Leading, managing and developing people Outline Example | Topics and Well Written Essays - 250 words

Leading, managing and developing people - Outline Example 318). Contracted workers will not access HR training and development. They also lose their benefits such as the medical insurance packages. Considering the negative change in treatment, contracted workers of Tiger Cars will cease from doing extra work that they could have done if they could be working on a permanent basis. Psychological contract provides an explanation for the eminent decrease in the output if the company implements its employment strategy. In the long-term the expansion plan may not work well due to issues of HR that may arise. The HR is likely to experience inflated costs of remuneration, in the long run, when they lay-off workers (LIU, 2009 p. 30). The HR department will have to hire consultants at high rates to fill the gaps of knowledge left by staff reductions. The HR will ignore the cost of cutting staff. However, with the expansion of the company the HR will face the challenge of making replacement to the lost comprehension of the firm, its processes and customers (Mazur, 2012 p. 1). It will lead to revenue loss and reduced productivity. The contracted former employees will also undertake the contracted work only without offering extra skill (Pesqueux, 2012 p. 1). Tiger Car LTD must consider implementing strategies that boost the commitment, attitudes, and their relationship with the contracted employers (Collins, Cartwright and Hislop, 2012 p. 211). Improving work conditions and implementing some exchange model between the contracted workers and the organization can boost the employee’s commitment. In addition, the provision of training, improved supervision, and the provision of co-worker support can ensure that the output of the contracted workers is boosted significantly (Jafri, 2014 p. 168). Sadiq, S. (2014). Relationship between Psychological Contract Violation, Supervisory Support, Psychological Contract Breach and Organizational Citizenship Behavior.  IOSR Journal of Business and Management, 16(3),

About marketing Essay Example | Topics and Well Written Essays - 750 words

About marketing - Essay Example These strategies were part of â€Å"The way forward† an initiative that the CEO adopted to make the company profitable. Ford Company recognized that each of its market segments has unique needs. In this regard, the company introduced new and stronger brands such new Fusion auto. In order to make the new brand attain stronger customer awareness, the company emulated Fusion studio, a promotional campaign that was focused at female customers who highly valued the brand. During the promotion, women were offered free beauty services, music as well as fitness training (Magee and Ford 47). Another strong brand that Ford introduced in the market was the Ford Fiesta. Even though the company brands are focused at meeting the needs of various market segments, Ford Fiesta is a unique model that is accepted in all the market segments. The shift from luxury market in Europe to an emerging market in Asia is another tactic that Ford has adopted to excel in the global market. This has resulted to high demand for Ford models in China and Asia leading to expansion of operations in the two countries. In addition to the introduction of electric vehicles, Ford has continued to emulate effective pricing techniques for its products making it to offer stiff competition to its main rival, Toyota Motor Corporation. Trek Bicycle adopts various market segmentation variables to retain the loyalty of its customers. One of the major variables is lifestyle and behavior. The company realizes that consumers who like to ride in city streets behave differently from those who value mountain riding. In the same way, while some of its customers like a smooth ride, others prefer to experience rough terrains while riding. In this regard, the company focuses at retaining its city riders by selling to them electric motors and pedal-power bikes. Similarly, Trek offers full-suspension model to consumers who value comfort while those who like to feel the terrain are offered with hard-tails. Gender

Writing profile on foster parent Essay Example | Topics and Well Written Essays - 500 words

Writing profile on foster parent - Essay Example In the statistics provided by the Children Uniting Nations, citing the source of information from the Adoption and Foster Care Analysis and Reporting System (AFCARS), it was disclosed that â€Å"more than 463,000 children live in foster care. In California, which has the largest foster care population than any other state, the number of foster youth has tripled in the last 20 years† (par. 1). Locating competent and highly qualified foster parents who could genuinely meet and support varied needs of children in need is therefore challenging. As one tried to locate potential foster parents, it was convenient to go directly to one of the established foster homes in Southern California and interview professional members of the organization’s team with regards to parents who signified intentions to become foster or adoptive parents. The Southern California Foster Family and Adoption Agency (SCFFAA) has been serving the needs of homeless children since 1994. It was deemed com mitted to â€Å"helping abused, abandoned and neglected children find secure, stable and nurturing homes. The agency provides for the well-being of children in its care and helps them become independent and successful adults† (Southern California Foster Family and Adoption Agency 1).

How did democratization impact upon foreign policy of Brazil Essay

How did democratization impact upon foreign policy of Brazil - Essay Example The Geography and Demographics of Brazil Brazil has always had a unique sense of its identity as a continental country. Because of its vast land area and its sizable population it is, like the United States, Russia, China and India, bound to perform an important role in the international community. A country this size, dominating the greater part of South America, is bound to exert economic and political influence in the region and the world. It has, after all, the world’s eighth largest economy and fifth-largest land territory in the world (Da Cruz, 2005, p. 115). For instance, the magnitude of its people’s progress – 24 million Brazilians elevated from poverty, and 31 million more joining the middle class – is bound to create a sizeable ripple in the world economy (Vincent, 2010). The problems and challenges facing Brazil, and the manner in which she resolves them, will tend to exert an impact upon other states because of the country’s sheer size (Lafer, 2000, p. 208). The following figure shows a map of Brazil and its smaller neighboring states. Map of Brazil Source: http://www.brazil-travel-northeast.com/maps-of-brazil.html Aside from its geography and demographics, Brazil’s uniqueness lies in its remarkable history. ... Brazil’s international identity places it at an advantage; although a former colony, it was distanced from international tensions that had occupied other nations in their search for a unique national identity. Brazil’s post-colonial history Brazil gained independence from the colonizers in 1822, and after that it gained freedom from monarchical rule in 1889 through a military overthrow. Between these years, a legitimate monarchy gave way to a well-established oligarchic republic where power was wielded by industrialists, coffee growers, and cattle ranchers (Lafer, 2000; Maitra, 2007). From 1889 to 1930, the country was run as a constitutional republic (i.e., the â€Å"First Republic†) with its old provinces granted autonomy as states, and collectively governed under the formal name, â€Å"The United States of Brazil.† In 1930, the Brazilian Revolution marked the end of the old republic and installed Getulio Dornelles Vargas in power. For this reason, 1930 to 1945 is known as the Vargas Era. While the early years had the benefit of a democratically eleted legislature, the years 1937 to 1945 saw Vargas transform into an authoritarian ruler who had abolished the former Constitution in a coup d’etat, shut down Congress, and assumed dictatorial powers. In 1945 Vargas was deposed, and the country redemocratized (Levine, 2003, p. 97). The subsequent period saw a populist regime followed by unsuccessful economic programs, for which reason the military intervened in 1964 in a revolutionary coup which again, as before, ended in dictatorship by 1985 (Levine, 2003). By 1985, democracy was again established, giving way to the first directly elected president (after the military regime) in 1989, in

Viruses Research Paper Example | Topics and Well Written Essays - 1250 words

Viruses - Research Paper Example There are millions of types of viruses present in the world. A few thousands have been explained and studied in detail. Viruses can survive in severe and extreme conditions of temperature, pressure and atmosphere and hence cannot be easily destroyed or eliminated from the environment. Viruses can be found in almost all environments on earth. Isolated viruses are not living organisms because they cannot reproduce, grow or multiply unless they are present in a human or animal cell. The virus attacks the human, animal or plant cell, takes over the controlling and mechanism of the cell and starts producing products that are harmful for the body. The infected cell will now produce harmful products instead of its usual products (Mandal 41-76). Viruses are of various shapes but the basic structure of a virus always is composed of three parts. The nucleic acid is the main part of a virus and it is either a DNA or RNA. It is responsible for giving a virus its unique characteristics and helps to reproduce. The nucleic acid is protected by covering made from protein which is called the capsid; its purpose is to protect the nucleic acid from any sort of harm. The lipid membrane is a layer which is present over the capsid and is meant for protection. However this layer is not necessarily present in all viruses. Viruses can be transferred from organism to organism in different ways. Either the various can enter the body through direct contact with the organism contaminated with the virus. Some flying insects can carry the virus and transfer that virus to other organisms. Insect bites can also lead to a transfer of virus from one body to another. Contaminated food and water can also lead to the transfer of viruses. Viruses are responsible for a number of diseases like flu, cough, fever, measles, polio, hepatitis, yellow fever, small pox, Human immunodeficiency virus, rabies, influenza, diarrhea, etc. Among these diseases some are easily curable through regular medications and precautions but some of them are extremely difficult to take care of; the treatment is usually very expensive and besides the cost it is usually not sure that the medications will prove beneficial or not. Some of the diseases caused by viruses even do not have a cure and they ultimately lead to the death of the suffering person. Viruses can also cause certain types of cancer. For some of the diseases caused by viruses of which a proper cure is not present, the people are advised to take particular vaccines in order to keep themselves protected from the viral attack. By the use of vaccines the human body builds up the immune system to fight against any such viral attack and in this way the virus fails to attack the human cell and thus the human remains protected from those diseases which have no proper cure and are considered as life threatening diseases. The vaccines help develop antibodies in the human so that whenever such viruses are encountered by the human cells they can devel op antibodies to fight away the virus. In the earlier times when there were no vaccines many people used to die because of these incurable diseases but with the development of vaccines death rates have considerably reduced due to these diseases. The humans during the starting years of their lives are made to take vaccines against a number of viral diseases that are practically incurable in order to protect

Ethics of Human Cloning Essay Example for Free

Ethics of Human Cloning Essay In 1971 James D. Watson claimed that one day human cloning would be workable and noted that â€Å"as many people as possible be informed about the new ways for human reproduction and their potential consequences, both good and bad†(Burley and Harris 2001, p. 69). Watsons statement was given little attention. In 1997, the birth of Dolly, today the worlds most famous sheep, caused widespread public excitement. Dolly became artificially produced clone and proof that cloning large animals like sheep or humans would be possible. More importantly perhaps, Dolly raises many different sorts of important questions for human beings. Human cloning has been met with widespread unease all over the world and generated a series of ethical issues that will be discussed in this paper. Main Body In opposition to productive cloning it is asserted that the method would be causing danger to human beings. For example, Dr Harry Griffin, the director of the Roslin Institute, Scotland, that successfully cloned Dolly the sheep indicates that: It would be irresponsible to try and clone a human being, given the present state of the technology†¦. The chances of success are so low it would be irresponsible to encourage people to think theres a real prospect. The risks are too great for the woman, and of course for the child (Griffin, 2001). However, while the possible success regarding human cloning may be low and there may be risks of undeveloped embryos, against this it could be claimed that similar arguments could have been directed against the potential efficiency of in vitro fertilization techniques (IVF). IVF was once considered unsuccessful but today is a well-developed and valued treatment for infertility. IVF would never have developed if negative reasons such as this were successfully used to oppose it. A second concern on the subject of human cloning is about the motivation of those who would want to clone themselves and others. On the one hand, it might be accepted that human cloning would make possible for infertile couples to produce genetically related children. On the other hand, there seems to be a worry that people may use human cloning not in order to found a family but with purpose to make a copy of themselves. In addition, there may be people who hope to produce copies of other living or dead individuals. For example, it was this motivation for cloning that was the theme of the fictional film The Boys from Brazil. In the film Hitlers genotype was cloned to produce a Fuehrer for the future (Harris 1998, p. 169). However, any clone of an existing person will not be a copy of that person. Having the same genotype as another individual does not make a clone the same individual and it is probable that effects from the egg and from the environment would make any clone considerably different from their genetic twin. While this may be so, it could be likely that those who employ human cloning with purpose to produce a copy of themselves or others will not be proper parents. As a result, the welfare of any produced child will suffer. The motivation of many parents to produce a child may also not withstand close examination. What would be a good motivation for wishing to have a sun or daughter? It could be claimed that all motivations to bring to birth a child are based, at least to some degree, on the selfish feelings of future parents. A third main concern on the regard of human cloning involves these kinds of worries about the well-being of the produced child. It may be possible that any child born as a result of nuclear somatic transfer cloning will experience disadvantage either because he/she is robbed of his/her genetic identity or because he/ she will not have an open future (Harris 1998, p. 169). To what extent is a cloned person robbed of his/her genetic identity? While most human beings are genetically unique, there seems to be no indication that permitting the birth of genetically identical twins derived from a single fertilized ovum robs anyone of their genetic identity or even that the fact that twins of this kind share a genetic identity is causing harm to these individuals. It could be stated, therefore, that it thus seems not clear why this factor should make human cloning unethical. It has been indicated (Holm, 1998) that clones created by means of nuclear somatic transfer cloning will live their lives in the shadow of their older genetic twin. As a result, the clones will not have the open future that most of ordinary people have and, it might be argued, human beings have a right to. Soren Holm, for example, argues that: Usually when a child is born we ask hypothetical questions like How will it develop? or What kind of person will it become? and we often answer them with reference to various psychological traits we can identify in the biological mother or father or in their families†¦In the case of the clone we are, however, likely to give much more specific answers to such questions. Answers that will then go on to affect the way the child is reared (Holm, 1998, pp. 160-161). Holms point of view is that producing a clone that lives life in the shadow of an older genetic twin is unethical as: It diminishes the clones possibility of living a life that is in a full sense of that word his or her life. The clone is forced to be involved in an attempt to perform a complicated partial re-enactment of the life of somebody else (the original) (Holm, 1998, p. 162). This means that while people usually claim for the importance of the moral principles of respect for individual autonomy or the power to make a decision for oneself without influence from outside, people are violating these principles by robbing clones this opportunity to live their lives in the way they want. The way the clones were produced will putt them in a position where they are living in a shadow. However, even if this claim is true that clones would live in the shadow of their genetic originals, it is not obvious that this fact should compel people to prohibit human cloning. Arguments that compel people to consider the well-being of a resulting child are questionable. It has been claimed that a person is only wronged by being brought to birth if he/she has a life so bad that it would be a cruelty rather than a kindness to bring it into existence (Bennett and Harris, 2002, p. 323). This kind of unfortunate existence is sometimes characterized as an unworthwhile life. An unworthwhile life would be a life of extremely negative experience and worsening. Other lives that may be not perfect, but not so worthless as to deprive that individual of an amazing experience of living, are termed worthwhile lives. In this regard, the statement is that as long as a person is likely to have a worthwhile life he/she is not disadvantaged by being brought to birth. Thus, even if a human clone is likely to have a life that is somehow less than ideal, his or her suffering is unlikely to be such that it makes life unworthwhile. It could therefore be claimed that while being born a clone may not be the ideal way of coming into the world, it is the only opportunity of existing in this world and to have a life that is likely to be worth living. If this position was considered, it would establish human cloning as ethically acceptable at least on the grounds of giving the child a right to exist. Conclusion The topic human cloning has a number of ethically puzzling if not problematic features. Cloning will be one of the most hotly debated and least well-understood phenomena in near future. Today human cloning meets with overwhelming opposition. However, it is clear that human cloning turns out to be the perfect embodiment of the ruling possibilities for new age.

Differences between essentialism and perennialism

Differences between essentialism and perennialism Perennialists believe that the focus of education should be the ideas that have lasted over centuries. They believe the ideas are as relevant and meaningful today as when they were written. They recommend that students learn from reading and analyzing the works by historys finest thinkers and writers. Essentialists believe that when students study these works and ideas, they will appreciate learning. Similar top perennialism, essentialism aims to develop students intellectual and moral qualities. Perennialist classrooms are also centered on teachers in order to accomplish these goals. The teachers are not concerned about the students interests or experiences. They use tried and true teaching methods and techniques that are believed to be most beneficial to disciplining students minds. The perennialist curriculum is universal and is based on their view that all human beings possess the same essential nature. Perennialists think it is important that individuals think deeply, analytical ly, flexibly, and imaginatively. They emphasize that students should not be taught information that may soon be outdated or found to be incorrect. Perennialists disapprove of teachers requiring students to absorb massive amounts of disconnected information. They recommend that schools spend more time teaching about concepts and explaining they are meaningful to students. Perennial means everlasting, like a perennial flower that comes up year after year. Espousing the notion that some ideas have lasted over centuries and are as relevant today as when they were first conceived, Perennialism urges that these ideas should be the focus of education. According to Perennialists, when students are immersed in the study of those profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals. For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. A Perennialist views nature, human nature, and the underlying principles of existence as constant. The principles of knowledge are enduring. Truth never changes Teaching these unchanging principles is critical. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized- the great works of literature and art, the laws or principles of science. The study of philosophy is thus a crucial part of the Perennialist curriculum. Perennialists regard essentialism, and its view that knowledge stems primarily from the empirical findings of scientists, as undermining the importance of our capacity to reason as individuals; that is, to think deeply, analytically, flexibly, and imaginatively. Perennialists emphasize, though, that students should not be taught information that may soon be obsolete or found to be incorrect because of future scientific and technological findings. Perennialists criticize the vast amount of discrete factual information that educators traditionally have required students to absorb. Perennialists urge schools to spend more time teaching about concepts and explaining how these concepts are meaningful to students. Particularly at the high school and university levels, Perennialists decry undue reliance on textbooks and lectures to communicate ideas. Perennialists suggest that a greater emphasis be placed on teacher-guided seminars, where students and teachers engage in Socratic dialogues, or mutual inquiry sessions, to develop an enhanced understanding of historys most timeless concepts. In addition, Perennialists recommend that students learn directly from reading and analyzing the Great Books. These are the creative works by historys finest thinkers and writers, which Perennialists believe are as profound, beautiful, and meaningful today as when they were written. Perennialists lament the change in universities over the centuries from places where students (and teachers) pursued truth for its own sake to mere glorified training grounds for the students careers. They believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. The emphasis in this conservative perspective is on intellectual and moral standards that schools should teach. The core of the curriculum is essential knowledge and skills and academic rigor. Schooling should be practical, preparing students to become valuable members of society. It should focus on facts-the objective reality out thereand the basics, training students to read, write, speak, and compute clearly and logically. Schools should not try to set or influence policies. A Perennialist asks, What are the essential things a student must know? Within a Perennialist curriculum, activities are tied to the past and not to what is essential right now. The Perennialist values the past but he or she likes the back to basics movement inasmuch as the basics are the learnings of the great minds of the past. Students should be taught hard work, respect for authority, and discipline. Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness. For the Perennialist, a great education is a study of the classics. A Perennialist teacher holds fast to a constant curriculum and holds fast to concrete materials that define what he or she will teach (rather than assessing the class and meeting the students needs). A great proponent of Perennialism is Mortimer Adler, Professor of Philosophy at Columbia University. He wrote the Paidea Proposal. His basic tenant is that an individual learns best by studying the classics. The Paideia program seeks to establish a course of study that is general, not specialized; liberal, not vocational; humanistic, not technical. Only in this way can it fulfill the meaning of the words paideia and humanities, which signify the general learning that should be in the possession of every human being. The child should be taught certain basic subjects that will acquaint him/her with the worlds permanencies: English, languages, history, mathematics, natural sciences, the fine arts, and philosophy. The child should learn reading and writing, how to speak and how to listen. He is a social being and lives in a community of men. Thus he must use his reason his powers of rationality to communicate with other men. The three Rs ARE important. Perennialists hold that subject matter should be the center of the curriculum. They feel that greater educational opportunities have lowered standards in the schools. They are particularly critical of the progressives who have placed emphasis on the interests of the child and teaching through activity and freedom. Education should introduce the pupil to the universal concerns of mankind thorough the study of the great works of literature, philosophy, history, and science. Such works represent mans finest insights into his own nature. The insights presented in these works are eternal. They do not change; they are never dated. In this way, s/he learns truths that are more important than any s/he could find by dipping into this or that in the contemporary scene, or by pursing his own interests. Education requires hard work and effort. If the student is interested in the subject, well and good, but if not, s/he still must be required to do the tasks. After all, the student does not know what s/he will need in the future. Motivation is fine, and if the teacher can provide it, well and good, but if not, the student must work at the task regardless. Discipline in the classroom is essential to learning. A noisy classroom is not a desirable place for learning to take place. Order is vital. Students cannot always think of the future. Consequently, teachers and parents must help students overcome their desire for immediate ends and direct them to future objectives. Self-discipline is fine, but most of the times it is insufficient. Adults therefore must give direction. The classroom is teacher-centered. The teacher as a professional is far more likely to know what her students will need to know in the future than do they. S/he is responsible for the education and intellectual growth of his/her students. Education requires the mastery of content, of subject matter. Education requires mental discipline. Study is hard work. Concentration and effort is required. Students must therefore being culturated in the process. Essentialism Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects and that these should be learned thoroughly and rigorously. An essentialist program normally teaches children progressively, from less complex skills to more complex. An Essentialist will usually teach some set subjects similar to Reading, Writing, Literature, Foreign Languages, History, Mathematics, Science, Art, and Music. The teachers role is to instill respect for authority, perseverance, duty, consideration, and practicality. Essentialism strives to teach students the accumulated knowledge of our civilization through core courses in the traditional academic disciplines. Essentialists aim to instill students with the essentials of academic knowledge, patriotism, and character development. This traditional approach is meant to train the mind, promote reasoning, and ensure a common culture. Essentialism tries to instill all students with the most essential or basic academic knowledge and skills and character development. Essentialists believe that teachers should try to embed traditional moral values and virtues such as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality and intellectual knowledge that students need to become model citizens. The foundation of essentialist curriculum is based on traditional disciplines such as math, natural science, history, foreign language, and literature. Essentialists frown upon vocational courses. In the essentialist system, students are required to master a set body of information and basic techniques for their grade level before they are promoted to the next higher grade. The content gradually moves towards more complex skills and detailed knowledge. Essentialists argue that classrooms should be teacher-oriented. The teacher should serve as an intellectual and moral role model for the students. The teachers or administrators decide what is most important for the students to learn with little regard to the student interests. The teachers also focus on achievement test scores as a means of evaluating progress. The essentialist classroom is centered on students being taught about the people, events, ideas, and institutions that have shaped American society. Essentialists hope that when students leave school, they will not only possess basic knowledge and skills, but they will also have disciplined, practical minds, capable of applying lessons learned in school in the real world. Essentialism is different from what Dewey would like to see in the schools. Students in this system would sit in rows and be taught in masses. The students would learn passively by sitting in their desks and listening to the teacher. An example of essentialism would be lecture based introduction classes taught at universities. Students sit and take notes in a classroom which holds over one h undred students. They take introductory level courses in order to introduce them to the content. After they have completed this course, they will take the next level course and apply what they have learned previously. English 101 and English 102 are a specific example of essentialism.