on the content of a document held in the British Museum known as the papyrus Anastasi VI. Briefly this states that the tribes of Shasu have been given permission to graze their cattle in the Crown lands of Goshen where it is assumed the tribes of Israel previously inhabited, therefore confirming the Israelites had left the domains of Egypt sometime within the first seven years of Merneptah’s reign, loosely around the time of the inscription. Within Brown’s argument lies his acceptance of the literary translation of ‘seed’ meaning children or offspring therefore relying on the premise of the Bible as denoting the Israelites as ‘the children of Israel’ and the orrelation with the inscription to mean that the expulsion from Egypt was the true interpretation of the text . This view contradicts the theory of ‘seed’ meaning grain so although appearing to be a sound hypothesis relies too heavily on hyperbole and does not fit with ‘Israel’ as an established socioeconomic entity that posed a threat to Egypt. We may ask the question of why a group of people that were perceived as a hill dwelling rural sedentary group of agriculturalists threatened the power of hegemonic Egypt. From a geopolitical perspective Egypt’s agenda was to control the coastal highway that included Ashkelon, Gezer and Yanoam to fortify military strongholds and control the trade route. ‘Israel’ situated in the hill country posed an autonomous threat, as had the other city-states so it stands to reason it needed to be conquered to fulfil the Merneptah’s campaign goals. It must also be pointed out that it was not unusual for unrest and rebellion to occur when a new ruler came to the throne. Vassals would have used this opportunity to test the governing body and try to extricate themselves from the yoke of the oppressor. The ‘†¦. sly rhetorical device’ used by the scribe in the inscription and the literary translation ‘Israel is laid waste, his seed is not’ encourages investigation into the transparency of the language used. The scribe infers that the success of Merneptah’s campaign was complete but a closer analysis may indicate otherwise. Leuchter posits a strong argument based on the tool of warfare that was favoured by the Pharaohs, namely the chariot. To clarify, a hill dwelling community would be hard to conquer with chariots as the dominant weapon of conquest. This may also explain why the Israelites had chosen to inhabit the hills, obviously a calculated strategy to provide a safe refuge for the tribal coalition and a stronghold that served them well in the unsettled times of the early Canaan region. Different interpretations of the line mentioning ‘Israel’ also support Leuchter’s claim a full victory may not have been achieved. Egyptologist Joseph Davidovits refutes the accepted translation of ‘Israel is laid waste, his seed is not’ and proposes a new translation on the basis of the hieroglyphs being read incorrectly (the owl being read as a vulture in line 27), therefore the new translation is ‘existing is Israel the people’. If the Israelites were not conquered and their ‘seed’ was not laid waste then this would also allow for a solid framework for the establishment of the Hebrew monarchy and much to the consternation of minimalist scholars, a loose confirmation of the biblical traditions . The location of ‘Israel’ in the central highlands, protected them from conquering factions and larger armies, and also set them apart from the people of the Canaan lowlands . The other factor that constituted a strong coalition of the people was the common identity shared by the Israelite entity. The unrest in the lowlands ‘forged alliances’ between the highland people for the obvious reasons of survival. The only way to prosper in an area that would have involved a sustainable existence of a rural nature would be to co-operate and maintain a certain amount of egalitarianism . Another element that set ‘Israel’ apart was in the simplest of forms to identify one self and that was by their name. The name is West Semitic and can be translated to mean ‘El persists’ or ‘El rules’ when placed in ‘the divine element’. Sparks posits the common element of El in the name denoted a sense of common religious identity which would set them apart from others and one that would afford a cohesive front to would be conquerors and oppressors . This would also explain why the scribe recognised ‘Israel’ as a people rather than a region and was very precise in his usage of the determinative for such. The one line in the inscription is so brief that theories about coalitions and tribes existing in the hill country can only be speculations formed from placing pieces of the puzzle together at this early stage of ancient Israel, and the recognition of them in the context of the Merneptah Stele as evidence of Israel outside the biblical texts. We can assume that this league of people were resilient and were held together by more than just the will to survive. Religious faith would have played a very real role in their survival. K. Sparkes disagrees with K. van der Toorn’s assertion that there is no evidence of a common ethnic identity in regards to a common religious faith by the simple premise of the name ‘Israel’ meaning a shared devotion of the god ‘El’ . A suggestion on the premise of a group of people living in a segmented community and accepting to be known as the one name, may also point to the social structure of tribes that existed autonomously but came together for a common purpose such as the threat of conquest. This as mentioned above suggests a pre-monarchic foundation for the early ‘Israel’ entity and the monotheist culture followed by ‘Israel’. The worship of Yahweh was a collective faith and a strength drawn on through adversity giving the people a meaning for their existence and an explanation for hardships encountered or successes granted. In conclusion the mention of ‘Israel’ in the Merneptah Stele in one line suggests a strength and resilience of a people that identified themselves by their name and their faith. This inclusion also reflects the importance of this tribal coalition to the hegemonic Egypt and Merneptah’s campaign to extend Egypt’s territory through Canaan and the highlands. We should take note about the importance of faith and the willingness to lead an egalitarian existence if it means the survival of the greater community when faced with adversity and oppression.

LVMH

1. TASK 011.1. Introduction TO LVMHFor this assignment, I ideally considered an organisation named LVMH.LVMHLVMH Moet Hennessy Louis Vuitton S.A. ( Euronext: MC ) , normally shortened to LVMH, is a Gallic keeping company and the universe ‘s largest luxury goods pudding stone. It is the parent of around 60 sub-companies that each manage a little figure of esteemed trade names These girl companies are, to a big extent, run autonomously. The group was formed after amalgamations brought together champagne manufacturer Moet et Chandon and Hennessy, a taking maker of Cognac. In 1987, they merged with manner house Louis Vuitton to organize the current group The group is controlled by the Christian Dior group, which owns 42.4 % of portions and has over 58 % of vote rights. Bernard Arnault, bulk stockholder of Dior, is Chairman of both companies and CEO of LVMH. His successful integrating of assorted celebrated aspiration trade names into the group has inspired other luxury companies into making the same. Therefore Gucci ( now portion of the Gallic pudding stone PPR ) and Richemont have besides created drawn-out portfolios of luxury trade names. The oldest of the LVMH trade names is wine manufacturer Chatea d'Yquem, which dates its beginnings back to 1593 . ( hypertext transfer protocol: //en.wikipedia.org )Corporate constructionLVMH is based in Paris, France. The company is listed on the Euronext Paris exchange and isa component of the CAC 40 index. As of 2008, the group grosss of ˆ17.2 billion with a net income of ˆ2.318 billion. The group presently employs 77,000 people. 30 % of LVMH ‘s staff work in France. LVMH operates over 2,300 shops worldwide. Its current concern program aims to tightly command the trade names it manages in order to keep and rise the perceptual experience of luxury associating to their merchandises. For illustration, Louis Vuitton merchandises are sold merely through Louis Vuitton boutiques found in upmarket locations in affluent metropoliss or in grants in other luxury goods stores ( such as Charles digby harrods in London ) . This pattern contrasts greatly with less sole trade names which can be bought in shopping promenades around the universe ( hypertext transfer protocol: //en.wikipedia.org )StockholdersAt the terminal of 2008, the merely declared major stockholder in LVMH was Groupe Arnault, the household keeping company of BernardArnault. The group ‘s control amounted to 47.42 % of LVMH ‘s stock ( with 42.42 % held through Christian Dior S.A. and 5.00 % held straight ) and 63.40 % of its vote rights ( 58.02 % by Dior and 5.38 % straight ) . A farther 3.4 % of portions were declared as exchequer stock, with the balance being free float . ( hypertext transfer protocol: //en.wikipedia.org )Departments OF LVMH* Wines & A ; Liquors * Fashion & A ; Leather Goods * Perfumes & A ; Cosmetics * Watches & A ; Jewelry * Selective retailing ( Annual study LVMH-2008 )MISION AND VALUES OF LVMH* Be originative and innovate * Aim for merchandise excellence * Bolstertheimageofourbrandswithpassionatedetermination * Act as enterprisers  · Strive to be the best in all we do ( Annual Report LVMH-2008 )Definitions of Human Resource ManagementHuman resort direction is a strategic and consistent attack to the direction of organisation ‘s most valued assets: the people working there who separately and jointly lend to the accomplishment of its aims. ( Michael Armstrong, a Hand book of Human Resource Management 2003 )The HRM theoretical accounts are1. The Matching theoretical account of HRM 2. Harvard theoretical account of HRM 3. Best pattern theoretical account 4. The eventuality theoretical account 5. Guest theoretical account of HRM 6. Warwick theoretical account of HRM 7. Storey theoretical account of HRM We can utilize Matching Model for LVMHModels of HRM1. The duplicate theoretical accountThe Michigan theoretical account is besides known as the ‘matching theoretical account ‘ or ‘best-fit ‘ attack to human resource direction. In kernel, it requires that human resource schemes have a tight tantrum to the overall schemes of the concern. As such, it limits the function of HR to a reactive, organisational map and under-emphasizes the importance of societal and other external factors. For illustration, it is hard to see how the current concern for work life balance could be integrated into this theoretical account. Fombrun et al identified four common HR procedures performed in every organisation: * Choice: duplicate people to occupations * Appraisal of public presentation * Wagess: stressing the existent importance of wage and other signifiers of compensation in accomplishing consequences * Development of skilled persons These procedures are linked in a human resource rhythm. The matching theoretical account has attracted unfavorable judgment. At a conceptual degree, it is seen to depend on a rational, mechanical signifier of organisational decision-making. In world, schemes are frequently determined and operational zed on a more intuitive, political and subjective degree. Surely, the decision-making is more complex than the theoretical account allows. It is besides both normative and normative, connoting that the tantrum to concern scheme should find HR scheme ( Bratton, J. , Gold, J. , Human Resource Management p-18 ) )Resource based StrategyThe resource-based position of scheme is that the strategic capableness of a steadfast depends on its resource based capableness. Resource-based scheme theoreticians such as Barney ( 1991 ) argue that stained competitory advantage stems from the acquisitions and effectual usage of packages of typical resources that rivals can non copy. As Boxall ( 1996 ) remarks ; ‘competitive success does non come merely from doing picks in the present ; it stems from constructing up typical capablenesss over important periods of clip ‘ . Teece et Al ( 1997 ) specify ‘dynamic capablenesss ‘ as ‘the capacity of a house to regenerate, augment and accommodate its nucleus competences over clip ‘ . ( Michael Armstrong,2000, Strategic Human Resource Management, p-33 )Best PracticeThe ‘best pattern ‘ rubric has been attacked by a figure of observers. Cappeelli and Crocker-Hefter ( 1996 ) remark that the impression of individual set of best patterns has been over stated: There are illustrations in virtually every industry of houses that have really typical direction patterns. We argue hat these typical homo resource patterns hlp to make alone competences that differentiate merchandises and services and, in bend, drive competences that determine how houses complete. Purcell ( 1999 ) has besides criticized the best pattern or universalist position by indicating out the incompatibility between a belief in best pattern and the resource based position, which focuses on the intangible assets including HR, that allow the house to make better than its rivals. He asks how can ‘the universalism of best pattern be squared with the position that merely some resources and modus operandis are of import and valuable by being rare and amiss imitable? ‘ . The danger, as Legge ( 1995 ) points out, is that of ‘mchanistically fiting scheme with HRM policies and patterns ‘ . Accord with eventuality theory, it is hard to accept that there is any such thing as cosmopolitan best pattern. What works good in one organisation will non necessary work good in another because it may non suit its scheme, civilization, direction manner, engineering or working patterns. As Becker et Al ( 1997 ) comment: ‘organizational high-performance work systems are extremely idiosyncratic and must be tailored carefully to each house ‘s single state of affairs to accomplish optimal consequences ‘ . ( Michael Armstrong, 2000, Strategic Human Resource Management, p-65 )Best FitFor the ground given above, it is accepted by most observers that ‘best fit'is more of import than ‘best pattern ‘ . There can be no cosmopolitan prescriptions for HRM policies and patterns. It all depends. This is non easy to state that ‘good pattern ‘ , ie pattern that does good in one environment, should be ignored. Benchmarking has its utilizations as a agency of placing countries for invention or development that are practiced to good consequence elsewhere. But holding learned about what plants and, ideally, what does non work in comparable organisations, it is up to the house to make up one's mind what may be relevant in general footings and what lessons can be learnt and adapted to suit its peculiar strategic and operational demands. The get downing point should be an analysis of the concern demands of the house within its context ( civilization, construction, engineerin g and procedures ) . This may bespeak clearly what has to be done. Thereafter, it may be utile to pick and blend assorted ‘best pattern ‘ ingredients and develop an attack that applies those that are appropriate in a manner that is aligned to the identified concern demands. But there are jobs with the best-fit attack, as pointed out by Purecell ( 1999 ) who, holding rubbished the construct of best pattern, proceeded to make the same for the impression of best tantrum: Meanwhile, the hunt for a eventuality or fiting theoretical account of HRM is besides limited by the impossibleness of patterning all the contigent variables, the trouble of demoing their interconnectedness, and the manner in which alterations in one variable have an impact on others. In Purcell ‘s position, organisations should be less concerned with best tantrum and best pattern and much more sensitive to procedures of organisational alteration so that they can ‘avoid being trapped in the logic of rational pick ‘ . ( Michael Armstrong, 2000, Strategic Human Resource Management, p-66 )Human Resource Management VS Personal ManagementHuman resource direction was foremost known as forces direction. However the present position of the field of human resource direction has been achieved after old ages of measuring development. In personnel direction people were manage stick disposal but in human resource direction people are consider resources, develop people and acquire them to pull off them self. Organizations now consider the human resource as a resource that could be developed instead than merely be managed. Personnel direction is more administrative in nature, covering with wage axial rotation, roll uping with employment jurisprudence and managing related undertaking. Human resources on the other manus are responsible for pull offing the work force as one of the primary resorts that contribute to the success of the organisation. Personnel direction manages people by rigorous administrative system but human resource direction considers people as a resource that can be developed.eg ; Train and developed individuals. Personnel direction is less concentration on employee ‘s future potency and acquiring the best from employees through preparation, development and motive. but other manus of human resource direction identifies employees possible, countries for betterment, strength and weaknesses identifies developing demands and trains them achieves consequence through motive and occupation satisfaction. Human Resource Management from a strategic position and its deductions for the function of the line directors and employees Human resource direction is really of import to construct up relationship between line directors and employees. Below I mentioned country of covering strategic human resource activities. * Policy devising. * Designing and developing human resource schemes. * Lending to the corporate program of the organisation. * Integrating human resource activities to the chief intent of the organisation. * Job rating. * Salary disposal. * Incentives and benefits. * Grudges managing.1.2. Use GUEST MODEL OF HUMAN RESORCE MANAGEMENT TO LVMHLVMH utilizing human resource direction maps for build up their concern. Particularly they apply guest theoretical account for following maps. They are utilizing human resource scheme for invention the company. Regularly they check other retail merchants of the market. After that they focus their concern for current market. Normally they evaluate the cost of merchandise. Some clip they control the unneeded cost per merchandise. eg ; they seeking current market and halting over production Human resource direction patterns ; LVMH specially utilizing human resource patterns for enlistings. They are taking right individual for right occupation class. They offered preparation period for new employees. Always direction measuring employees and giving wagess for them. eg ; bonus Human resource results ; They ever get thoughts from clients and offers scope of options for flexible working. eg ; portion clip work, calling interruption Behaviour results ; The direction ever measuring workers and actuate them. It has good squad workers. Every clip they corporate with others and assisting them. Performance result ; LVMH measure everybody public presentation and utilizing some human resource patterns for addition productiveness. Human resource section discuss with employees and this clip cut down their absenteeism and labour turn over.Critically measure the Guest theoretical account of human resource directionHuman resource direction is regardful from traditional forces direction. However, Guest has acknowledged that the construct of committedness is mussy and that the relationship committedness and high public presentation is hard to set up. The strength of the guest theoretical account is that it clearly maps out the field of human resource direction and classifies the input and comes. The theoretical account is utile for analyzing the cardinal ends normally associated with the normative theoretical accounts of human resource direction ; strategic integrating, committedness, flexibleness and quality.2. TASK 022.1. Aim/Purpose: Why have a Strategy?To put the context for lar ning and development within the LVMH to reply the inquiries that staff, directors, and clients might hold: * Why is larning and development of import? * How does larning ‘fit in ‘ with staff functions, bringing of cardinal services? * What does the LVMH mean by larning and development? How do staff and directors make certain they have the acquisition they need? The purpose of this scheme is to supply a practical map and usher of how learning and development supports the work of the LVMH, at an person, squad and organisational degree. The scheme aims to put out the current purposes and aims and besides map the hereafter so that there is a ‘vision ‘ of how learning and development will back up the LVMH both now and in the hereafter across Provider and Commissioning. The intent so is to supply a model for larning for LVMH which will: * Set out the LVMH ‘s committedness to supplying larning and development for all staff * Ensure that staff are equipped with appropriate accomplishments, experience and support to enable them to go on to supply high quality attention and services * Ensure that procedures are in topographic point for staff to accomplish their possible and that single parts are valued and acted upon * Ensure that staff place preparation demands and undertake appropriate preparation as portion of their function and that preparation demands are identified at an person, squad and organizational degree * Ensure that high quality preparation and development is commissioned as needed * Effective acquisition and development procedures and systems are in topographic point that are accessible and clear.2.2. Supporting the LVMH to present its strategic purposes and aimsThe LVMH ‘s cardinal strategic purposes are to: Engage with the mark clients and their demands. Commission a full and just scope of high quality, antiphonal and efficient services, within allocated resources, across all service sectors. Directly provide high quality responsive and efficient services where this gives best value. The accomplishments of the strategic purposes are supported by a set of cardinal values. LVMH values are the qualities, criterions and rules that the LVMH believes will assist it and its staff to win. The values are: – Beryllium originative and innovate– Purpose for merchandise excellence– Bolstertheimageofourbrandswithpassionate finding– Act as enterprisers– Strive to be the best in all we do2.3. Core rules for Learning and Development across the LVMH:* To supply chances for acquisition, high value of accomplishments about international selling, personal development and accomplishments sweetening at all degrees. There is a demand to widen engagement to guarantee lower set staff have the development they need * To promote uninterrupted acquisition and infinite for invention and making something new so that services are adapted and improved as a consequence of acquisition * To be more than tantrum for intent but in chase of excellence * Endorse the rules of going a Learning Administration * Identify a systematic procedure and model for placing, planning, presenting and measuring acquisition and development at an person, squad and organizational degree * Support and develop a civilization that encourages assurance, motive and creativeness in staff leting them to be advanced, take hazards and gain their full potency * Ownership of larning and development by single members of staff so that they can see the value of larning and how it will back up them * Staff are our ‘customers ‘ . The acquisition and Development squad demand to guarantee that effectual feedback and quality confidence procedures are in topographic point * To be able to mensurate successThe scheme should:* Mean something to staff and Directors, be ‘live ‘ and existent and practical, mapping the current and future image and advancement * Be organic in that the Learning and Development squad continually assess and alter the scheme and vision through its ain acquisition * The Learning and Development scheme should beef up and be built-in to the LVMH organizational aims and public presentation direction models * Identify localised illustrations.2.4. Learning and Development: Strategic Aims and AimsTo Meet PCT Commissioner and Provider Strategic Aims, Values and Vision Ensure staffs are working safely and aptly and have the accomplishments and cognition they need to present high quality services: * Deliver foremost category Initiation * Provide high quality selling Training * Ensure all staff are go toing Statutory /Mandatory preparation * Ensure shop Supervision systems, preparation is in topographic point * Develop IT skills of our staff Support the LVMH to develop the work force of the hereafter: * Work with Provider and Commissioning Directorates to back up development of LVMH into the hereafter * To work with HR and OD Director to implant values of the LVMH through instruction and developing systems and procedures * Support the development of new functions * Identify preparation and development for new services as they are developed * Support the work force planning docket Support the LVMH in the bringing of its Inequalities Agenda * To guarantee incorporate working with Public * Ensure Equality monitoring and public presentation marks are met * To supply an equality and diverseness preparation programme for all staff * Complete an Equality Impact Assessment on the Learning and Development map * Develop systems to include staff feedback into bettering acquisition and development within the LVMH Develop first category leaders and directors within the Provider and Commissioning weaponries of the LVMH * Identify direction and leading scheme for all directors at appropriate sets * Delivery of in house leading programme * Develop a direction skills programme, place accomplishments / competences for Directors * Develop and supply Team Leader Training * Support Directors to entree external direction and leading programmes as appropriate * Develop mentoring, training and shadowing for staff * Provide preparation and support for Directors in Skills & A ; Knowledge to pull off alteration efficiency and confidentially Delivering high quality, advanced and originative acquisition chances Support the LVMH to go a learning administration and embed the doctrine of the instruction lvmh * Promote the rules and doctrine of the learning administration and the instruction LVMH * Embed the learning civilization * Encourage new ways of acquisition, preparation, e-learning * Support the organisational development docket * Develop work with adjacent LVMHs Ensure accessible and first-class high quality preparation, larning and development proviso is in topographic point * Develop the LVMHeducation and preparation squad and service * Commission preparation and development, both now and in the hereafter * Development of ‘self service ‘ developing disposal system * Ensure effectual systems and procedures are in topographic point * Development of Learning Centres and accessible ways of larning Develop a Quality Assurance model for Learning and Development * Demonstrate the value of larning within the administration * Benchmark against rivals * Develop mensurable criterions for larning and development procedures * Ensure robust informations aggregation and coverage * Develop a system for feedback from staff, spouses ‘customers ‘ * Quality confidence, monitoring, rating systems put in topographic point eg. I. Train the trainer, criterions of bringing for trainers two. Contracts for external trainers three Staff and spouse organisations four Staff questionnaire/feedback Use bing resources creatively and program resourcing for the hereafter such as * LVMH preparation budget * Income coevals * Sponsorship / grants2.5. StandardsService Standards will be included for each strategic aim and identified in the work programme.2.6. Duties / answerability: Training AdministrationAll members of staff have a duty for their ain acquisition and development, supported by Directors and the Learning and Development Team. For elaborate counsel on functions and duties on placing acquisition and development2.7. Success Standards: benchmarking, quality confidence processes: How will we mensurate Progress and Achievement?* Through regular reappraisals of the Work Programme * On traveling audience with staff * Evaluation and bite of feedback2.8. Review and MonitoringQuarterly reappraisal of scheme and work programme may supervise by Human Resources Committee.3. TASK 033.1. RECRUITMENTRecruitment refers to the procedure of pulling, showing, and choosing qualified people for a occupation at an organisation or house. For some constituents of the enlisting procedure, mid- and large-size organisations frequently retain professional recruiters or outsource some of the procedure to recruitment bureaus. The enlisting industry has five chief types of bureaus: employment bureaus, enlisting web sites and occupation hunt engines, â€Å" headhunters † for executive and professional enlisting, niche bureaus which specialize in a peculiar country of staffing and in-house enlisting. The phases in enlisting include sourcing campaigners by advertisement or other methods, and showing and choosing possible campaigners utilizing trials or interviews. ( Armstrong, Michael ( 2006 ) . A Handbook of Human Resource Management Practice )ChoiceChoice is the procedure used to place and engage persons or groups of persons to make full vacancies within an organisation. Often based on an initial occupation analysis, the ultimate end of forces choice is to guarantee an equal return on investing — in other words, to do certain the productiveness of the new hire warrants the costs spent on recruiting and preparation that hire. Several testing methods exist that may be used in forces choice. Examples include the usage of lower limit or coveted makings, resume/application reappraisal, unwritten interviews, work public presentation steps ( e.g. , composing samples ) , and traditional trials ( e.g. , of occupation cognition ) . The field of forces choice has a long history and is associated with several Fieldss of research and application, including human resources and industrial psychological science.Recruitment and Selection of LVMHThey are based on higher demands for professionalism in the rating and choice methods, while offering campaigners a alone experience that gives them utile feedback for their professional development. Not merely are proficient accomplishments assessed, but besides the ability to bring forth and pass on consequences, the ability to work in a group, the ability to hold a strategic vision while cognizing how to do a day-to-day committedness and, eventually, the potency to go an enterprising leader motivated by a desire for ongoing betterment. Appraisal of these facets is made by LVMH group directors through interviews every bit good as single and group function plays. At the terminal of this intensive twenty-four hours, whatever the consequence, each campaigner receives several in- depth analyses to help him or her in understanding how he or she was perceived and the contents of the appraisal.Essential of international enlisting of LVMHSustained development of all LVMH activities enabled multiple occupations to be created in 2008 across the Group ‘s companies and trade names: Wines & A ; Spirits, Fashion & A ; Leather Goods, Perfumes & A ; Cosmetics, Watches & A ; Jewellery, and Selective Retailing. LVMH has 77,087 employees worldwide, with the mean figure of employees over the financial twelvemonth up 9.5 % compared to the old twelvemonth. Through its policy of selling merchandises with the â€Å"made in France† label, LVMH ensures that industrial occupations are maintained in France. The dislocation of the Group ‘s work force by geographical part is stable and balanced. 74 % of the work force is employed abroad, basically in the distribution webs of Europe, the Asia-Pacific part, and North and South America.Workforce of LVMH by geographic part26 % France 19,737 22 % Rest of Europe 17,226 22 % United States 16,723 6 % Japan 4,929 19 % Rest of Asia 14,831 5 % Other markets 3,641 Entire 77,087 ( Beginning ; LVMH Annual report-2008 ) There are 74 % of employees working internationally. Therefore international enlisting is of import to LVMH. They are anticipating a personal development within a professional, responsible squad in the organisation. placing with the values of a company is a major component in pulling and actuating the work forces and adult females who join LVMH and invest themselves in the Group. The Group presents its corporate duty policy during the initial contact with campaigners, for illustration during enlisting forums. The account of this policy is portion of the integrating procedure. The bar of psycho-social hazards in their orientation manuals or employee manuals, like DFS Group, Fendi or Glenmorangie. However they have consider the outlooks and motive of the squads. Entree and continued employment for older employees is besides a changeless concern, consistent both with the Group ‘s policy on diverseness and with itsInternational Recruitment at LVMHHere LVMH can happen a bit-by-bit usher to enlisting. International Recruitment & A ; Deployment e follow the extended International Recruitment procedure as follows: Phase 1: Ad utilizing print media and cyberspace including occupation show on our Job portal Phase 2: Screening of applications received in response to advertizement. Phase 3: Short listing, size uping informations harmonizing to the accomplishments, cognition and aptitude desired for the occupation. Phase 4: Test & A ; Interviews Phase 5: Choice Phase 6: Mention Check Phase 7: Completing the Visa/Administrative Process following the credence of Job offer by the campaigner. Phase 8: Travel agreement and deployment of the campaigner to occupation location. ( hypertext transfer protocol: //www.habsons.net )Choice Methods ( Trials, Exercise, Presentations )The most popular choice method is Interviewing ; nevertheless the determination devising procedure at Interviewing panel phase will be improved if information extra to that obtained from the application signifier, CVs, mentions ( for academic and research stations ) and interview is available. It is hence desirable that the choice procedure includes an extra choice exercise/test. This should be designed to garner information about the ability of short-listed campaigners to transport out the specific responsibilities of the station by proving facets of the Person Specification, which can non easy be evaluated by an interview or mention. Some illustrations of choice exercisings are given below, all of these would necessitate to be carried out in conformity with good pattern in Equal Opportunities: In puting up and running choice exercises the undermentioned rules should be followed:Nature of Post:Choice Exercise:Research stationsCampaigners could be asked to present a seminar, give a departmental presentation or compose a study Posts that require supervisors accomplishments Campaigners could be asked to take portion in a supervisory function dramaGeneral:The appraisal of public presentation from choice trials must be made on a preset set of factors, instead than obscure generalisations, utilizing set standards will enable an nonsubjective appraisal of the trial set ; There should be a clear apprehension of what is being tested and what position the test/exercise has within the overall choice procedure ; If the test/exercise involves utilizing a package bundle, experience of utilizing that specific package bundle must hold been included in the choice standards for the station ; The test/exercise must be designed to supply an equal chance for each campaigner to show his/her abilities, in conformity with the Equal Opportunities Employment Policy ; Where appropriate, choice tests/exercises must be adapted for a campaigner with a disablement. For farther counsel on this the Recruitment Manager or HR Manager should be contacted ; The test/exercise must be decently planned in progress with each campaigner given full information on what is involved and sufficient clip for any readying required ; The test/exercise must non be biased in favour of internal campaigners, i.e. it should prove basic rules in relation to the station, non cognition of internal processs ; The information gathered from a choice exercising will merely associate to a limited figure of the overall demands of the station and the consequences must be judged in this context. However, if an indispensable standard for the station is being tested e.g. numeracy and the needed criterion for the trial is non met so the consequences must non be ignored ; Objective standards should be used to hit the trial that has been set and all information associating to the trial should be reported in a criterion and consistent format to Interviewing panel. If there are any factors which may hold influenced a campaigner ‘s public presentation e.g. breaks, medical conditions etc these should be reported to the panel. Presentations: campaigners should be given as much information as possible about the expected focal point of the presentation, associating this to the standards shown in the individual specification e.g. where an appointee is being sought with a research path record or with research potency, campaigners might be asked to present a presentation ‘on a subject related to your current or future research involvements ‘ ; campaigners should be provided with information about the intended audience, the expected length of the presentation and the installations available e.g. OHP, screen, PowerPoint available on a laptop computing machine etc ; nonsubjective standards should be set to measure presentations for possible lectors e.g. academic content, lucidity of look, ability to set content to audience and enthusiasm for the topic.Skills Trials:All trials should be given with clear, unambiguous instructions ; Trials should be uniformly administered, i.e. by the same individual, in the same fortunes, with the same instructions and with the same clip bounds. This will guarantee that comparable informations is obtained ; The individual administrating the trial must be made cognizant of their duties and the University ‘s policies associating to discrimination must be brought to their attending. They must non try to ‘interview ‘ the campaigner or obtain information from them. Guidance on planing appropriate trials and exercisings may be obtained from HR Services. The choice methods that will be used in add-on to an interview must be detailed on the Candidates for Interview Form sent to HR Services. This will guarantee that short-listed campaigners are informed about the choice procedure when invited to interview, e.g. the rubric of the presentation to be given or the nature of the trial to be taken.4. MentionsArmstrong M. , ( 2000 ) , Strategic Human Resource Management, 2nd Edition, London, Kogan page limited Armstrong M. , ( 2006 ) . ‘A Handbook of Human Resource Management Practice ‘ , 10th ed. , London: Kogan Page LimitedArmstrong M.,2003. Handbook of Human Resource Management Practice, 9th edition. London, England. Kogan Publisher Limited.Michael Armstrong ( Author ) †º Visit Amazon ‘s Michael Armstrong Page Find all the books, read about the writer, and more. Bratton, J. , Gold, J. , ‘Human Resource Management ‘ , 2nd erectile dysfunction. London, MacMillan Press Ltd. * www.lvmh.com * www.hrmguide.co.uk * www.youmanage.co.uk * www.berr.gov.uk * www.sbz.careers.ac.uk * www.thepensionsregulator.gov.uk * hypertext transfer protocol: //www.york.ac.uk/admin/hr/managers/recruitment/handbook/methods.htm ( 21-01-2010 ) * hypertext transfer protocol: //www.habsons.net/international-recruitment-deployment.php ( 21-01-2010 )

Keynesian Stabilization Policy Essay Example | Topics and Well Written Essays - 1750 words

Keynesian Stabilization Policy - Essay Example John Maynard Keynes grew up in and attended Cambridge. He was a prominent member of the Bloomsbury Group, which was a literary group in London which, among other things, espoused socialist and interventionist solutions to economic and social problems. Keynes' experience during and after World War II in the Treasury helped to form his ideas about pricing, demand and monetary policy. He predicted the hyperinflation in Germany as a result of the unrealistic demands of the Versailles Treaty of 1919. Keynes supported the theory of "pump priming" during the depression of the 1930's, which was formalized in his magnum opus of 1936, The General Theory of Employment, Interest and Money (Keynes). One can view Keynes' formative years as a response to the realities of post-war Europe, a stagnating English economy, and subsequent Depression throughout the world. He saw that government's relatively small role in the economy could be increased if governments overcame their short-term resistance to increasing debt in peacetime. He saw the Great Depression reduce overall output in the world by 50% from 1929 to 1932 (Sachs). Contrary to subsequent accounts, the 1920's was not a period of uninterrupted prosperity in Europe. Sustained growth started only in 1925, and was cut short four years later. According to Kindleberger: Recovery from the First World War was hindered in Europe by the loss of the cream of its youth and the relative setback to its position owing to the stimulus to economic growth in the dominions, Japan and the United States2. Thus Keynes' entire adult career saw only a short period of nearly full employment, preceded and followed by periods of stagflation and outright depression. The respective governments' response to the economies' poor performance was fiscal restraint which, in Keynes' view, was clearly not working. The Fundamentals of Classic Keynesian Theory Keynes claimed that demand buoyed economies. Central to his theory was that demand from both the private and the public sector was essentially the same. To the extent that the private sector did not provide demand, the public sector could increase demand in order to keep the economy humming. Keynes felt that inflation was not a major problem unless the economy approached "full" employment, which was a much higher number than attributed by most economists at the time. Keynes' theories included three basic tenets: 1. Aggregate demand is composed of government and private demand. Both stimulate the economy when they increase. Aggregate demand is not inflationary unless it increases at a time when the economy is fully-employed. 2. Changes in demand do not affect prices, at least in the short term. Their main effect is on output and employment. Prices do not change readily-particularly in the case of wages-to accommodate demand. 3. Since wages respond slowly (both up and down), unemployment acts as a "balancing" mechanism. That

Music in my life Assignment Example | Topics and Well Written Essays - 500 words

Music in my life - Assignment Example It is vital that an individual takes a break off work or studies, and listening to music or pursuing music information from different artists and musicians constitutes my leisure time. My time to relax is funfilled relative to my engagement in music. My inspiration in life has much to do with music. Music is done in diverse and dynamic ways, all of which are unique to specific genres and musicians. The information contained in music or messages that music passes through serves different people differently. Personally, music serves as a source of inspiration.On the same note, life encouragement and directions can also be derived from music (Turner 203). Music also serves as my personal advisor, with screening for positivity and negativity being accounted for. The diversity of the world is clearly evident in the way music is done. In my life, music serves as my educator in this line. Through music, I have come to learn and understand global diversity across borders. Over and above ente rtainment, music serves as an eye opener in every aspect of my life. This is more so in regard to the music genres I listen to.I have embraced music diversity in a global context, meaning that I am not fixed to any specific music genre. However, there are primary music genres that dominate my preference in music. RnB rates the tops the list although I have regard to locally composed and produced music, and also music that accounts for the individual, social, cultural, economic, and political differences around the world.

Innovation through the next generation Essay Example | Topics and Well Written Essays - 750 words

Innovation through the next generation - Essay Example Initially their prices were not set or developed for the normal mobile phone user. Blackberry 8900 is still mainly targeted to the business class (BlackBerry Torch 9800 & 9810, 2011). The cell phone offers preloaded with the trial version of Microsoft Office and now provides the ability to edit, format and save the documents directly on mobile phone. The blackberry also focuses the elite business class with wireless connectivity option for faster, speedy paced Internet connections when the subscriber needs it the most. Blackberry has now been stimulated with the young generation capturing style and fashion. Along with multimedia, and camera, Blackberry has preloaded a series of applications and games such as facebook, twitter which is targeted directly to the youth and social networking groups. RIM has also offered a new software store namely Blackberry App World with thousands of applications that cater many kinds of audience. Impact of the Blackberry Billboard In the given photo, i t looks as if a dark side of a cell phone is displayed. This point is not understandable as why the theme of the advertisement of Blackberry is kept to be too much on the gloomy side. Reappearance and repetition of the work â€Å"Blackberry† poses a negative impact of dragging the potential customer on boredom and irritating side rather than programming and scripting the core features of Blackberry. â€Å"Blackberry app world† is advertised in a very small typeface size and at a top left corner where the possibility of being overlooked may arise. Viewer of this advertisement may not pay any attention to such an ignored piece of information (Mobile Phone Archive – Banana Kuwait Blog). Regardless of the age group, the overall theme of World of Innovation does not make any sense as the so called innovative features displayed in the advertise, are also offered by other cell phone manufacturers including Nokia, Apple etc. So what is innovative in this advertisement b illboard is just a matter of misleading the potential customer, as all the innovative features offered, are already in the knowledge of the potential customer. Since the younger generation is moving ahead of these upcoming features in the cellular phones, therefore by showing them facebook, twitter, gmail cannot attract them in a great deal. Whereas the elder class has distinct dispositions regarding the type of cell phones that they use. Elite business class prefer those cell phones which have the options of emails, documentations, spreadsheets and contact data bases etc, unfortunately, none of these features are marketed in this particular billboard advertisement. Rest of the elder class prefers to use simple, durable, reliable and economic cell phones but, yet here again, this Blackberry advertisement fails to fulfill their expectations. Impact of Colors in Blackberry Billboard Colors have a substantial emotional and psychological impact in advertising any brand or product. The p redominant colors used in the subject that I chose are strong and dark colors, comprising of black, navy blue and deep red colors. Deep and dark colors generally portray sentiments of power, evil, mystery and death. On the other hand, Black also gives a sentiment of elegancy, depth and feeling of perspective. According to Color Wheel Pro, black serves in gathering attention towards the advertisement. In my opinion, Black and other dark colors have been used in this advertise

The importance of legitimizing PMS Essay Example | Topics and Well Written Essays - 500 words

The importance of legitimizing PMS - Essay Example The symptoms themselves are quite tricky since for a considerable period of time many of these symptoms have been associated with the normal onset of the menstrual cycle. The list of symptoms is quite exhaustive since it includes things such as stress, aggression, abdominal bloating or cramps, swelling of the breasts or tenderness, headaches, aches and pains, inability to finish thoughts, fatigue, panic attacks and emotional instability with mood swings (Medline Plus, 2008). These symptoms overlap with several other medical problems and even the common cold could be misdiagnosed as PMS. The APA’s decision to add PMDD to the the DSM-IV is certainly a good decision since it deemphasizes the cultural stigma associated with PMS that has been given by the popular media to women who are undergoing these symptoms. Recognizing the problem as a problem is often the first step which can lead us to finding a solution for it and therefore it is a good decision of the APA to recognize the problem and thus allow researchers to seek solutions for it. The articles and medical information available about PMS certainly points to the idea that PMS should be given a medical diagnosis since the symptoms and the problems associated with the condition are quite extreme (Mayo Clinic, 2008). A woman who could be undergoing these symptoms may have no option to seek out help if the problem is not recognized as such. Traditional medicine which is supposed to relieve aches and pains such as painkillers and even home remedies might be used while different medication specifically tailored to tackle the symptoms of PMS may be out of reach or not prescribed at all. Of course there is a cultural stigma associated with PMS but it must be understood that this stigma is only given by chauvinistic males and does not have any basis in reality. Just as male specific psychological disorders can reduce their ability to have erections, PMS can be a

Final Exam Essay Example | Topics and Well Written Essays - 1750 words - 1

Final Exam - Essay Example Most nation states tend to set specific priorities when developing strategies that will be applied nationwide. However, differences seem to exist between independent and non-independent nation states as of the priorities used by each one when developing strategies that will be used in managing national resources and industries. For example, independent nation states tend to emphasize to the development of the country’s industries so that the dependency on foreign suppliers to be decreased’ (Kitching 10). Also, an independent nation state is expected to invest high amounts on the continuous update of its military industries, so that emergent military needs of the state can be covered, if required (Kitching 10). A non-independent nation state is expected to follow a different strategy; the government of such nation state would primarily consider the interests of those who control the nation’s industries, which are usually those who hold the control of the local mar ket (Kitching 10). In certain cases, it is possible for a nation state to be depended not on entrepreneurs or firms but on other states (Kitching 2010). This is the case of a nation state that has a critical value in terms of its national resources or for a nation state that has critical geo-political position, being able to influence the development of the economy of neighboring countries. ... The above view is based on the study of Kitching where the following example is provided: a research has been made as to whether the improvement of the economy of a state is possible simply by emphasizing on agriculture. It has been proved that such target can be achieved, even if agriculture is the only sector available for the support of the economy (Kitching). The above findings have been related to the efforts of a nation state to improve the performance of its economy without having other sectors to employ apart from agriculture. On the other hand, in countries where the independency of a nation state cannot be secured, the use of non-governmental or international organizations seems to be the best solution for addressing emergent nation needs, such as underdevelopment, terrorism and civil wards. The specific view could be based on the example provided through the study of Akinyeye. In the particular study reference is made to the challenges that Nigerian government has to face in regard to underdevelopment. Moreover, the measures taken by the government for controlling the expansion of the above problem have been proved inadequate. A governmental organization, the Regional Economic Commissions (REC), has been established for helping the country to face underdevelopment (Akinyeye 221). The Commission’s branches across the country have been proved particular valuable in confronting underdevelopment (Akinyeye 221). Still, the following problem has appeared: the communication between the Commission’s branches is poor; in this context, a series of processes is duplicated (Akinyeye 221). A non-governmental organization, the Africa Economic Community, with branches across Africa, has been introduced for helping Nigeria and other

Evidence For Hominid Evolution Essay Example | Topics and Well Written Essays - 500 words

Evidence For Hominid Evolution - Essay Example This was the probable lifestyle of early man. Scientifically, nearly 98% of human genes and chimpanzees are identical showing the biological closeness to humans. The cardinal difference between the two is the human brain size that is larger and complex. This makes man to communicate through speech, walk upright among others (Ruse, p.23). About five million years ago, australopithecines evolved from the apes. It had small canine and was bipedal. This was the earliest human species. There were two major australopithecine groups; robust and gracile. The main difference was the jaw and teeth size. From australopithecine, the next probable evolution was the Homo habilis. This represented the modern man and Louis and Mary Leaky in Tanzania found the evidence. The primate was bipedal, upright and would use forearm to handle tools and weapons. It had increased brain size than the former and climbed ability suppressed. They had opposable thumbs (Ruse, p.43). From the Homo habilis, there came the Homo ergaster that led to Homo erectus. This then led to Homo sapiens. The changes in the humans also showed changes in other primates such as the Chimpanzee. However the primary characters of the family bond, use of hand remained. The Chimpanzees just like humans are in the ape family. The differences in brain size, fur and eyes demonstrate the evolution that has occurred. Many similarities point to a similar origin. The similarities include the family bonding, the use of facial gestures such as surprise and comfort, omnivorous in nature, bipedal (Ruse, p.69). Neolithic revolution lead to a widespread change in human lifestyle from the era of hunting and gathering to agriculture and settlement era. This enabled the humans support the fast growing population. This Neolithic revolution has led to improved health and longevity as well as morbidity. With Neolithic

Deforestation in Costa Rica Essay Example for Free

Deforestation in Costa Rica Essay Costa Rica is famous for it’s rainforests and vast biodiversity and ecosystems, including 12,000 species of plants, 1,239 species of butterflies, 838 species of birds, 440 species of reptiles and amphibians, and 232 species of mammals (Wikipedia), which overtime have become under threat due to deforestation. Since the end of World War II, 80 percent of Costa Rican forests have disappeared (Wikipedia). Various companies are cutting down forests, to provide land for there fruit plantations and cattle ranches. During the 1990s, Costa Rica had one of the worst deforestation rates in the world. Clearing out forests is causing flooding, desertification, sedimentation in rivers, loss of wildlife diversity, and is the number one contributor to global warming. The country has laws protecting certain areas of the forests, but only 25 percent of Costa Rican forests are completely protected from companies due to lenient laws (Viva Costa Rica). Businesses that are clearing out Costa Rican forests are contributing to the destruction of the earth’s environment. Beef production is the largest cause of deforestation in Costa Rica. Approximately 60 percent of Costa Rica has been cleared out to make room for cattle ranching (Algee, â€Å"Cattle Ranching†). During the 1960s, problems worsened when the United States offered Costa Rican cattle ranchers millions of dollars in loans to produce beef (Viva Costa Rica), so all the ranchers had the forests cleared for space for more cattle. After Costa Rica stopped shipping cattle to the U. S. , the country was left with bare spots, where trees were cleared out, and most of the cattle was moved to the Pacific Northwest side of Costa Rica. Fruit plantations are the second largest cause of deforestation in Costa Rica, specifically banana plantations. Banana plantations now cover 130,000 acres of previously forested land in Costa Rica (Guadua Bamboo). Bananas are Costa Rica’s main moneymaking industry. While certain conservation laws have been passed to protect areas from banana farming in Costa Rica, the government lacks the resources to enforce them. The banana industry is known for its dangerously high use of pesticides, which in the 1970s, caused thousands of plantation workers to become sterile (Guadua Bamboo). These pesticides used to maintain fruits, may enter the water systems and contaminate the water. Nutrient balance in the soil is also disrupted by the removal of the rainforests to make way for fruit plantations, by exhausting the soils and leaving them weak. Weak soil makes it challenging to maintain the land for agriculture. When a ground surface is stripped of vegetation, the upper soils becomes helpless to water erosion. Costa Rica loses about 860 million tons of valuable topsoil every year (Mongabay). Forests have a natural ability to absorb water when it rains, and release it slowly into rivers. Without the vast amounts of vegetation, flash floods are caused, the water rushes into the rivers, taking the sediment with it. Once the sediment builds up, the water no longer flows, and it floods the areas. The increased sediment load of rivers suffocates fish eggs, causing lower hatch rates, reducing the fishing industry. Erosion also destroys roads and highways that cross through the forest. The government does not shut down the roads, but must rebuild them repeatedly, using money that could be used more productively elsewhere. Deforestation is the number one cause of global warming. In his article â€Å"Deforestation: The Hidden Cause of Global Warming†, Daniel Howden explains â€Å"Carbon emissions from deforestation far outstrip damage caused by planes and automobiles and factories deforestation accounts for up to 25 percent of global emissions of heat-trapping gases, while transport and industry account for 14 percent each; and aviation makes up only 3 percent of the total† Deforestation results in the immediate release of carbon stored in trees as carbon-dioxide emissions. Trees are 50 percent carbon. When they are felled or burned, the carbon dioxide they store escapes back into the air. Carbon dioxide helps absorb heat; therefore too much carbon dioxide results in global warming. Costa Rica has an amazing conservation program that protects more than 10 percent of the country (Mongabay). One protected strip of forest runs for 40 miles, through nine ecological zones. The country presented a plan in 1995; to protect 18 percent of the country in national parks and another 13 percent in privately owned preserves. The country is targeting to protect the areas with the most biodiversity. The government funds the project by issuing landowners forest protection certificates, which will annually pay landowners about $50 for every 2. 5 acres of forest, with the agreement that the forest will be protected. In 2005, another program added Costa Rica to which wealthy nations were called to compensate poor nations for rainforest conservation. The amount of Costa Rican land deforested annually has declined since 1977, by 118,158 acres (Wikipedia). Around two-thirds of Costa Ricas remaining rainforests are now protected. Companies that are felling trees in Costa Rican forests are destroying the earth’s environment. These companies that contribute to deforestation are killing various species, and are ultimately harming the earth itself through greenhouse gas emissions. Costa Rica is doing a great job repairing their forests, and making sure that certain areas will remain untouched. Last year, the country passed a law that will decentralize their decision-making. The efforts the country is making to stop deforestation, is causing Costa Rica to stand out and show their commitment toward environmental and natural resources issues.

Schema Theory: Usefulness For Language Teaching

Schema Theory: Usefulness For Language Teaching There can be no doubt that all our knowledge begins with experience, Immanuel Kant (1781: 41). What is schema and schema theory? A schema (plural schemata) is termed as a mental structure (which) derives from all the particular experiences we have had (Nuttall 1982:7). Schema theory was first proposed by the gestalt psychologist Bartlett (1932), who observed that when people were asked to repeat a story from memory, they often filled in details which were not included in the original but related to what they already knew based on their cultural background. Schema then is culturally bound, as shall be shown in this essay. The concept of schema can be found from anthropology to philosophy and has been considered for both instruction and assessment in language learning, examples of which will be referred to and considered later. Kant (1781) claimed that new information, concepts and ideas can only have meaning when they can be related to something already known by the individual. This exemplifies how the idea of background knowledge in language-related performance has been around for centuries, if not actually co ined as a term at the time. McNamara, Miller and Bransford (1991) in Clapham (1996), who referred to the theory as mental models which consist of mental tokens, agree that schemata are used in comprehension but that it is not clear what we do with them. There are two main types of schema that have since been termed by theorists (Cook 1997). The first is formal schema and is based on the background knowledge of the structure of any given text. The second is content schema and relates to the background knowledge of the content area. We can see then that all schemata relates to background knowledge of some kind. A similar distinction can be made with processing skills used for reading, which is discussed later. Carrell (1998) states that these processes are not understood well. In this essay I will, however, attempt to address the issue of schema theory along with its practical application in relation to studies that have been carried out in the area. In doing so, I will also attempt t o focus on the main skills involved and the factors that affect its usefulness from the perspective of a language teacher. As teachers of English, we are constantly attempting to activate schematic knowledge for all skills work, and indeed, any work at all done in class. Within the context of a multi-skills approach, it more often than not leads to processing via receptive skills (reading and listening) and then progresses to productive skills work (speaking and writing). Research on schema theory has had a great impact on understanding both reading and listening skills, with the amount of research done seemingly focussing on the former. Thus, for the purposes of this essay I shall refer mainly to the evidence as it is applied to reading skills. Most methodologies investigating the role of schemata or background/prior knowledge are variations on Carrell’s (1987) paradigm. Traditionally in the study of second language comprehension, the emphasis has been focussed almost exclusively on the language itself rather than the individual attempting to interpret it (Cook 1997). It seems that more recently the language learner themselves, with the knowledge and ideas that they bring from the outside world, is perhaps as important a factor as the language itself. Carrell and Eisterhold (1983:80) point out that one of the most obvious reasons why a specific content schema may fail to exist for a reader is that the schema is culturally specific and is not part of a reader’s cultural background. Aebersold and Field rather philosophically describe it when they say, if the topic†¦is outside of their experience or base of knowledge, they are adrift on an unknown sea (1997:41). It is then surely the teachers responsibility to help learners and make sure that they are guided in the right direction by providing that which may be missing, or at the very least, helping to stimulate what is already there. In an ideal scenario, it would include a combination of both factors. Application to skills processing Processing a text can be seen as a two-way process between the text and the background knowledge or memory schemata of the listener or reader (Carrell 1982). This again stresses the need to take the learner into account and suggests a more holistic approach to skills work. Cook (1989) states that the mind, when stimulated by key words or phrases in the text or by the context, activates a knowledge schema. The emphasis here is on the cognitive characteristics of schema which allow us to relate incoming information to existing information. The reading process, therefore, involves such things as identification of genre, formal structure and topic; all of which activate schemata and allow readers to comprehend a text (Swales 1990:89). In turn, as well as allowing for the organisation of information and knowledge, schemas also allow us to make predictions on the continuation of discourse and check whether our fit matches (Carrell 1998). If it does not, then it would be common sense that w e are able to add to our already existing schema. It also makes sense that the more experience (both life and classroom) a learner has, the more available schemata they will have at their disposal and thus the better equipped they will be. Focussing as we are mainly on reading skills, a useful distinction can be made here between top-down and bottom-up processing. The former relates to making predictions based on background knowledge (knowledge-based) and the latter to building textual meaning from the individual linguistic units (text-based) (Carrell 1982:101). This has also been referred to by Anderson Lynch (1988) as schematic knowledge, which is background knowledge that includes factual/sociological factors and procedural knowledge or how the language is used in discourse; versus systemic knowledge, which is the knowledge of the language system and includes semantic, syntactic and phonological features. All of which, when related by context, combine to provide comprehension. So then, in relation to schema theory, it is with the former of both the above that we are most concerned. At times it can seem that theorists are overly concerned with this being some kind of battle and hence, the use of the word versus abov e, with one aspect winning over the other. However, evidence points to reading skills involving both equally, working hand-in-hand in order to achieve the best results possible. This view is supported by Spiro (in Carrell 1998), who believes that skilled readers constantly adapt their mode of processing, changing to meet the demands of a particular text/reading situation; less skilled readers tending to rely overly on processes in one direction and thus experiencing negative effects on overall comprehension. Overreliance on top-down processing has been referred to as schema interference, or a lack of understanding (Carrell 1998). When faced with unfamiliar topics, some students may overcompensate for absent schemata by reading in a slow, text-bound manner; other students may overcompensate by wild guessing (Carrell 1988:101). Swaffar, Arens and Byrnes (1991) in Clapham (1996) argue that most reading comprehension items only test bottom-up skills and fail to actually measure the way a reader understands, advertising the use of recall protocols in tests of reading comprehension. This view is supported by Carrell (1998) and has certainly been my experience as a teacher of English. We can surmise then that it is our responsibility as teachers to help make learners aware of the importance of both types in relation to one another and attempt to provide the right balance in order to achieve the greatest degree of comprehension possible. The form of detrimental processing mentioned here is supported by a good deal of related studies, some of the most significant of which I will now present in order to provide further validity to the concept of schema and schema theory. Studies Research carried out by Johnson in Carrell and Eisterhold (1983) suggests that a text on a familiar topic is better recalled than a similar text on an unfamiliar topic. Swales (1990), believes that this and other research supports the expectation that when both content and form are familiar the texts will be relatively accessible. It seems evident then that the greater the difference between the L1 and L2, the greater the difficulty in interpretation. Carrell and Eisterhold state that some key concepts may be absent in the schemata of some non-native readers or they may have alternate interpretations (1983:87). An obvious example we can choose to better exemplify this idea, are life rituals, such as celebrations that include weddings and festivals. One cultures concept of Christmas, for example, may contrast completely with anothers or may not, in fact, exist at all. These gaps or differences in cultural knowledge then need to be bridged in order to comprehend relevant information t o be considered and worked on. In Carrell’s (1987) study mentioned previously, subjects remembered the most when both the content and rhetorical form was familiar to them. However, when only content or only form was unfamiliar, unfamiliar content caused more difficulty for the readers than did unfamiliar form. This has obvious implications for the classroom and language learning, and suggests the common sense idea that teachers should attempt to choose topics and texts which learners have some concrete understanding of, especially when it comes to actual content involved. The form of a text then is something that learners are perhaps better able to deal with and which can be analysed, in the form a model for example, and then compared with the concept of form in relation to what they already know or are aware of or vice-versa. A conclusive study was conducted by Steffensen and Joag-Dev (1984) using two descriptions of weddings, which found that readers comprehended texts abo ut their own cultures more accurately than the other, which is no real surprise. Similarly, studies by Johnson (1981) and Kang (1992) have revealed that cultural origin of a text/story has a greater effect on comprehension than syntactic or semantic complexity. Also, results suggested that prior cultural experience prepared readers for comprehension of familiar information in a text. This again puts the emphasis on the importance of cultural background and how necessary it is for teachers to spend a good amount of time making sure that cultural concepts are considered and understood, whatever the form may be. However, the previous study showed that exposure to any unfamiliar words does not seem to have a significant effect on reading comprehension. This would then perhaps suggest that we do not need to give similar weight to the consideration of vocabulary, though we should, of course, bear this in mind when approaching texts. Carrell (1998:245) asks the relevant pedagogical question: Can we improve students reading by helping them build background knowledge on the topic prior to reading, through appropriate pre-reading activities? This then, for whichever theme and skill we are about to introduce and practise, is the key question. Were it not true, the implications for current methodology, and indeed ELT materials would be vast. Fortunately for all involved, this does not seem to be the case. The available research shown above, along with the likes of Stevens (1982) and Hayes and Tierney (1982) in Carrell (1998), suggest that all the effort of activating schema or schemata, is actually worthwhile. The latter study found that presenting background information related to the topic to be learned helped readers learn from the text regardless of how that background information was presented or how specific or general it was. As Stevens says: A teacher of reading might thus be viewed as a teacher of relevant in formation as well as a teacher of reading skills (1982:328). Levels Different pre-reading activities may be more or less effective with different proficiency levels. Hudson (1982) in Carrell (1998) found that a more explicit pre-reading activity, such as discussing pictures and making predictions, had a significantly greater facilitating effect on reading comprehension when compared to another less specific type; for example, vocabulary related. However, close analysis of the data showed that the effect was only significant for beginner and intermediate level ESL readers, with no real difference for advanced levels. This might then suggest that higher level learners are better able to deal with a lack of schema activation. Another significant issue is that, as lower level students may have the background knowledge but not the language skills to discuss them in English, their L1 might be used to access schemata but teachers should present the related vocabulary or otherwise a schema has been activated but learning the L2 has not been facilitated (Aebe rsold and Field 1997:77). ELT materials design When I first considered exactly what schema theory was, while admittedly not being fully sure, I was aware that it must have something to do with how, as language teachers, we are encouraged to warm up learners with an introduction that they can relate to and to ascertain exactly what it is that they know in relation to the subject matter and the coverage of a lesson and then to provide that which may be missing. So let us first begin by considering the actual activities that are used to introduce a topic. Carrell (1998) offers a variety of means in which relevant schemata may be constructed, including: discussion, real-life experiences, visual aids, text previewing, introduction and discussion of key vocabulary, and key-word/concept association activities. I would add brainstorming and use of quotations to this list. Although helpful, Carrell (1998) is of the opinion that these pre-reading activities are probably insufficient to be used only by themselves and teachers will almost c ertainly need to supply additional information; going on to suggest that it is probably wise to assume that pre-reading activities work best when used in a variety of combinations, believing that such activities must both build both new background knowledge, as well as activating existing background knowledge. So then, they are to be considered as a starting point and a springboard or foundation for teachers to utilise and learners to work from. The utilisation of schema theory in materials design is, in my opinion, completely evident and there for all to see. I do not feel it is necessary to include an extensive list of ELT materials in order to provide such examples, as there is such a great amount available. I think it can safely be stated that the introductory activity types do not vary too greatly and can be found in most good ELT textbooks; examples of which are Cutting Edge and (New) Headway, which are now considered classic ELT coursebooks and are widely used in the field along with many others that I have used myself in the past. Thus, I will instead focus on an example that I am currently using in my own teaching. As a teacher of English for Academic Purposes, I tend to use the Language Leader series of coursebooks along with other related materials, such as teachers books and so on, which I find both effective and user-friendly. I currently teach mid to high level learners who have an arts background and are worki ng towards arts related courses in higher education such as degree courses, and so it is appropriate that I choose material that focuses specifically on this area. The beginning of Unit 9 in Language Leader Upper-Intermediate (see appendix 1) provides examples of the activities mentioned above and include, for example, a picture of a Dali painting along with a quote to consider with some related questions for discussion, before moving onto what constitutes art and asking the students to read a text (leaflet: p.91) related to the theme of art This is a typical example of how schema theory is utilised in ELT materials and very similar activities can, in fact, be seen at the start of each unit. However, as Carrell (1998) suggests, this is not enough; and so, we as teachers are handed the responsibility of deciding exactly what to do with it. There are, of course, teachers books that help to provide ideas for usage which can be highly beneficial for inspiring ideas, especially for teach ers without the experience that helps to know how to approach such an activity. In using the material in the classroom myself, I have taken what is there and, as Carrell (1998) has suggested, added variety to it and attempted to bring it to life. For example, rather than just using one picture that is in the coursebook, show learners a range of examples that include a variety of genres and will then link into later activities that require learners to consider what constitutes art and include such examples (see activity 1b). Learners might also be encouraged prior to the lesson to bring in their own examples and thus start the activation and thinking process before the lesson has even begun. It could, and arguably should, link to work done in previous lessons that may include visits to art museums and galleries. This then is a kind of controllable variable in that we hopefully already have an idea of the background knowledge that learners will bring in from previous learning and the outside world. Thus, the more we know our students, the more it makes sense that we are in a position whereby we are better able to know what might work best. This is an area that I feel could be expanded upon and explored in greater detail by those who carry out studies pertaining to the area of schema and schema theory. While the learner is indeed now taken into account, the actual relationship and depth of shared and common knowledge between the teacher and their learners, plus amongst learners themselves, is something that rarely seems to be mentioned. Further application As well as in relation to teaching, schema theory can be applied to testing also; whether it be for diagnostic or assessment purposes. Of course, there are far too many examples of testing for us to consider here but it can be said that many of these forms of testing are very limited. As an IELTS examiner, it can sometimes seem as though one is preparing learners with strategies and techniques in order to pass a test, rather than to actually improve their English language skills. With all the skills being tested individually, we could apply schema theory across the board and suggest that the test-taker is not always prepared with necessary schematic knowledge before actually taking the exam. However, not all will be aware of the usefulness of this, and instead take the test(s) cold. They will then be expected to respond to and answer questions that they have a very limited knowledge of, which is a major criticism of the exam. For example, if they have not previously considered the ef fects of globalisation, they will not have the necessary schematic knowledge needed to answer the question. A better method, in my opinion, would be to make the exam more integrative and thus testing more than one skill at a time. For example, rather than testing receptive and productive skills separately, a combination could be used in which learners read a text or listen to an extract and then have to respond by writing or speaking about that which they have just been exposed to. That way we are then better able to actually provide the necessary information which might not be there in the first place. For example, learners might be asked to summarise a text or extract after reading or listening to it. It makes sense that test-takers will more likely come with the formal schema but not necessarily the content schema required. It will be interesting to see how the new Pearson Test deals with this aspect, especially being a computer based exam. Conclusion Despite the current popularity of pre-reading/listening activities, there might be restrictions to their use in ELT and they may not always work as intended. Cook (1994) stated that schemas can be restrictive even if they allow us to process communication. It has been proved that applications of schema theory do not always mean that comprehension has been improved, particularly where there is insufficient attention to the details of a given text, or where schema-interference increases due to the activation of dominant or negative schemata (Stott 2001). Also, there is evidence that the contextual and background information given may not always necessarily be adopted by the learners. However, there is little doubt that schema theory has positively influenced the teaching of reading and listening and that pre-activities can help to improve a learners comprehension in many situations. Therefore, it makes sense for teachers to use such activities but not be assumptive that what we expect is in fact reality. In other words, teachers should make sure that they check the usefulness of the activities used and pay close attention to possible schema-interference or non-activation. 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