Colonialism and Slavery

Colonialism and Slavery â€Å"l hate imperialism. I detest colonialism. And I fear the consequences of their last bitter struggle for life. We are determined, that our nation, and the world as a whole, shall not be the play thing of one small corner of the world. † (Sukarno) When it comes to taking over another country, the selfish reasons behind it cloud the minds of the colonizers into thinking that what they are doing is to the advantage of the victims.The lived experience of Okonkwo and Linda challenges the argument that defenders of colonialism and slavery made by proving that the colonizers trying to civilize and ring Christianity to the colonized countries worsened their lives instead of improving them by pushing out their culture and religion, and physically and mentally abusing them; through discovering the reasons for colonialism, then comparing them to the stories of Okonkwo and Linda the truth of what colonialism said it was doing and what it actually was doing to a colonized or slave person. There are many reasons why colonialism and slavery have thrived for many years.Westerners wanted to beat the competitor within the Western countries. White upremacy is a major advocate in the onslaught of colonialism. The idea of racial entitlement and genetic inferiority is what pushes the movement of imperialism. Blatantly narcissistic gauges of the worth of non-European peoples – skin color, fashions in or lack of clothing – receded in importance; measurements of cranial capacity, estimates of railway mileage, and the capacity for work, discipline, and marking time became the decisive criteria by which Europeans Judges other cultures and celebrated the superiority of their own. Adas, 146) Europeans considered all ther cultures â€Å"uncivilized† and wanted to bring to them the idea of modernity. No other culture lives up to the mindset of European culture and they know that and use that to their advantage.

Analysis Of A Christmas Carol Essay

Scrooge doesn’t realise but in being disrespectful to the gentlemen, he is disrespecting God. Because by refusing to share and not making good use of his wealth he is not following the 10 commandments. The third is rudeness. One of Scrooge’s traits is his rudeness towards others in society. One major example is when he is introduced to the carol singer. As he is a miserable person who, probably, detests having to move too fast normally, suddenly to do this obviously shows how much effort is involved to try and scare this young pauper. Plus, it can be said throughout the era of the Victorians, carol singing and other social things of a similar meaning could normally be linked to biblical stories. So in hindsight it could be blasphemy (yet not as a major incident). Plus, it’s just basic rudeness as it states with Scrooge’s manner†¦ â€Å"With an ill will Scrooge†¦ † It means that he is ill mannered and will show no mercy no matter the pain he has caused or the consequences. The final factor in the statement is greed. Scrooge portrays this throughout the story very clearly but there is a plain yet critical bit at the beginning where it involves Belle (his love not to be). â€Å"I believe that you would choose a dowerless girl†¦ I do; and I release you†¦ † Well this single quote portrays a vast amount of greed from Scrooge. For instance it mentions dowerless girl. Now dowerless means a sort of inheritance yet it would be given to Scrooge instead which would make him wealthy without having to actually work and still earn money. However, Belle is not rich nor wealthy (with money but with other factors of her personality) which Scrooge does not find ‘attractive’ as this basically entitles that he’s going to have to work and provide for his ‘family’. So with this incident that has compelled these two, Belle, obviously hurt and tearful, decides that it’s best to halt the relationship and walk away, no matter what the consequences. Scrooge remembers his sister with few, yet fond, memories. â€Å"Always a delicate creature, whom a breath might have withered†¦ but she had a large heart. † Although he didn’t spend much time with her (because his father sent him to boarding school) he loved his sister very much and had quite a close relationship with her. However this does not reflect in how he treats his nephew. ‘ â€Å"She died a woman,† said the ghost, â€Å"and had, as I think, children. † â€Å"One child,† Scrooge returned. â€Å"True,† said the ghost. â€Å"Your nephew! † Scrooge seemed uneasy in his mind, and answered briefly, â€Å"Yes. † After the visits of the three spirits, Scrooge starts to recognise the similarities between his late sister, Fan and her son Fred and therefore starts to treat him with respect. After all Fred is the only family Scrooge has. â€Å"They were not a handsome family; they were not well dressed; their shoes were far from being waterproof; their clothes were scanty†¦ But they were happy, grateful, pleased with one another, and contented with the time. † So, with this, it is apparent towards us, the readers, which even though he’s greeted with this repulsive family embedded with poverty, there is still a glimmer of hope for this enlightening time of season. Furthermore, it is becoming even more recognisable that the spirits have transported his beliefs about matters like these, as he states the obvious, but in a mild way he contradicts himself as he’s going back on his original morals and starts to show some affection and emotion towards these who are worse off than him. Where as in the past (technically all his life) he wouldn’t have fluttered an eyelid†¦ â€Å"If they would rather die†¦ they had better do it, and decrease the surplus population. † At the end of the novel, Scrooge learns how to be polite to others around him. When he passes the two gentlemen, whom he’d been rude to the day before, he asks for forgiveness for his actions. â€Å"That is my name, and I fear it may not be pleasant to you. Allow me to ask your pardon. † Here Scrooge shows that he has changed and that he is proud of his name and the person attached to it. Here he also displays that he is ashamed of the way he acted towards them when they came to collect money for the poor. He also asks for forgiveness for possibly the first time in his life. Scrooge awakens, on Christmas morning, a much happier man. He is delighted to be alive and reminisces the night’s events, which have now compelled him to be a better, more improved, man. â€Å"I am as light as a feather, I am as happy as an angel, I am as merry as a schoolboy, I am as giddy as a drunken man! A merry Christmas to everybody! † He leaps about rapturously not believing his fortune, and is extremely vivacious. Scrooge changed in many ways after the visits from the three spirits. He is now charitable without seeking credit for himself, which is a complete contrast to before when he refused to donate any money to charity and was very rude to the ‘collecting’ gentlemen. An example of this change of character is when Scrooge is buying the turkey for Bob Cratchitts family he says, â€Å"I’ll send it to Bob Cratchitts†¦ He shan’t know who sends it! â€Å"

Age Of Unimagined Levels Of Violence Education Essay

Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers. Age Of Unimagined Levels Of Violence Education Essay Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers.

Learning Outside the Lines by Johathan Mooney and David Cole Essay

Learning Outside the Lines by Johathan Mooney and David Cole - Essay Example There are many students among the class but all the students are not same. Few of them are slow learners and they required special treatment, special efforts for learning. This book is an experience of slow learners who were being criticized for their stupidity. Apart from the constant dereliction they received from everybody they completed their high school and surprisingly they secured their bachelor degree from Ivy League institutions. This book gives very beneficial hints for those students who are struggling with the problem of dyslexia. Moony and Cole in this book also explains about the useful methods of note making, test taking techniques etc. The book is really an ideal guide for the teacher to adopt the ideal methodology of teaching which will be useful for intellectual development of every child. This book is also a source of inspiration for the slow learners and a great motivation for them which they rarely get from the people surrounding them. The stories of both of thes e authors are really inspirational. According to the twenty Forth Annual Report to Congress, US Department of Education, 2002, "As many as 1 out of every 5 people in the United States has a learning disability. Almost 3 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, over half of all children who receive special education have a learning disability." It means that this number is really remarkable and in such case these children need special provision and study method. They are just in need of motivation to come out of this situation. On this background this book is a very good guide especially for teachers and the parents of such children. Jonathan Moony and David Cole during their school days were insulted and blamed for being stupid students with no ability of learning due to their inability to grasp quickly. Moony says in this book, â€Å"Education is one of the most beautiful and liberating

Australian Indigenous People Essay Example | Topics and Well Written Essays - 1500 words

Australian Indigenous People - Essay Example This survival of a close link between religion and health helps to understand the way Australian indigenous population tends to think and act. For instance, "the eating of clay or charcoal and a range of other substances might superficially be considered bizarre or at best to be of limited adaptive value, and this is reflected in a long and continuing debate about the benefits or otherwise of geophagy" (Rowland 2002, p. 51). Many indigenous tribes suppose that their healing culture reflects a person's identity and helps him/her to recover after certain rituals. Healing practices are used in a variety of ways in reference to a number of social traditions and values (Johns and Sanders 2005). Many healing practices involve magical rituals based on sacred knowledge and beliefs. Unfortunately, most of such practices do not cure such diseases as cancer or diabetes which cause sufferings and deaths to indigenous population. Australian indigenous culture is based on a specific system of standards or rules a person attributes to the membership of the group as a result of his experience (Dudley 2004). According to cultural norms and traditions, many indigenous people reject modern health care and medical help relying on magical rituals and geophagy. (Indigenous Health 2007). Unique cultural norms and values lead Australian indigenous population to such problems as sexually transmitted diseases and alcoholism. The lack of HIV/AIDS education, prevention, and quality care on reservations has encouraged Australian indigenous population to migrate from reservations to urban areas. Indigenous population is similar to that of society at large, with men representing 82.6 percent of the cases and men who have sex with men constituting the largest segment of Australian indigenous AIDS cases, 5%. The second largest exposure category for male adult/adolescents is men who have sex with men and inject drugs, 17%. Since males account for the largest portion of AIDS cases for Australian indigenous population, and men and women who have sex with men make up the main exposure category, it is critical that we focus our attention on this population to stop the further spread of HIV/AIDS in tribal communities (Indigenous Health 2007). Lack of understanding and discriminatory treatment of two-spirit men creates an environment where HIV/AIDS can spread unimpeded. Knowledge of gender and sexual variance in indigenous societies is limited, but what is known is that some tribal communities had more than male and female genders and participated in a variety of sexual orientations (Australian Indigenous 2007). Poor health is closely connected with dietary patterns and crop technologies. In this case, diet represents "a product of human learning" which helps a person to organize his/her experience, including experience of other people (Briscoe 2005). For centuries, Australian indigenous population follows specific dietary patterns determined by cultivation practices and natural resources available to them. Critics admit that lack of minerals and vitamins is the main problem of many indigenous populations including the atrocious health. "Calcium, potassium, magnesium, iron, zinc, copper, nickel, manganese, cobalt and selenium are

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Choose one of brief - Coursework Example Further, MiCSHA wanted to show what changes it intended to make and that is easy or the audience to understand. Brief one is underdeveloped compared to the second one. The use of e-Cigarette has become a major issue in the society today. Many people today advocate for the use of the e-cigarette as opposed to smoking the tobacco ones, and that has led to a clash of opinions from different quarters. The main idea is to generate as much information regarding the importance of these cigarettes and whether their threats to human health can be countered by using it. The prolonged utility of e-cigarettes can be dangerous to one’s health. The important thing should be the creation of a platform that allows everyone to make better use of the available innovations for the sake of meeting the health needs of everyone. This brief will seek to identify the strengths and define the importance of meeting the general needs of the society by coming up with ideal measures to prevent the harsh realities of tobacco smoking. This is not focused on just the impact of e-cigarettes but also on the financial and environmental aspects of adopting its use. It is a healthy option to tobacco smoking and allows one to choose levels of nicotine and flavoring compared to normal cigarettes that are predetermined. It also allows the individual to undergo similar feelings when working towards its consumption such as stress relief just as noted in normal cigarettes (Ross). For those looking to quit smoking, this is a good idea that will boost the chances of limiting nicotine consumption on a daily basis. It costs almost the same as the normal cigarettes and vaping is allowed in a variety of states. This means that it will be easier to continue enjoying these attributes while cutting down on nicotine and improving on health. With the potential benefits, it is very easy to use in the any part of the state and does not

National Labor Relations Act addresses the right-to-work provision Essay

National Labor Relations Act addresses the right-to-work provision. Discuss the topics listed below - Essay Example forced unionization, section 14(b) of the Taft-Harley Act provides that states may exercise their sovereignty in determining whether they will protect their citizens from forced unionization by enforcing the right-to-work provision. (The Employers Council, 2008). The states that have chosen to utilize the right-to-work provision include Virginia, North Carolina, South Carolina, Georgia, Florida, Alabama, Tennessee, Mississippi, Louisiana, Arkansas, Iowa, North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, Texas, Wyoming, Idaho, Utah, Arizona and Nevada. The region of Guam also makes use of the right-to-work provision. (National Right to Work Legal Defense Foundation, 2008). While Florida and Arkansas were the first states to incorporate this law in 1944 (Answers Corporation, 2008), Oklahoma was the most recent state to make use of it, having agreed upon it in 2001. It should also be noted that employees who work for an airline or railway company, or who work on a federal enclave, are exceptions to those employees typically protected by states with right-to-work laws. (National Right to Work Legal Defense Foundation, 2008). Because there is nearly a half-and-half split of states in the U.S. that are either right-to-work states of forced u nionization states, it is useful to examine some of the differences between these states. It is interesting to examine characteristics of states utilizing the right-to-work provision as opposed to those states that enforce forced unionization. Four characteristics of right-to-work states are increased real personal income, increased manufacturing establishments, increased number of people covered by private health insurance, and increased real value. These characteristics are ascertained by statistics from such sources as the United States Department of Commerce, the United States Census Bureau, and the United States Bureau of Labor Statistics. In terms of real personal income, from 1993 to 2003 the increase was 37%

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Indirect Message - Essay Example This means that all the managers are currently busy attached to respective working program. It is with these reasons that we wish to inform you that we will not be in a position to participate in the restoration of the historical area of Miramar. By doing so, some of our operations will be paralyzed since we only have the minimal number of the upper-level managers as of now. Notably, restoration of the said historical area would require someone with upper-level management experience who can provide leadership and direct public relationship activities. Considering this, good reputation, and current and former operations of SCORE in relation to rehabilitation programs, they come highly recommended to take over the operation. We, therefore, confidently think that you can contact SCORE for more assistance. However, it is also important that you note that Kellstrom Industries cannot ignore the partnership and association that we have enjoyed in the past, and further, we still look forward for more collaboration in the

International Management Scholarship Essay Example | Topics and Well Written Essays - 1250 words

International Management - Scholarship Essay Example As the essay disxcusses advancement and progress of Hungarian subsidiaries has occurred only to a limited extent and mostly in terms of scale, quality and elasticity of operations. The subsidiaries were unable to extend the required capabilities for a functional shift although the outer surroundings were by and large encouraging, and it served as the main reason why it was present in as absenting control center assignments in ethnocentric German activities. Regarding the future research of the subsidiary development, investigations slackness and flabbiness should be taken into account. Most probably the subsidiaries would upgrade when the rate of development of the host country takes a rise due to the spread out effects which are a resultant of government subsidies and better market opportunities. One such prominent example is the progress and development seen in the Canadian subsidiaries. From the report findings subsidiary typology research has been observed to pursue distinct patterns, both theoretically and empirically. Most likely, typologies are frequently generated as second-order impacts from practical or idealized plans and strategies for controlling global operations with subsidiary types pertaining to the parts they play in various types of different international strategies. Subsidiary roles can also be called as a result of a development of the multinational's increasing obligation towards global markets.... the increasing advancement in the multinational's mounting dedication towards international markets has also been of significance to the subsidiary roles. Generally, according to the results a considerable freedom in the act of decision-making regarding the production and operational issues was enjoyed by the subsidiaries; the long-term strategic decisions, for instance tactical planning or restricting performance criteria. (K, 2005) Advancement and progress of Hungarian subsidiaries has occurred only to a limited extent and mostly in terms of scale, quality and elasticity of operations. Thesubsidiaries were unable to extend the required capabilities for a functional shift although the outer surroundings were by and large encouraging, and it served as the main reason why it was present in as absenting control center assignments in ethnocentric German activities. Regarding the future research of the subsidiary development, investigations slackness and flabbiness should be taken into account. Most probably the subsidiaries would upgrade when the rate of development of the host country takes a rise due to the spread out effects which are a resultant of government subsidies and better market opportunities. One such prominent example is the progress and development seen in the Canadian subsidiaries. Subsidiary typology research has been observed to pursue distinct patterns, both theoretically and empirically. Most likely, typologies are frequently generated as second-order impacts from practical or idealized plans and strategies for controlling global operations with subsidiary types pertaining to the parts they play in various types of different international strategies. Subsidiary roles can also be called as a result of a development of the multinational's increasing

Strategy Assesments Essay Example for Free

Strategy Assesments Essay A company strategy is management`s action plan for running the business and conducting operations. (Thompson et al, 2007, p.3). Strategy is a plan-sort of consciously intended course of action, guidelines (or set of guidelines) to deal with the situation. Mintzberg, (1996). According Sanjiv and Stuart, strategy represents managerial commitment to pursue a particular set of actions in growing the business, attracting and pleasing customers, competing successfully, conducting operations and improving the company`s performance. The concept of strategy has been debating issue on our B301 TGF activity 1. 2 to assess the strategic views of two leaders namely Sanjiv Ahuja and Stuart Grief. Both views involve the specification of long-term goals that add value to the organization and propel it to be able to cope with the changing environment. As a practice, it consists of adopting courses of action and allocating resources in ways necessary for carrying out the overall objectives. (Niekerk, C. 2014) post on TGF recommends that strategy is a common theme that runs through both (Stuart and Sanjiv) is that strategy is important for all employees to have a sense of purpose and direction, thereby buying into the companys goals and contributing to the overall success of the organization Sanjiv and Stuart both acknowledge this potent of strategy in the running of business. However they do differ on the implementation, competitive advantages, sustainability and gaining market position. Van Niekerk, C. (2014) posting touched on both views subscribing to some of Mintzeberg’s 5ps models of strategy. Their differences demonstrate the complexity of strategy, how managements intends to grow the business, how it will build a loyal clientele, outcompete rivals and putting together pieces of crossword puzzle of different business units. In agreement with Jordan, W and Uys, R touching on the strategy flexibility, Stuart and Sanjiv if were to change industries so is there strategy is prone to change to suit the new environment. On the same note Grieshaber, D. (2014) has noted similar argument made by O’Sullivan and Wright (2009) to describe strategy as complex and flexible with no one size fits all definition. Both Sanjiv and Stu art acknowledge that businesses or organizations are compelled to make dramatic changes and improvements not only to compete and prosper but also merely to survive. Thompson et al point out that ‘every company must be willing and ready to modify its strategy in response to changing market conditions, advancing technology, the fresh moves of competitors, shifting buyers needs and preferences and emerging market opportunities. Thus to say a company strategy is always a work in progress. They both emphasize the importance of communication in the implementation of strategy. Sanjiv puts planning at the centre of strategic implementation. Sanjiv’s prescriptive approach regards strategy as a systematized and deterministic process where analysis of business performance leads to the formation of a strategic plan. He argues leaders should be in charge in refining the final objective and plan can be put into action through successive layers of the organization. Sanjiv claims that leaders should set the goals, set the strategy to be very simple and understandable to every member of the organization. In this context Sanjiv elevate leaders into supreme level in the formulation and execution of strategy .He presents strategy as a plan that guides organization. Sanjiv’s stand point on is communicating strategy clearly and succinctly – especially in large organization. Strategy must be brief and clearly stated and reduced on one piece of paper. Sanjiv further illustrate that keeping the goals, the objectives in understanding the strategy has to be an inclusive role to play for everyone in an organization. Changing circumstances and ongoing management efforts to improve the strategy cause a company`s strategy to evolve over time, a condition that makes the task of crafting a strategy a work in progress and not onetime event. Stuart Grief also views strategy as an ongoing process to continuously strive to refine and adjustment on yearly basis in order to keep up with the changing dynamics. Stuart seems owes a lot to the concept of â€Å"Kaizen† principles that states, involves every employee from upper management to the cleaning crew. Everyone is encouraged to come up with small improvement suggestions on a regular basis. Stuart elevates that strategy as dialogue, the open discussion and debates about specific topic makes more people buying into strategy. Strategy should inclusive of everyone in an org anization so as to better understanding and execution. In a B301 course, (2014, p.22) states that a strategy must be stretched to include employees and organizational arrangements, becomes very virtually everything a company does or consist. Stuart describes strategy as something not durable, don’t last forever Stand must be flexible; strategy cannot be rigid and unchanging in their very nature. The process involves constant learning that leads to the development of another strategy. It goes without saying that practice makes perfect, therefore it applies to a continuous refinements of strategy over a period of time. Every leader has plans that allow for flexibility in formations to adapt to reality. And this sums up that it is not leader or strategists who cause changes in the planning and execution but a reality. Conclusion Both Sanjiv Ahuja and Stuart Grief conception of strategy relates to Mintzberg five Ps plan of strategy. Mintzberg strategy views demonstrate that business or organizations are consciously planning course action and using guidelines to deal with present and future situation. PART TWO. CRITICAL ASSESMENT OF 5P`S OF STRATEGIES OF MINTZBERG TO MAHINDRA MAHINDRA CASE STUDY STRATEGIC PLAN Strategy is a plan – sort of consciously intended course of action, a guidelines (or set of guidelines) to deal with a situation. (Mintzberg, H. (1996). By this definition strategies have two essential characteristics: they are made in advance of the actions, to which they apply, and they are developed consciously and purposefully. Mahindra has been at the fore front looking into the future and therefore provides an opportunity to influence the future, or assume a proactive posture. Mahindra strategic plan was to acquire existing firms that have already existing infrastructure and technology in place but need only direction. For example, the purchasing of struggling and western firms allows Mahindra to gain competitive strategies and gaining market share in specific market segment. Western firm can provide better technology as in most cases they incorporate into research and developments departments. The RD strategy would put Mahindra at the same level of technology advancement with western firms. Effective staffing and leadership provides sense of direction and business continuity and this is seen how Mahindra headhunted Paw an Goenka, veteran of Detroit. Detroit used to be the centre and manufacturing hub for automotives in American history before global financial meltdown. The plan is to plug in every expert, ideas and technology into the system and provides standards of accountability for people, programs, and allocated resources. Diversification is seen as better strategic planning for Mahindra as this help them to control profitable niche markets such logistics and moving away from mass market for conventional cars whereby global giant’s car-making ( Chinese Great wall) are posing threats. Porter, (1985, p.376) comments that diversification strategy can seek to extend any types of tangible interrelations offering the greatest impact on competitive advantage. Strategic planning is the key to helping organization collectively and cooperatively to gain control of the future and the destiny of the organization. Mahindra strategic plan for new pipeline designs for local market and rural distribut ion network that will deter rival as competitive advantage. Porter, (1985, p.3) depicts firm grows fundamentally out of value is able to create for its buyers that exceeds the firm`s cost of creating the plan. STRATEGIC PLOY A specific â€Å"maneuver† intended to outwit an opponent or competitor. Here the strategy is the threat, not the expansion itself, and as such is a ply. In all finance-related activity, diversification means to become involved in a range of different activities or assets, with the goal of reducing exposure to any one particular risk. It is summed up by the saying of not putting all your eggs into one basket. In investing, diversification means avoiding the risk that a particular investment going badly will have serious overall consequences. In business, it covers the risk of being too reliant on one particular element of the market. In this case Mahindra Mahindra for example bought ‘Satyam’ an It-service firm that seemed to lower its market stake but in the end boosted the combined value. Sponsoring of American Bull-riding tournaments seems to be another ploy of eliminating potential rivals. On the one hand the sponsorship creates brand awareness, constantly reminding people to buy Mahindra Tractors. Of course, if they ceased sponsoring such activities people would not immediately bull-riding but their sales would decline with time. Humans attention needs to be reminded, in large part due to being constantly exposed to so much information, so if Mahindra stopped being so present, someone would take their place and with time customers would not think of buying Mahindra tractor. Again Mahindra bought Ssangyong, an ailing South Korean firm in order to boost its presence in pickups trucks but face formidable competitors. Buying out an existing company can be a path to independent wealth, create new growth opportunities for Mahindra that seem to constantly looking for margin expansion. But company buyouts are complex and require considerable investment and attention to detail every step of the way. So to sum up, huge global brands remain highly active in strategic ploy in order to maintain their position atop of the competition. Of course Mintzberg refers this, as strategy of conflict to outwit rivals in a competitive or bargaining situation. Suu Tzu, (2010, p. 10-11) narrates similar strategy by analogy of minuteman, when faced the redcoats on the open battlefield of concord in the traditional frontal confrontation of the time, the minuteman lost. Then, the minuteman made a fundamental shift in their battle tactics and fired on redcoats from behind stones fences as they returned to Boston. This shift in tactics initiated a strategic turn in combat, as the new strategy of skirmishing contributed to the success of the American Revolution. STRATEGIC PATTERN But if strategies can be intended (whether as general plans or specific ploys), surely they can also be realized. In other words, Mintzberg defining strategy as a plan is not sufficient; we also need a definition that encompasses the resulting behavior. Thus a third definition is proposed: strategy is a pattern—specifically, a pattern in a stream of actions. By this definition, strategy is consistency in behavior, whether or not intended. Strategies, in other words, form as well as are formulated and so even good ones need not necessarily be conscious and purposeful. For example Mahindra has demonstrated the consistency of avoiding the risk of graft and cronyism as the order of business in India. Some Luck and good judgments on profitable ventures has steered them away from making bad investment such as ‘Ford’ then opted to invest in its own SUV projects which became successful. Relationship between strategy and behavior is an intricate part of strategic pattern at Mahindra, the enthusiasm to be independent without depending on too mu ch debt, the idea is to be creative in managing cost leadership and use of capital efficiently. Cost advantage gives Mahindra to conserve disposable return by consuming only about one-fifth of the group`s underlying cash-flow. This is evident on their high returns and little debt since most Indian conglomerates are often financial quagmires. STRATEGIC POSITION Strategy is a position specifically a means of locating an organization in an environment. By this definition strategy becomes the mediating force, or match, between organization and environment, that is, between the internal and the external context. But strategy as a position can extend beyond competition too, economic and otherwise. In this case study of Mahindra looks set to dominate India`s market for SUV market. Indian SUV market contributes 55% of operating profit and cash-flow. Indeed this is â€Å"niche† market that needs to avoid competition. Like in military and game theories of strategy or better known as head-on competition where position becomes the sight of the battle, it is a matter of sustainability and survival of the fittest and avoids competition at cost. Mahindra affirms its strategic position as the world largest tractor firm by volume (India and Abroad). Mahindra moved in with speed and accuracy at hand of they have managed to be the 5th biggest Indian family group by sales ($16 Billion) and 17th largest Indian firm by market capitalization ($15 Billion). Sun Tzu point out that throughout history, winning generals in battlefield developed disciplines and systems for moving faster than their opponents to occupy the strategic positions. Napoleon`s is one of the famous warrior in this category. STRATEGIC PESPECTIVE Strategy is a perspective its content consisting not just of a chosen position, but of an ingrained way of perceiving the world. Strategy in this respect is to the organization what personality is to the individual. What is of key importance is that strategy is a perspective shared by members of an organization, through their intentions and / or by their actions. In effect, strategy in this context, it is like entering the realm of the collective mind individuals united by common thinking and / or behavior. Mahindra developed the engineering culture that’s suit the Indian market and it’s noted in the case study that rarely will you find Indian manufacturing success – and Mahindra created its home technology can be regarded as shared perspective. CRITICAL ANALYSIS OF MINTZBERG`S FIVE Ps FOR STRATEGY Mintzberg five 5Ps of strategy; plan, ploy, position and perspective are just representative of strategy and does not detail what process to follow. Strategy should consider tactics, and successful tactical implementation requires an appreciation of strategy. The word strategy is widely used in the world of business and uses different meanings for a different purpose. With reference to Mahindra Mahindra case study it does not make sense to applies the theory on each 5P`s of Mintzberg strategy explicitly. It might be understood that all five P`s can make sense together with some underlying internal and external environmental factors that specifically applies the automotive industry. Mintzberg`s paper is data-free and therefore regarded as conceptual, and might not well been defined with supporting empirical base. Mintzberg data follows the analogy of one size fits all and cannot be accepted in empirical study analysis. Strategy as plan needs a well-formulated objectives and purpose, referred to as strategic ambition of the firm. Strategy as ploy needs means of outperforming competition. Strategy as pattern needs to identify what strategic actions have been successful in the past that can be useful and lead to succeed in the future. Strategy as position means to be aware of what the unique sale proposition is and how it compares to competitors in term of positioning and market share. Strategy as perspective needs the development of an organizational culture that can open opportunities to rethink their processes, strategies, and innovative management practices. For instance, Mahindra Mahindra is not at sleep (Case study), is positioning the new SUV models in pipeline and rural distribution network as strategic ploy in its category within the automotive industry. Mahindra Mahindra has used economies of scale, which has allowed them to reduce operating costs (1.9% of its market value) of research and development. CONCLUSION This model has gained adepts including managers prefer Mintzberg’s model to a Porter’s framework for formulation of strategy for its holistic approach as Karl Moore states in his post about whose view of strategy is most relevant today, comparing Porter and Mintzberg. This strategy model allows manager to comprehend a strategy from a wide perspective that involves internal and external analysis and exploit organizations’ core and competencies with the dynamic business environment to achieve superior performance REFERENCES B301 Module course, (2009) â€Å"Making Sense of Strategy: Reading 1 2†. Open University. O’ Sullivan, T and Wright, A. (2009) â€Å"B301 Module Course: Introducing Strategy†. Open University. Thompson Jr, A.A, Strickland, A.J and Gamble, J.E. (2007) â€Å"Crafting and Executing Strategy: The Quest for Competitive Advantage†. 15th Edn. USA. McGraw- Hill Irwin. Michaelson, G.A and Michaelson, S. (2010) â€Å" Tsu Tzu: The Art of War for Managers†. (2nd Edn). Massachusetts. Adams Media. Porter, M. (1985) â€Å"Competitive Advantage: Creating and sustaining superior performance†. New York. Free Press.

What Makes A Person Famous At Work Psychology Essay

What Makes A Person Famous At Work Psychology Essay What makes a person famous at work? Fame or popularity at work is much desired. To understand the phenomena, it is important to understand about fame. A research concluded that a person who is well known and liked is considered as popular (Scott, 2007). In other words a popular person is one who is likeable and socially visible. Babel (2001) further established the factors like social visibility and likable are most important for popularity. An individual who is sought after and liked is considered popular. What constitutes as popularity? According to Kerlinger Lee (2000) three forces which make up popularity. Attraction, that includes the force which brings together the individuals. Repulsion diverts and drives apart individuals. Indifference, that causes uncertainty in the mind on an individual. So these three factors can make or break an employees image at work. Popularity is often considered an individual matter; however this is not entirely true. Popularity is also a group orie nted phenomena (Rubin, Bukowski, and Parker, 2006). This means that it is an individuals quality to be popular, but he or she has to be in some sort of group to be popular or to gain fame. So understanding popularity can be measured individually and also in group. According to one research, popularity has two dimensions i.e. acceptance or rejection (Bukowski, Hoza, and Michel Boivin 1993). Another research concludes that Popularitys label is given to a specific employee by his co workers based on their perception which they develop after working with that particular worker for some time period. Popularity and fame are difficult phenomenon to understand and comprehend. It is difficult to judge about an individuals fame and popularity. There are no set rules present to measure these two states. Productivity and Popularity A research concludes that some employees are more popular than others, so often they are treated in a different way than others (Scott, 2007). This research has examined popularity in context of organizational behavior. The next question is what makes a person popular or famous at work. The popularity of person is depends on their ability to perform on the job (Zelst, 2001). This research requested the co workers to nominate a person to work with. This researcher found that people who have better working skills are popular among the workforce. The results of the research showed that people who are satisfied with their job are found to be more popular and co workers are willing to work with them. This research was conducted on construction workers. The key conclusion of this research is that popularity at work can be achieved if an employee has good working skills and is satisfied at the job. Popularity can lead to celebrity status. Research shows that popularity and fame is something most people enjoy and crave for (Hogan, 2003). This research states about the lure of fame develops from childhood and sustains through Adulthood. Another research found similar results. It concluded that employees with greater productivity are generally more popular among co workers (Porter, and Ghiselli 2000). This research asked the respondents to choose five co worker, with whom they would have had liked to work in a group. All the groups were given some task. The result of this research showed that the groups having popular members showed more productivity. Hence, it can be concluded that popular members are those who are good and quick at what they do. Working speed is also an important aspect as far as co workers are concerned. Nobody wants to work for long hours. Long working hours cause fatigue and stress to all the people involved (Park, Kim, Chung, and Hisanaga, 2001). To avoid working long hour, employees swiftness of work is imperative. Hence, working speed of a person is important for their fellow workers. Popularity also depends on factor which can be personal or situational (Fleeson, 2004). Flessons research states that people tend to judge others based on behavior of a person during specific events. They create a perception according to the behavior of a person. It shows that behavioral aspects play a key role in making a person popular and gaining celebrity status. Lodahl and Porter (2001) conducted a research on airline workers. The research was based on the popularity of the team leaders. 55 groups were included in this research. The results showed that the groups which had popular leaders produced better results. These findings can be looked at in two ways. It can be said that the leaders are popular as they are good at what they do. Besides on the flip side it can be stated that popular leaders are able to motivate and make their sub ordinates perform better. According to one research, popularity is dependent on various factors. The research aimed to find out what makes a child popular at school. Early Family environment plays a role in developing a childs behavior. That behavior plays a role in the popularity of the child at school (Conti, Galeotti, Mueller, and Pudney, 2009). Another research intended to find out the reasons of people communicating with each other in office. It said that people who communicate in turn influence the behavi or of each other (Anderson and Martin 1995). Popularity at work and Job satisfaction Office popularity plays a role in job satisfaction. Zelst (2001) found that employees, who feel that they are high on interpersonal popularity, are able to perform better on job. This research also gave reasons of the claim. A person who is popular is likely to feel greater job satisfaction. Besides he or she considers the working environment to be worker friendly. Another positive and important factor for a popular employee is that the relationship with co workers is extremely pleasant. This includes the relationship with upper management. In essence it means that the communication channels with top management are open for that employee. The last finding of this research was that a popular employee feels that the company thinks for welfare of employees. So, clearly a popular employee benefits the company as he or she is more likely to stay loyal. A research states that an employee with a positive outlook is more likely to be popular among his co worker than an employee who has a neg ative outlook towards life. A positive employee is more likely to mingle around with his fellow staff and gain fame. Adverse effect of Popularity However, being popular has some drawbacks as well. One research finds show that people who are popular are more likely to face bullying at work. The reason stated is that as everybody likes them, so some people find a reason to hate or be jealous of them. This makes popular people vulnerable to bullying (Tariq, and Ali, 2011). This research shows that Fame and popularity can be a double edged sword sometimes. Appearance and Popularity A research concluded that good looks are a major advantage for people. People tend to make a positive impression and perception for co workers who are well maintained (Langlois, Kalakanis, Rubenstein, Larson, Hallam, and Smoot, 2000). The research concluded that such people are more likely to get positive response from their co workers. Being physically attractive would include dressing well. This was a general research. Other researches have questioned the relationship between popularity at work place and being attractive. Some early researches had shown that once a person is well aware of the mental abilities of somebody, physical attractiveness become secondary (Eagly, Ashmore, Makhijani, and Longo, 2001). However, later researches such as Hosoda, Romero, and Coats, (2003) have proved that the phenomena of physical attraction hold its affect irrespective of the abilities of a person. Celebrities have to do a lot of stuff to be able to maintain their image, especially in their dres sing. So to become an office celebrity, an employee should focus on dressing as well. Another research proved that perception is influenced by wearing good cloths. A research was conducted which measured the 10 qualities. This research was conducted on teachers. The test scaled the teachers on awareness, professionalism, integrity, dependability, intellect, trustworthiness, efficiency and hard work. These teachers were graded then by their principal on the above mentioned attributes. The results showed that those teachers who did professional dressing at work got the most positive results. The principal considered them as dependable, reliable and with high self esteem (Kenner, Underwood, McClune, and Stephen, 2001). This shows that dressing plays a significant role in developing a positive perception among co workers and top level management. So to become a celebrity at work, dressing sense is imperative. This point is important as the new generation doesnt consider professional clothing as important. The new generation has been brought up wearing t-shirts, and jeans (Dickerson, 2003). So, their reluctance is understandable. However many professionals still consider it unacceptable. A research concludes that many companies are worried about this trend in their employees. Often managers feel upset about their employees dressing and take it as a lack of respect towards the job (Oleck 2001). So, to gain popularity and acceptance of the top level management it is important to dress carefully. Some researchers have pointed to that fact causal dressing in offices has been slowly promoted by some market players (Lilly, 2003). However, on the flip side the perception among the decision makers hasnt changed much, as many researches show that top level management still believes in the value of formal dressing. Humor is another important aspect. People who use humor are more likeable and hence they gain popularity among the staff. Such people are able to get positive attention towards them (Scott, 2007). Another research found similar results. It found that supervisors who have a good sense of humor are preferred. The supervisors who use humor to deflate awkward situation are thought of as more worker friendly (Cooper, 2002). In another research, the same researcher explained more deeply about humor at work. Cooper explains that the humor should be non hurtful and the receiver should not feel hurt by the remark. Humor can have an adverse effect on staff, if it is not well placed (Cooper, 2002). So, the celebrity status can take a dent if an employee is making jokes at the expense of others. Everything has to be used in proper manner. Humor can only be done when the person is feeling happy about his job. In this positive attitude plays a role Some researchers believe that popularity is linked to their personal nature of a human being. An extravert is more likely to gain popularity. This is because they enjoy the attention. Rewards of being popular are not in their minds. They are just being themselves (Ashton, Lee, and Paunonen, 2002). People who tend to be helpful and not argue much have a greater chance to be popular at work. Such people are considered as understanding, warm and kind. Obviously with such perception they are highly likely to be more popular than others (Scott, 2007). As stated in the research co worker support is considered a factor which helps an employee in gaining popularity. Co worker support is considered as a critical and urgent help one can give to his fellow worker at the hour of need. Often that can make a big difference in image building, hence increasing the popularity. This is a factor which cannot be neglected. Another research state, that people who are high on self esteem are generally mor e popular at work place. Self esteem typically includes how one judges himself (Daniels Leaper, 2006). So one has to work on his or her, own self esteem to become a celebrity at work. Popularity and fame has a lot to do with confidence in other words. Ethical behaviour and popularity Ethics also play a role in popularity of a person. A persons reputation as being a fair individual can be considered as a big positive point (Jones Skarlicki, 2005). Providing equal and justified treatment to all subordinates is also considered ethical. Scholars consider that there are 4 dimensions to justice. All of these factors are related to employee popularity (Colquitt, 2001). So, if an employee is favorable to few or unethical, it is highly unlikely that employee would get fame in the office. Another interesting aspect is learning about measuring popularity. Some scholars explain that that popularity can be measured by a rating system (Bukowski, Hoza, Boivin, 1993). This research also puts friendship and popularity in different spectrums. Hence, friendship and popularity cannot be measured by the same template.

The Joy of Soy :: Argumentative Health Diet Essays

The Joy of Soy In Chinese, the word for soybean is ta-tou, which translates, "greater bean" (Simmons 1991). Many Americans who are trying to make changes in their health are beginning to agree with this definition. Soybeans are becoming a legume of the future. SOY - CAN IT SURVIVE THE HYPE? Scientific research has discovered that adding soy foods to your diet can dramatically improve your health (http://www.ncw.net/alpha/pam5.html). People that incorporate soybeans and soy products into their diet have been shown to live healthier lives. The substitution of soy proteins for animal proteins in the diet can have dramatic affects on a person's health, though many Americans have not yet discovered the use of soy in the diet. The most common form of soy protein is derived from "white flakes," that are made by dehulling, flaking, and defatting soybeans by hexane extraction. These flakes contain 50-54% protein, and these flakes can be extracted to produce soy concentrates containing 65-70% protein (Lusas, l995). Soybeans, which were originally brought to the United States by Chinese immigrants, were discovered by Dr. John Henry Kellogg, who first used the soybean to develop a substitute for the traditional bacon and egg breakfast. He was also the first to develop meat substitutes and soymilk made from soybeans (http://www.vrp.com/soy.htm). The soybean is naturally rich in phosphatidycholine, which is an important component of the cell membranes and also an efficient delivery system of nutrients (http://www.eastcoast.com/freelife/product.htm). Recently, the soybean has undergone a transformation from food to medicine (http://www.vrp.com/soy.htm). THE PRODUCT Dr. Earl Mindell's company, FreeLife, has produced a line of soy-based health supplements that combine the soybean and the Japanese Grape Seed. These products are composed of Dr. Mindell's homemade Ultra Soy Complexes as well as a variety of other vitamins and minerals. These soy-based supplements are advertised and marketed on the internet; designed to catch the eye of the health-conscious reader. Dr. Mindell has hundreds of advertisements, and even his own home page. The first thought that comes to mind when reading these advertisements is, "Why should I believe this and switch my diet to a soy-based diet?" While the effects of Dr. Mindell's products may be slightly exaggerated, there may actually be more to a soy diet than many Americans would like to admit. Dr. Mindell's soy products must each be examined separately in order to discern the true effects of the product on a person's diet. The Joy of Soy :: Argumentative Health Diet Essays The Joy of Soy In Chinese, the word for soybean is ta-tou, which translates, "greater bean" (Simmons 1991). Many Americans who are trying to make changes in their health are beginning to agree with this definition. Soybeans are becoming a legume of the future. SOY - CAN IT SURVIVE THE HYPE? Scientific research has discovered that adding soy foods to your diet can dramatically improve your health (http://www.ncw.net/alpha/pam5.html). People that incorporate soybeans and soy products into their diet have been shown to live healthier lives. The substitution of soy proteins for animal proteins in the diet can have dramatic affects on a person's health, though many Americans have not yet discovered the use of soy in the diet. The most common form of soy protein is derived from "white flakes," that are made by dehulling, flaking, and defatting soybeans by hexane extraction. These flakes contain 50-54% protein, and these flakes can be extracted to produce soy concentrates containing 65-70% protein (Lusas, l995). Soybeans, which were originally brought to the United States by Chinese immigrants, were discovered by Dr. John Henry Kellogg, who first used the soybean to develop a substitute for the traditional bacon and egg breakfast. He was also the first to develop meat substitutes and soymilk made from soybeans (http://www.vrp.com/soy.htm). The soybean is naturally rich in phosphatidycholine, which is an important component of the cell membranes and also an efficient delivery system of nutrients (http://www.eastcoast.com/freelife/product.htm). Recently, the soybean has undergone a transformation from food to medicine (http://www.vrp.com/soy.htm). THE PRODUCT Dr. Earl Mindell's company, FreeLife, has produced a line of soy-based health supplements that combine the soybean and the Japanese Grape Seed. These products are composed of Dr. Mindell's homemade Ultra Soy Complexes as well as a variety of other vitamins and minerals. These soy-based supplements are advertised and marketed on the internet; designed to catch the eye of the health-conscious reader. Dr. Mindell has hundreds of advertisements, and even his own home page. The first thought that comes to mind when reading these advertisements is, "Why should I believe this and switch my diet to a soy-based diet?" While the effects of Dr. Mindell's products may be slightly exaggerated, there may actually be more to a soy diet than many Americans would like to admit. Dr. Mindell's soy products must each be examined separately in order to discern the true effects of the product on a person's diet.

flat tax bill Essay -- essays research papers

106th Congress IN THE HOUSE OF REPRESENTATIVES ___________________________Introduced the following bill in which was referred to the Committee on _______________ A BILL To tax income once and only once at a single rate. 1. Be it enacted by the Senate and the House of Representatives of the 2. United States of America in Congress assembled. 3. SECTION 1. THE TITLE 4. This Act may be cited as the â€Å" Flat Tax Bill.† 5. SECTION 2. THE BILL 6.  Ã‚  Ã‚  Ã‚  Ã‚   The flat tax replaces the current income tax code, which is very 7. complex, with a system so simple Americans could file their taxes on a 8. form the size of a postcard. What exactly is a flat tax? A flat tax sets 9. into place a single tax rate on all income subject to tax. The hundreds of 10. exemptions, credits, loopholes and deductions now in the tax system 11. would be eliminated to make the single tax rate as low as possible. The 12. cost of using the current tax system totals about $200 billion annually, 13. or $700 for every man, woman, and child in America. A flat tax would 14. reduce those totals by 94% , saving taxpayers more than $100 15. BILLION in compliance costs each year. Even with the reduced tax 16. rate, it is still possible to provide revenue to cover the cost of 17. government. America has the right to demand that our tax system be 18. profitable, efficient, and allow our nation to reach its peak economic 19. growth potential. The flat tax system would end un...

post colonial :: essays research papers fc

George, Rosemary Marangoly, and Helen Scott. "An Interview with Tsitsi Dangarembga." Novel (Spring 1993):309-319. [This interview was conducted at the African Writers Festival, Brown Univ., Nov. 1991] Excerpt from Introduction: "Written when the author was twenty-five, Nervous Conditions put Dangarembga at the forefront of the younger generation of African writers producing literature in English today....Nervous Conditions highlights that which is often effaced in postcolonial African literature in English--the representation of young African girls and women as worthy subjects of literature....While the critical reception of this novel has focused mainly on the author's feminist agenda, in [this] interview...Dangarembga stresses that she has moved from a somewhat singular consideration of gender politics to an appreciation of the complexities of the politics of postcolonial subjecthood" (309). Full text also available from EBSCOHost Academic Search Elite, Article No. 9312270407. Veit-Wild, Flora. [Interview with Dangarembga] "Women Write about Things that Move Them." Matatu: Zeitschrift fur afrikanische Kultur und Gesellschaft 3.6(1989): 101-108. Wilkinson, Jane. "Tsitsi Dangarembga." Talking with African Writers: Interviews with African Poets, Playwrights and Novelists. London: James Currey, 1992. 189-198. Tsitsi Dangarembga (b. 1959) was interviewed 4 Sept. 1989 in London by Jane Wilkinson, and I here highlight some points made in that interview. There seem to be many autobiographical parallels between Tsitsi’s and Tambu’s lives, although Tambudzai (supposed to be 13 in 1968 in the novel) would be slightly older than Dangarembga (who was 9 in 1968). Dangarembga says that she wrote of "things I had observed and had had direct experience with," but "larger than any one person’s own tragedies†¦[with] a wider implication and origin and therefore were things that needed to be told" (190). One important theme in Nervous Conditions is that of remembering and forgetting—especially the danger of Tambu’s forgetting who she is, where she came from—as her brother Nhamo did. Dangarembga acknowledges this in the interview (191). "I personally do not have a fund of our cultural tradition or oral history to draw from, but I really did feel that if I am able to put down the little I know then it’s a start" (191). Nyasha, the author says, doesn’t have anything to forget, for she never knew, was never taught her culture and origins—and this forms "some great big gap inside her." "Tambudzai, on the other hand is quite valid in saying that she can’t forget because she has that kind of experience. Nyasha is so worried about forgetting because it’s not there for her to remember.

The Recruitment Process of Morgan Stanley

HRM Case 4 – Rob Parson The given case describes the general hiring process of Morgan Stanley and how their employees are evaluated. The main purpose of this text is the evaluation of Rob Parson and whether or whether not he is suited for a promotion becoming managing director of a certain branch of the company. The text gives a description about Rob Parson past, academically in his job career prior to Morgan Stanley and how his colleagues describe him. In addition to this Paul Nasr is also described as he is the person who has to evaluate Rob and he is also the person who initially hirer Rob at Morgan Stanley.Assessment of Rob Parson’s Performance All in all I would say that Rob Parson is doing a good job as you it is said that his skills of closing deals are very good. He might have problems to work in a team however he has to be told that other don't agree with the way he approaches his tasks. In addition to that I think that Rob Parson deserves a promotion however h e will need to change his team playing approach. It is necessary to be able to work with other efficiently in this fast moving market and he has to be aware of that.Evaluation and development summary (Rob Parson) Strengths| Development Areas| 1. Knows what he is doing| 1. Working in a team| 2. Commits to his work| 2. Leadership skills| 3. Knows how to make a deal| 3. Following the Morgan Stanley Culturc| Performance objectives for the next year| Business Goals: Increase the market share in CMS| Professional Development Goals: Be seen as a Team Player at Morgan Stanley| Career Goals: Eventually be promoted if attitude changes| Nasr’s Performance Appraisal, future goals and Issues that need to be raisedIf I were in Paul Nasr position to conduct the performance appraisal for Rob Parson I would approach it in a conservative way. First of all I think it would help to praise him for his success at the firm and that in general things are going good. When it comes to evaluating his p erformance as a team player at Morgan Stanley, I would first of all remind him of Morgan Stanley’s way of doing business and that teamwork is an important fact if you would like to be successful at the company.In addition to that I would then be important to tell Parson about the fact that some of his peers complained about the way he is pursuing business, leaving broken eggs. The goals I would set for Parson would be the advise to play more along the corporate culture of Morgan Stanley and he will most likely receive the desired promotion If you were Rob Parson, how would you conduct yourself in the performance evaluation meeting? What are your goals? How would you try to influence the process? In Rob Parson’s position I would approach the performance evaluation meeting in a confident way.He should listen to what the critics have to say about him and and try to work with that. Denying his mistakes will not help him for his desired promotion and thus he should accept t hem and try to work out a plan with Paul Nasr how he can develop him in the future. In addition to that he should also be assured of his skills and that tell Paul that in general he will become more of a team player, however that some situation in this sector require quick reactions that do not cohere with Morgan Stanley’s bureaucratic ways of doing things. The Recruitment Process of Morgan Stanley HRM Case 4 – Rob Parson The given case describes the general hiring process of Morgan Stanley and how their employees are evaluated. The main purpose of this text is the evaluation of Rob Parson and whether or whether not he is suited for a promotion becoming managing director of a certain branch of the company. The text gives a description about Rob Parson past, academically in his job career prior to Morgan Stanley and how his colleagues describe him. In addition to this Paul Nasr is also described as he is the person who has to evaluate Rob and he is also the person who initially hirer Rob at Morgan Stanley.Assessment of Rob Parson’s Performance All in all I would say that Rob Parson is doing a good job as you it is said that his skills of closing deals are very good. He might have problems to work in a team however he has to be told that other don't agree with the way he approaches his tasks. In addition to that I think that Rob Parson deserves a promotion however h e will need to change his team playing approach. It is necessary to be able to work with other efficiently in this fast moving market and he has to be aware of that.Evaluation and development summary (Rob Parson) Strengths| Development Areas| 1. Knows what he is doing| 1. Working in a team| 2. Commits to his work| 2. Leadership skills| 3. Knows how to make a deal| 3. Following the Morgan Stanley Culturc| Performance objectives for the next year| Business Goals: Increase the market share in CMS| Professional Development Goals: Be seen as a Team Player at Morgan Stanley| Career Goals: Eventually be promoted if attitude changes| Nasr’s Performance Appraisal, future goals and Issues that need to be raisedIf I were in Paul Nasr position to conduct the performance appraisal for Rob Parson I would approach it in a conservative way. First of all I think it would help to praise him for his success at the firm and that in general things are going good. When it comes to evaluating his p erformance as a team player at Morgan Stanley, I would first of all remind him of Morgan Stanley’s way of doing business and that teamwork is an important fact if you would like to be successful at the company.In addition to that I would then be important to tell Parson about the fact that some of his peers complained about the way he is pursuing business, leaving broken eggs. The goals I would set for Parson would be the advise to play more along the corporate culture of Morgan Stanley and he will most likely receive the desired promotion If you were Rob Parson, how would you conduct yourself in the performance evaluation meeting? What are your goals? How would you try to influence the process? In Rob Parson’s position I would approach the performance evaluation meeting in a confident way.He should listen to what the critics have to say about him and and try to work with that. Denying his mistakes will not help him for his desired promotion and thus he should accept t hem and try to work out a plan with Paul Nasr how he can develop him in the future. In addition to that he should also be assured of his skills and that tell Paul that in general he will become more of a team player, however that some situation in this sector require quick reactions that do not cohere with Morgan Stanley’s bureaucratic ways of doing things.