Syllabus Planning Essay Example

Syllabus Planning Essay Syllabus Design Syllabus: A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects language and linguistic performance. This is a rather traditional interpretation of syllabus focusing on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden. 1987). It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt A language teaching syllabus involves the integration of subject matter and linguistic matter. Difference between Syllabus and Curriculum Curriculum is wider term as compared with syllabus. Curriculum covers all the activities and arrangements made by the institution through out the academic year to facilitate the learners and the instructors. Where as Syllabus is limited to particular subject of a particular class. Syllabus Design To design a syllabus is to decide what gets taught and in what order. We will write a custom essay sample on Syllabus Planning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Syllabus Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Syllabus Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For this reason, the theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted. Theory of learning also plays an important part in determining the kind of syllabus used. For example, a syllabus based on the theory of learning evolved by cognitive code teaching would emphasize language forms and whatever explicit descriptive knowledge about those forms. A syllabus based on an acquisition theory of learning, however, would emphasize unanalyzed and carefully selected experiences of the new language. The choice of a syllabus is a major decision in language teaching, and it should be made as consciously and with as much information as possible. There has been much confusion over the years as to what different types of content are possible in language teaching syllabi and as to whether the differences are in syllabus or method. Several distinct types of language teaching syllabi exist, and these different types may be implemented in various teaching situations. TYPES OF SYLLABI Although six different types of language teaching syllabi are treated here as though each occurred purely, but in practice, these types rarely occur independently. Almost all actual language teaching syllabi are combinations of two or more of the types defined here. For a given course, one type of syllabus usually dominates, while other types of content may be combined with it. Furthermore, the six types of syllabi are not entirely distinct from each other. For example, the distinction between skill-based and task-based syllabi may be minimal. In such cases, the distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure. The characteristics, differences, strengths, and weaknesses of individual syllabi are defined as follows: 1:- Product-Oriented Syllabus This kind of syllabuses emphasizes the product of language learning and is prone to approval from an authority. There are three types of syllabus described in the following: (i) The Structural Syllabus Historically, the most prevalent of syllabus type is perhaps the structural or grammatical syllabus in which the selection and grading of the content is based on the complexity and simplicity of grammatical items. The learner is expected to master each structural step and add it to her grammar collection. As such the focus is on the outcomes or the product. One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items may be rather weak. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exist many more aspects of language. Finally, recent research suggests there is a isagreement between the grammar of the spoken and of the written language; raising complications for the grading of content in grammar based syllabuses. (ii) The Situational Syllabus The limitations found in structural approach led to an alternative approach where situational needs are emphasized rather than grammatical units. Here, the principal organizing characteristic is a list of situations which reflects the way language is used in everyday life i. e. outside the classroom. Thus, by linking structural theory to situations the learner is able to grasp the meaning in relevant context. One advantage of the situational Syllabus is that motivation will be heightened since it is learner- rather than subject-centered (Wilkins. 1976). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design. (iii) The Notional/Functional Syllabus Wilkins criticism of structural and situational approaches lies in the fact that they answer only the how or when and where of language use (Brumfit and Johnson. 1979:84). Instead, he enquires what it is they communicate through language Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i. e. notions and functions, as opposed to only the grammatical items and situational elements. In order to establish objectives of such a syllabus, the needs of the learners will have to be analyzed on the base of communication need. Consequently, needs analysis has an association with notional/functional syllabuses. White (1988:77) claims that language functions do not usually occur in isolation and there are also difficulties of selecting and grading function and form. The above approaches belong to the product-oriented category of syllabuses. An alternative path to Syllabus Design would be to adopt process oriented principles, which assume that language can be learnt experientially as opposed to the step-by-step procedure of the synthetic approach. 2:- Process-Oriented Syllabuses Process-Oriented Syllabuses are developed as a result of a sense of failure in product-oriented courses to enhance communicative language skills. Syllabus is a process rather than a product. That is, focus is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course. (i)Procedural/Task-Based Syllabus Prabhus (1979) Bangalore Project is a classic example of a procedural syllabus. Here, the question concerning what becomes subordinate to the question concerning how. The focus shifts from the linguistic element to the educational, with an emphasis on learning or learner. Within such a framework the selection, ordering and grading of content is no longer wholly significant for the syllabus designer. Arranging the Syllabus around tasks such as information- and opinion-gap activities, it was hoped that the learner would perceive the language subconsciously whilst consciously concentrating on solving the meaning behind the tasks. There appears to be an indistinct boundary between this approach and that of language teaching methodology. A task-based syllabus assumes that speaking a language is a skill best perfected through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks must be relevant to the real world language needs of the student. That is, the underlying learning theory of task based and communicative language teaching seems to suggest that activities in which language is employed to complete meaningful tasks, enhances learning. (ii)Learner-Led Syllabus The notion of basing a syllabus on how learners learn language was proposed by Breen and Candlin (1984). Here the emphasis lies on the learner, who it is hoped will be involved in the implementation of the syllabus design. By being fully aware of the course they are studying, it is believed that their interest and motivation will increase, coupled with the positive effect of nurturing the skills required to learn. However, as suggested earlier, a predetermined syllabus provides support and guidance for the teacher and should not be so easily dismissed. Critics have suggested that a learner-led syllabus seems radical and utopian in that it will be difficult to follow as the direction of the syllabus will be largely the responsibility of the learners. This leads to the final syllabus design to be examined ; the proportional syllabus as suggested by Yalden (1987). (iii)The Proportional Syllabus The proportional syllabus basically attempts to develop an overall competence†. It consists of a number of elements within the main theme playing a linking role through the units. This theme is designated by the learners. It is expected initially that form will be of central value, but later, the focus will turn towards interactional components. The syllabus is designed to be dynamic, not static, with sufficient opportunity for feedback and flexibility. The shift from form to interaction can occur at any time and is not limited to a particular stratum of learners. As Yalden observes, it is important for a syllabus to indicate explicitly what will be taught, not what will be learned. This practical approach with its focus on flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom. Practical Guidelines to Syllabus Choice and Design It is clear that no single type of content is appropriate for all teaching settings, and the needs and conditions of each setting are so particular that specific recommendations for combination are not possible. However, a set of guidelines for the process is provided below. Steps in preparing a practical language teaching Syllabus Choice: 1. Determine, to the extent possible, what outcomes are desired for the students in the instructional program i. e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Arrange the six types with preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement within available resources. . Compare the lists made under Nos. 2 and 4. Making as few adjustments to the earlier list as possible, produce a new list of ranking based on the availability of resources. 6. Designate one or two syllabus types as dominant and one or two as secondary. 7. Review the question of combination or integration of syllabus types and determine how combinations will be a chieved and in what proportion. In making practical decisions about syllabus design, one must take into consideration all the possible factors that might affect the teachability of a particular syllabus. By starting with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design. Suggested Steps for Planning Syllabus: †¢Develop a well-grounded rationale for your course. †¢Decide what you want students to be able to do as a result of taking your course, and how their work will be appropriately assessed. †¢Define and delimit course content. †¢Structure your students’ active involvement in learning. Identify and develop resources. †¢Compose your syllabus with a focus on student learning. Suggested Principles for Designing a Syllabus that Fosters Critical Thinking: †¢Critical thinking is a learnable skill; the instructor and class fellows are resources in developing critical thinking skills. †¢Problems, questions, or issues are the point of entry into the subject a nd a source of motivation for nonstop inquiry. †¢Successful courses balance the challenge to think critically with supporting students’’developmental needs. †¢Courses should be assignment centered rather than text and lecture centered. Goals, methods and evaluation emphasize using content rather than simply acquiring it. †¢Students are required to formulate their ideas in writing or other appropriate means. †¢Students should collaborate to learn and to stretch their thinking, for example, in pair problem solving and small group work. †¢Courses that teach problem-solving skills nurture students’ metacognitive abilities. †¢The developmental needs of students are acknowledged and used as information in the design of the course. Teachers in these courses make standards explicit and then help students learn how to achieve them. Syllabus Functions: Establishes an early point of contact and connection between student and instructor †¢Describes your beliefs about educational purposes †¢Acquaints students with the logistics of the syllabus †¢Contains collected handouts †¢Defines student responsibilities for successful course work †¢Describes active learning †¢Helps st udents to assess their readiness for your syllabus †¢Sets the course in a broader context for learning †¢Provides a conceptual framework †¢Describes available learning resources †¢Communicates the role of technology in the course †¢Can improve the effectiveness of student note-taking Can include material that supports learning outside the classroom †¢Can serve as a learning contract Checklist Syllabus Design: †¢Title Page †¢Table of Contents †¢Instructor Information †¢Letter to the Student †¢Purpose of the Course †¢Course Description †¢Course and Unit Objectives †¢Resources †¢Readings †¢Course Calendar †¢Course Requirements †¢Evaluation †¢Grading Procedures †¢How to Use the Syllabus †¢How to Study for This Course †¢Content Information †¢Learning Tools Course Objectives: †¢What will the students know and be able to do as a result of having taken this course? What le vels of cognitive thinking are required from students to engage in? †¢What learning skills will the students develop in the course? †¢Instructional Approaches: †¢Given the kind of learning Id like to encourage and foster, what kinds of instructional interactions need to occur? Teacher-student, student-student, student-peer tutor? †¢What kinds of instructional approaches are most conducive to helping students accomplish set learning objectives? †¢How will classroom interactions be facilitated? In-class? Out-of-class? Online? Electronic discussion? Newsgroups? Chatroom? Course Requirements, Assignments: †¢What will students be expected to do in the course? †¢What kinds of assignments, tests do most appropriately reflect the course objectives? †¢Do assignments and tests bring forth the kind of learning I want to foster? Assignments (frequency, timing, sequence)? Tests? Quizzes? Exams? Papers? Special projects? Laboratories? Field trips? Learning logs? Journals? Oral presentations? Research on the web? Web publishing? Electronic databases? †¢What kinds of skills do the students need to have in order to be successful in the course? Computer literacy? Research skills? Writing skills? Communication skills? Conflict resolution skills? Familiarity with software? Course Policies: †¢What is expected of the student? Attendance? Participation? Student responsibility in their learning? Contribution to group work? Missed assignments? Late work? Extra credit? Academic dishonesty? Makeup policy? Classroom management issues? Laboratory safety? Grading, Evaluation: †¢How will the students work be graded and evaluated? Number of tests? In-class? Take-home? Point value? Proportion of each test toward final grade? Grading scale? How is the final grade determined? Drop lowest grade? †¢How do students receive timely feedback on their performance? Instructor? Self-assessment? Peer review? Peer tutors? Opportunities for improvement? Ungraded assignments? Texts/Resources/Readings/Supplies: †¢What kinds of materials will be used during the course? Electronic databases? Electronic Course Reserve? Course Webpage? Software? Simulations ? Laboratory equipment? †¢What kinds of instructional technologies will be used? †¢Course Calendar: †¢In what sequence will the content be taught? When are major assignments due? Fieldtrips? Guestspeaker? Schedule for Term Examination? Result? Vacations? †¢Study Tips/Learning Resources: †¢How will the student be most successful in the course? †¢What resources are available? Online quiz generator? Study guides? Lecture notes online? Lecture notes on reserve in library? Guestspeaker to explain/demonstrate online resources? TA? Peer tutors? Study groups? Academic Services Center? Writing Center? Evaluation of online resources? Citation of web resources? Student Feedback on Instruction: †¢Anonymous suggestion box on the web and E-mail. Student feedback at midterm for instructional improvement purposes. †¢End-of-term student feedback. Supplement to departmental student feedback form. Bibliography 1. Brumfit, C. J. and Johnson, K. (1979) The Communicative Approach To Language Teaching. Oxford University Press. 2. Hutchinson, T. and Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge University Press. 3. L ong, R. W. and Russell, G. (1999) Student Attitudinal Change over an Academic Year. The Language Teacher. Cambridge University Press. 4. Nunan, D. (1988) Syllabus Design. Oxford University Press. 5. Prabhu, N. S. (1987) Second Language Pedagogy. Oxford University Press. 6. Richards, J. C. and Rodgers, T. S. (1986) Approaches And Methods In Language Teaching. Cambridge University Press. 7. White, R. V. (1988) The ELT Curriculum: Design, Innovation And Management. Blackwell Publishers Ltd. 8. Widdowson, H. G. (1978) Teaching Language As Communication. Oxford University Press.. 9. Wilkins, D. A. (1976) Notional Syllabuses. Oxford University Press. 10. Yalden, J. (1987) Principles of Course Design for Language Teaching. Cambridge University Press.

Illinois State Unit Study - Geography, State Symbols Facts

Illinois State Unit Study - Geography, State Symbols Facts These state unit studies are designed to help children learn the geography of the United States and learn factual information about every state. These studies are great for children in the public and private education system as well as homeschooled children. Learn All About Illinois with These Resources Print the United States Map and color each state as you study it. Keep map at the front of your notebook for use with each state. Print the State Information Sheet and fill in the information as you find it. Print the Illinois State Outline Map and fill in the state capital, large cities and state attractions that you find. Answer the Following Questions About Illinois State Capital What is the capital?Capitol TourState Flag Why was Illinois added to the flag?State Flower What is the state flower?State Prairie Grass What is the state prairie grass?State Animal When was the state animal made official?State Bird Who selected the state bird?State Fish How big does this fish get?State Fossil What is the Tully Monster?State Mineral What is this mineral used for?State Tree What was the state tree changed to?State Insect Who suggested this state insect?State Song Who wrote the state song?State Dance What is the official dance?State Seal What was changed on the new seal? Printable Illinois Worksheets Illinois Printable Pages - Learn more about Illinois with these printable worksheets and coloring pages. Did You Know... List two interesting facts. Word Search - Print out the word search and find the state related words. Illinois State Symbols Game - Test your knowledge of the symbols. Do You Know? - Fun facts about Illinois. Route 66 Printables Historic Route 66 - The official website of the Illinois Route 66 Scenic Byway.Chicago, Illinois is where the Mother Road begins. Government - Learn about the three branches of government; executive, legislative and judicial. Envirofun - Learn about the environment and have some fun with: Middle Riddle: A picture riddle with an environmental message.How to Put Worms to Work for You: How to build a compost binMake a Water Cycle WheelLitter Hunt At Home in the Heartland Online - Family life in Illinois from 1700 to the present. Meet real people and share in their decision making. Shedd Aquarium - Explore the animals at the Shedd Aquarium. Dont miss the interactive story of Kayavak. Chicago Fire - Learn about this amazing fire that destroyed thousands of buildings and read about one young girls narrow escape. Willis  Tower - Learn about the second tallest building in North America. Print and color the pictures in the coloring book. Robert Pershing Wadlow - Meet the gentle giant. Odd Illinois Law: Catching fish with dynamite was forbidden.

Bullying in American Schools Assignment Example | Topics and Well Written Essays - 500 words - 1

Bullying in American Schools - Assignment Example According to Vossekuil et al. (2002), the analysis of school shooters in the U.S. (from 1974 to 2002) by Secret Service revealed that the shooters were the victim of chronic bullying (Espelage and Swearer 2). This shows that school violence is rooted in the experience of bullying (Espelage and Swearer 2). Moreover, the negative psychological outcomes of bullying were found to be common among all the victims and bullies (Espelage and Swearer 2). A study by Nansel et al. (2001) has revealed that there are major long term negative effects of bullying that prove detrimental for both, the victims and the bullies (Marsh et al. 66). According to Olweus, the negative outcomes of bullying like â€Å"peer rejection, delinquent behavior, criminality, depression, psychological disturbance, further violence in school† and suicidal tendency, continue in adulthood of both, the victims and perpetrators of bullying (Marsh et al. 66). This shows that bullying not only destroys the lives of the victims but also affects the lives of the perpetrators negatively. Hence, intervention at right time is essential. Intervention Studies have found that â€Å"bullying does not occur in isolation† but is a result of the complex relationship between the individual and his social elements like family, peer group, school, community, culture etc., and is encouraged by individual’s interaction with his social environment (Espelage and Swearer 3).

The new deal and government intervention Essay Example | Topics and Well Written Essays - 500 words

The new deal and government intervention - Essay Example The New Deal was a cycle of economic programs put into operation in the United States between 1933 and 1936. They were approved by the U.S. Congress during president Franklin Roosevelt’s first term. The programs were Roosevelt’s reaction to the Great Depression: historians call them â€Å"3Rs†. That is Relief, Recovery, and Reform: Recovery of the economy to standard levels, Relief for the broke and jobless, and Reform of the financial structure to thwart a duplicate depression. The New Deal shaped a political realignment making the Democratic Party the majority, with its foundation in open-minded ideas, large city machines, and the recently authorized labor unions and racial minorities (Leuchtenburg 12-21). Most historians, such as Thomas A. Bailey, make a distinction between the â€Å"First New Deal† and the â€Å"Second New Deal†. A number of programs were announced unconstitutional, and some were revoked during the World War II. The First New Deal dealt with varied parties, from industry and farming to banking and railroads. This set of groups required assistance for economic recovery. The Second New Deal incorporated the Wagner Act to sponsor the Social Security Act, the labor unions, the Work Progress Administration relief program, and new programs to assist lessee farmers and immigrant workers (Johnson 15-20). The Civil Works Administration was produced in 1933 to create jobs for the jobless. Its concern with high paying jobs in the construction field amounted to better expenditure to the federal government than was formerly expected. The Civil Works Administration ended in 1934 due to, in part, resistance to its cost. Federal Housing Administration was a government agency formed to fight the housing predicament of the Great Depression. The huge figure of unwaged workers united with the banking predicament created a scenario according to which banks retracted loans. The

Paper review Essay Example | Topics and Well Written Essays - 500 words

Paper review - Essay Example The article also emphasizes on the motivation of employees in the workplace in order to achieve organizational success. To bring a sense of direction in the article, the introduction then discusses about the social change brought about by innovation. This change affects individual behavior in an organization as well as the organization’s work design. Individuals, therefore, have to change their attitude and behavior in order to successfully utilize innovation. The study in the article develops a model about the influence of the social environment on the adoption of innovation. Other previously formulated innovation-acceptance models have also been referred to. The study in the article has three listed specific objectives. Generally, the broad objective is to analyze the impact of social factors on the adoption of innovation at the individual level. The specific objectives seek to look into the impact of peers and the social network as well as the moderating effect brought about by age and gender. The research methodology is also well laid out. Data was collected from the entire management personnel at the University of South Australia. Online survey questionnaires were used as the primary procedure for data collection during the study. Microsoft outlook was also used because of its relevancy in the field of study. The types of questions used in the questionnaires were well varied to involve a wide scope of study and a pilot study is done to pre-test the study instruments. The measurement of constructs was done through modified measures that suited each particular construct in the study. Statistical analysis was then done in order to test the model. The results obtained from the study show the important role that the social network plays in the formation of attitude towards innovation. Apparently, positive attitudes influence the usage and adoption innovations, especially in the workplace.

Human Resource Management Essay

Human Resource Management Essay Introduction I want to develop my research to formulate a specific research question which I will then be able to write a full report on. The initial review looks at HRM as a whole and the theories that surround this, often over-looked, subject. Specifically, I want to look at how the HRM structure works within the tourism industry, especially looking at a major British holiday company and focussing on how HRM motivate their employees in various aspects of the business such as the customer service department. However, to achieve this I must first look at HRM as a topic to get the background research for my project to begin. Human Resource Management in the Tourism Industry As a direct result of new and more sophisticated technology becoming available to us, businesses are increasingly growing to such an extent that they develop into a global concern. This means that the role of Human Resource Management has become very important within businesses, but it is still looked upon as a lower department.   However, the concept of Human Resource Management (HRM) has been heavily debated in literature and is used more increasingly within employment sector organisations. The history of HRM could be summarised as it being developed initially from work in the USA in the 1960s and 1970s and was created from several interrelated sources and since then the concept has been spread from the USA, into Europe and eventually Australasia. There is no formal definition of HRM because different companies imply different definitions from various evidential sources. Basically, HRM can be defined as a range of circumstances that affect the employment and contribution of people, against the criteria of coherence and appropriateness (Brewster, 1994). However, Kirkbride (1994) suggested that the use of the term HRM gives the general sense of the policies, procedures and processes involved in the management of people in various work environments. Bratton and Gold (1999) also noted that a definition of the subject matter under which HRM covers would help to analyse and understand the HRM practices. They also defined HRM the subject as: That part of the management process that specialises in the management of people in work organisations. Human Resource Management emphasises that employees are the primary resource for gaining a sustainable and competitive advantage, and that human resource activities need to be integrated within the corporate strategy, and that human resource specialists help organisations to meet both the efficiency and equity objectives... Mead (1998) states that the key terms in HRM literature are strategic focus. This meant that the need for human resource policies and practices had to be consistent with the overall business strategy, allowing the individual sections of a HRM package to reinforce each other. This should particularly emphasise teamwork, flexibility, employee involvement and organisational commitment. This, however, is a completely opposite message to the traditional demands on the human resource systems of countries like USA where there is a collective bargaining arrangement from both the employers and the policy-makers. Therefore, the product market environment of the 1980s changed this situation so that the traditional demands would still be met, but at the same time the human resource management system would also meet their new demands at the level of the individual employee and throughout the entire organisation (Beaumont, 1993).   The Harvard Business School approach to strategic HRM suggests that the need for all the people involved with the business organisation, such as the employees, their union, the customers, etc., should be taken into account when considering any organisational arrangements, and making employee influence one of the leading policy areas in their attempt to develop a pro-active, strategic and broad-based HRM orientation in each individual organisation or department. The terms and content have changed considerably through the 1980s and 1990s, with a greater emphasis now being placed on the financial, communication and problem-solving activities. (Beaumont, 1993). Again, Bratton and Gold (1999) also stated that HRM could be described as the organisations valued assets, emphasising the commitment of employees as a means of competitive advantage, and therefore creating calculative, quantitative and strategic managerial aspects of managing the workforce in a rational and humane way.   HRM Practices As there is an increase in the greater quality of competition, the higher the emphasis on the market and the constantly changing attitudes towards work itself has made it necessary to identify and adopt different management approaches.   Even though the focus has moved from a structural and systematic way of thinking to the development of specific managerial practises that will stimulate a corporate culture and in return employee commitment is secured to the extensive use of employee resources by the HRM. Therefore, in order to understand why HRM is needed in the tourism industry, it is important to look at the role of HRM within an organisation, as this is the custodian of competitiveness. A review of the literature based on international HRM by Harzing and Ruysseveldt (1995) revealed three main areas of discourse; staffing, training and development, assessment and compensation. These are also considered to be the main activities in both domestic and international HRM.   In general, staffing issues in an international organisation usually involve filling critical management positions. This means that almost all employees in the middle management and more operative levels are always selected and recruited on a local basis to the organisation. Sometimes, when certain candidates for upper management posts are being recruited, there are various options as to whether choose a candidate from the organisations parent-country nationals, their host-country nationals or even third-country nationals. The final choice, however, is definitely dependant on the attitude of the top level management at the parent organisation. According to Perlmutter (1969), these attitudes can be divided into three central categories; Ethnocentricity, Polycentricity, and Geocentricity.   In respect to quality, top level management is continuously battling to weigh professional managerial skills and technical competence against environmental adaptiveness. Therefore, the ability to adapt to local cultures is a major factor, involving not only the candidate, but also their partner and their immediate family as well. Training and development activities within international HRM systems, places such emphasis on shifting from the preparatory training needs of expatriates to a fully international training and development system which is available to all managers and will improve their performance in a global perspective, regardless of their country of origin. Today, these activities are crucial to international HRM. They can be wide-ranging which means the person who gets the job will need to know the specific organisational structure to which they will be assigned and the job and task skills required of them there. They must also acquire an understanding of the local area including such things as the social, cultural, and legal aspects and develop the necessary interpersonal skills with which to perform well in various situations. The importance of the last two areas however was pointed out in a survey conducted by Harzing and Ruysseveldt (1995), where they identified cultural sensitivity and the ability to handle responsibility as well as the ability to develop employees, a managers three most important skills in their job role. Finally, the last important task identified was that of assessment and compensation. This process of assessing and compensating international managers is complex in nature and can be reflected in the requirements used in such assessments. For example, Adler and Bartholomew (1992) suggested that these requirements are often a reflection of a more traditional approach to international managers, thus meaning their methods are based on the ethnocentric attitudes held by high management levels that are predominantly using parent-country nationals to staff their companys foreign subsidiaries. However, such subsidiaries are subordinates to the main headquarters, both on an organisational and cultural level. As a result, more open-minded, authors, such as Brewster (1994) and Stonehouse (2000) have taken part in the continuing debate on the concept of strategic HRM. They have argued that the underlying concept is the idea that human resources are not only a high operating cost for most organisations, but are also a major factor in the contribution of the effective utilisation of all the organisations resources as well. The Importance of HRM and the Business Strategy One of the main features that defines strategic HRM is its close relationship to the businesss main strategy and is creates the argument of is there a direct correlation between strategic HRM and economic success? HRM only becomes strategic when in private sector human resources are promoted to a position where the organisation looks and treats them as a competitive advantage (Kochan and Dyer, 1992). This has raised a key debate in terms of how HRM can contribute to the overall success and competitiveness of the business. Until recently, however, most companies preferred a reactive management method within their human resources, leaving the personnel management to consist mainly of administrative activities. The creation of multiple new macro economies have led to the concept and recognition of people as a valuable asset which if managed as a strategic resource can help an organisation to achieve superior performance levels and gain a greater competitive advantage. This awareness has led human resource management directly into the spotlight (Storehouse, 2000). Therefore, HRM has a definite strategic approach in arranging human resources and getting involved in a closer alignment of employment allocation systems along with business strategy. The integration of HRM and business strategy means that the level at which the HRM issues are considered are now playing a larger role in the formulation of business strategies. Indeed, HRM intends to focus on the issue of strategy and the more organisations that become knowledgeable of this relationship, the more human behaviour becomes a competitive factor, which is closely linked to the strategic direction of the particular organisation. According to Kirkbride (1994), an integration of business strategy and HRM as described earlier can have several advantages. Firstly, integration means that a broader range of solutions is available for solving complex organisational problems without the need for external help. Secondly, it ensures that the human, financial, and technological resources also are given equal consideration when setting targets and looking at the implementation capabilities. Third, through this kind of integration, various organisations can explicitly concentrate on the individual employees, who the departments comprise of and their needs and only then can they implement their policies. Finally, the response to integrating human resources and strategic plans can limit the level of subordination of strategic planning in consideration of human resource preferences and, thus neglecting human resources as a crucial source of organisational operations and the creation of competitive advantage. Whichever way you look at it, there is a growing body of evidence that supports the link of an association between high performing human resource management and organisational performance. It has been found that businesses whom linked HRM practices with their business strategy are constantly delivering higher financial performance outcomes. Beaumont (1993) argued that it is not just the relationship that is important but the quality of the HRM practices and a distinct approach is necessary in delivering high performance indicators. HRM strategies and practices must therefore be working well together within the individual businesss strategy planning. Conclusion All of the theories used in this review have been extensively researched to settle in their final point of view. This means that it should not be that difficult to find any related researches within the subject field or any other secondary data I come across to answer my research questions and meet the objectives of my research as a re-analysis of all the data that has been already collected could develop a new approach to the research. Search of secondary-data will be aided by internet searches which should prove useful for survey results like organizational surveys, academic surveys organizations employee attitudes, email questions etc. Also, looking at and obtaining multiple-source data that has been published such as journals from tourism business magazines, books, government publications and organization reports. On closure, an important note to remember is that the results from my research and survey, along with the results from other surveys found, including the relations with the literature review, should meet my research topic generally and settle in a clear and informative answer to my research question and its objectives. Bibliography Beaumont, P. (1993). Human Resource Management: Key Concepts and Skills. Sage Publications. Bratton, J. and Gold, J. (1999). Human resource management: theory and practice. Basingstoke, Hampshire: Palgrave. Brewster, C. (2003). Line Management responsibility for HRM: What is happening in Europe?   MCB UP Ltd. (Journal) Dessler, G. (2008). Human Resource Management (11th Ed.).   Prentice-Hall Inc. Harzing, A. Ruysseveldt, J. (1995).   International Human Resource Management. Sage Publications Kirkbride, P. (1992). Human Resource Management in Europe.   Routledge, London Maund, L. (2001). An Introduction to Human Resource Management.   Palgrave MacMillan Mead, R. (1998). International Management: Cross-Cultural Dimensions. Blakewell Publications Stonehouse, G. (2000). Business Strategy (2nd Ed). Butterworth-Heinemann Final word Count: 2047 (excluding references/bibliography) Carl Edwards

Free College Admissions Essays: Im a Little Too Perfect! :: College Admissions Essays

I'm a Little Too Perfect! Â   I work tirelessly in many academic and leadership roles. I sleep no more than three hours a night because of my desire to expertly meet my many commitments. Throughout my life, I have worked as long and as hard as I possibly can to effect beneficial changes in both school and society. Â   During the summer of tenth grade, I took a number theory course at Johns Hopkins University with students from Alaska, California, and Bogota, Colombia. Similarly, during the summer following eleventh grade, I was one of ninety students from New Jersey selected to attend the Governor's School in the Sciences at Drew University. At Drew, I took courses in molecular orbital theory, special relativity, cognitive psychology, and I participated in an astrophysics research project. For my independent research project, I used a telescope to find the angular velocity of Pluto. With the angular velocity determined, I used Einstein's field equations and Kepler's laws to place an upper bound on the magnitude of the cosmological constant, which describes the curvature of space and the rate of the universe's expansion. Â   In addition to learning science, I recently lectured physics classes on special relativity at the request of my physics teacher. After lecturing one class for 45 minutes, one student bought many books on both general and special relativity to read during his study hall. Inspiring other students to search for knowledge kindles my own quest to understand the world and the people around me. Â   As president of the National Honor Society, I tutor students with difficulties in various subject areas. In addition, I am ranked number one in my class with an SAT score of 1580 and SATII scores of 750 in math, 760 in writing, and 800 in physics. In school, I take the hardest possible courses including every AP course offered at the high school. I am the leading member of the Math Team, the Academic Team, and the Model Congress Team. In the area of leadership, I have recently received the Rotary Youth Leadership Award from a local rotary club, have been asked to attend the National Youth Leadership Forum on Law and the Constitution in Washington D.C., and wrote the winning essay on patriotism for South Plainfield's VFW chapter. Currently enrolled in Spanish 6,I am a member of both the Spanish Club and the Spanish Honor Society.

Two reactions are a constant from readers on reading John Grisham’s A Time to Kill

One idealistic, self-confident and liberal white lawyer, Jake Brigance, the protagonist is enough to influence the racial prejudice of the Mississippi citizens and bring about a judicial change. The second reaction is one of awe when the reader’s realize that it is Grisham’s first work of fiction.Quantifying Jake’s idealism is difficult. On the one hand he is opportunistic enough to take up an offer that does not seem to be very promising just for the fact that it is closest to his home town (Grisham, 1989, page no.30). But he is a man of extremely disciplined habits as described in Chapter 3. But what is right is right and what is wrong is wrong in the opinion of Brigance. His idealism is distinguished for two very pragmatic qualities attached to it.He is aware that a high profile case can make him very popular and by inference very rich if he succeeds (or may be, even if he is not). But he is also aware that he might be let off if HE as a white had dispensed vi gilante justice if HIS daughter had been brutalized and in that possibility his client Hailey, was being denied natural justice.He was incapable of watching it from the sidelines and he ends up taking the plunge. In the face of several surreal obstacles that crop up, he is in a situation where he seems to be left with nothing in his own words â€Å"I’ll have no wife, no daughter, no house, no practice, no clients, no money, nothing† (Grisham, 1989, page no.464). Still he labors on towards what he believes is justice.Towards the end of the story, his friend and mentor Lucien offers to bribe a juror (sisco) to hang the jury. With so much hanging in the balance for him, his professional and personal life and for his client, Jake rejects his offer. That is the kind of idealism Jake brings to the narrative but makes it so believable by the several instances of drinking binges he allows himself in moments of despair. Idealism is the only fuel that has brought about most inst ances of human greatness, but Grisham ably depicts that it must be very hard, almost breakingly so, for its practitioners.They are sure to be plagued, as was Jake, that a compromise seems safer and so much better, through out the journey towards your goal. It makes the reader ask him/herself sheepishly in their own private recesses, how many they have taken the easy way out. This firm belief in an ideal and the compassion to pursue it no matte what, affects the jurors, the community which they come from and ultimately the entire Mississippi to take cognizance of the silent racism and do something about it.A prerequisite to follow one’s heart when the entire world seems to preach that the journey is not worth it is a self belief, Self-confidence. Jake possesses this quality in ample measure though not of the aggressive variety hung for exhibition around professional boxers or say ball players. When one of the rapist’s mother comes to seek him out as her son’s cou nsel and tells his secretary that he heard he is the best criminal lawyer in the county he replies â€Å"Tell her that’s true. But I’m not interested† (Grisham,   1989, page no.34)He is quietly confident that he has the fire to pursue a case so controversial and also hopes that he would be able to succeed. He has the confidence required to continue with his efforts in the face of increasing and scathing criticism of his stand, his foolhardiness and their possible consequences.The most invisible characteristic of any crusade (this case for Jake was no lesser than a crusade) is not the belief of its proponent in the theory but his belief in his fitness to carry forward such a task. It is a rare single general, scientist or leader who is not plagued by self doubt and the sensibility of his cause, pursuit or research. Any pretensions to such all pervading belief would be arrogance and that is not the measure of any idealistic pursuit.The one factor that keeps winn ing over all the small demons in several rounds of small battles within the confines of the mind and continues to show the way when all the flickers of hope are extinguished is SELF-CONFIDENCE. When a theory or appoint is made with such conviction and self-confidence many in the audience are forced to acknowledge the leanings towards such honesty.The compassion and the confidence in his being right which becomes clear in Jake’s summation helps the Juror Wanda to come up with the honesty to face the truth about their prejudice and help other jurors to face theirs with the ingenious way of closing their eyes and simulating her auto suggestions in their mind9Grisham, 1989, pages 504 &513) It is small wonder that Jake’s client was acquitted with unanimity.The vision that Jake had of a white man being acquitted if he happened to enforce vigilante justice just passed on to the jurors through the sheer force of his belief and confidence in his own self. Being right is general ly very transparent. Only prejudice requires masks and veils

Free Essays on HNC

Report As part of my HNC I was asked to Design, Manufacture and Test a circuit that would control both traffic lights and motor situated on a model of the Kincardine Bridge. The specification I was given was that the circuit board could be no bigger than 100 x 160mm and could cost no more than  £50. Taking the specification into account I searched for components I would use to construct the circuit making sure the price was under the  £50 limit (the total cost was  £42.99). The second task I undertook was to design a board within the required size (the final size was 89 x 74mm) but I ran into problems with the design because of this there was a total of 20 designs before the board was ready to be manufactured, some of the problems are listed below. SIL Reed relay pins were the wrong size Earth connections were missing LED’s were over-lapping The pins on the 7406 were connected the wrong way round Once the PCB was designed, the board was then manufactured. The manufacturing process can be found in Appendix page 2`. The next stage was to test and populate the board, continuity testing was done by using a multi-meter to check for open and short circuits and then hand soldering all the components in place. The population process took me around 3 hours instead of the 2 hours planned as I had to de-solder my wire links as they were not of an acceptable standard. The final process was to test the finished PCB, this was done by testing the outputs on the board as they all worked first time I had no extra fault finding/debugging to do. Conclusion As the circuit worked first time I proved that I would be capable of undergoing projects like this in the future. The main reason for the circuit working was the amount of time I spent at the design process. This would save companies money in real life, as there would be no waste of materials. I also feel that my project skills are improving, as there is a big difference bet... Free Essays on HNC Free Essays on HNC Report As part of my HNC I was asked to Design, Manufacture and Test a circuit that would control both traffic lights and motor situated on a model of the Kincardine Bridge. The specification I was given was that the circuit board could be no bigger than 100 x 160mm and could cost no more than  £50. Taking the specification into account I searched for components I would use to construct the circuit making sure the price was under the  £50 limit (the total cost was  £42.99). The second task I undertook was to design a board within the required size (the final size was 89 x 74mm) but I ran into problems with the design because of this there was a total of 20 designs before the board was ready to be manufactured, some of the problems are listed below. SIL Reed relay pins were the wrong size Earth connections were missing LED’s were over-lapping The pins on the 7406 were connected the wrong way round Once the PCB was designed, the board was then manufactured. The manufacturing process can be found in Appendix page 2`. The next stage was to test and populate the board, continuity testing was done by using a multi-meter to check for open and short circuits and then hand soldering all the components in place. The population process took me around 3 hours instead of the 2 hours planned as I had to de-solder my wire links as they were not of an acceptable standard. The final process was to test the finished PCB, this was done by testing the outputs on the board as they all worked first time I had no extra fault finding/debugging to do. Conclusion As the circuit worked first time I proved that I would be capable of undergoing projects like this in the future. The main reason for the circuit working was the amount of time I spent at the design process. This would save companies money in real life, as there would be no waste of materials. I also feel that my project skills are improving, as there is a big difference bet...

Interdisciplinary Perspectives in Cognitive Psychology Essay Example

Interdisciplinary Perspectives in Cognitive Psychology Essay Example Interdisciplinary Perspectives in Cognitive Psychology Essay Interdisciplinary Perspectives in Cognitive Psychology Essay Running head: COGNITION AND REALITY Raymond Summers Psychology 202 Cynda Hopper Change Blindness: The Proof of Ignorance Cognitive psychology is not so much difficult to see in action, but rather it is difficult to understand why. This did not stop cognitive psychologists Daniel Levin and Daniel Simons. They proposed that when a person meets another object, if that object is not important enough to the person, that same person will in fact pay less attention to it. They performed two experiments involving young and old subjects with a wide range of intellect. In the experiment one of the psychologists, Levin, would ask for directions from a subject (Daniel J. Simons and Daniel T. Levin 1997). Some time after the directions were asked the other psychologists, Simons, would rudely interrupt the discussion by carrying a door between the subject and Levin. During this interruption Simons would switch places with Levin and continue carrying on the discussion. Approximately 50% of the subjects noticed the difference even though both psychologists wore different attire, were of different build, had different hair cuts, and had noticeably different voices (Daniel J. Simons and Daniel T. Levin 1997). The majority of subjects that noticed a difference were roughly the same age as the psychologists. They performed this same experiment again only this time they dressed as construction workers, both different costumes. This time less than half of the subjects noticed the difference. They theorized that the younger subjects are more likely to associate them to there social group and are therefore more aware of the psychologist. The older subjects, however, most likely decided that the psychologists are merely students asking for directions so therefore are less aware of the psychologist. This is the first experiment to prove that change blindness can occur outside of the laboratory (Daniel J. Simons and Daniel T. Levin 1997). Since then scientist have correlated this test with real life situations, for example when your friend gets a hair cut and even though you seem them everyday, you still fail to notice. This among many others is just one example of the incredible situation of change blindness. Reference Daniel J. Simons and Daniel T. Levin. (1997). Change Blindness. In [PDF]64 65. Retrieved Nov. 14, 2011, from http://public. wsu. edu/~fournier/Teaching/psych312/Lab3ChangeBlindness/Change_Blindness_Simon97. pdf.

Revision Timetables as an Effective Way of Making Learners Calm During Essay

Revision Timetables as an Effective Way of Making Learners Calm During Examination Process - Essay Example Advantages of revision timetables individual locate a good place for revision, which is important for most individuals who want to excel in their studies. Concentration is a major factor in a revision because it contributes to the understanding of concepts. A quiet place with a desk is ideal for any students who want to achieve their goals (Cottrell 2007). A comforting place helps individuals engage with what they are studying, and understanding becomes easy. In addition to, another advantage, of creating revision timetables, is that it helps individuals recall and summarize their notes. Revision timetables are an effective way of reading for exams in the end. There are disadvantages because it is not applicable to a situation where the date of the examination is closed. The technique works when there is adequate time to plan for examination. It is not applicable where the time to revise is limited. In the scenario where the time is limited, the revision timetable is difficult to use (Sherratt 2012). Exam timetables have been individualized for most students when they want to read about their assessment tests. Individuals who create an organized timetable can create breaks. The breaks are important to the readers because it helps them to relieve stress during the revision process. Anxiety and stress create panic among students when it comes to revising for an examination (Smeeton 2005). Statistics indicate that most parents do not encourage and motivate their children, and it creates the panic among them. One of the weaknesses of exam revision timetables is that parents do not offer words of encouragement. Checking the exams timetable of students encourages them to work extra. A balanced revision timetable helps the students have a balanced study plan that involves balancing all subjects. Revision timetable helps in managing all because to achieve the set target all subjects are balanced. Listing all subjects and organizing them in a timetable helps in balancing all subjects.

How to Expand and Improve the Market of Preschool Education and Adult Research Paper

How to Expand and Improve the Market of Preschool Education and Adult Education - Research Paper Example The paper tells that preschool education focuses on taking care of kids on behalf of their parents and teaching them the simplified basic education. These kids, apart from learning, will be fed and cleaned in these schools. Adult education entails providing knowledge to people of over eighteen years old and with low education level. These people are taught how to write, read and do a simple calculation. They can also be educated on various topics regarding life such as health, hygiene, and agriculture and drug abuse. A successful adult education system requires a properly planned, well organized and working program. Preschool and adult education is a new business opportunity in the modern world and should be exploited. Currently, this system of preschool and adult education has already seen some success in different parts of the world. However, this sector needs to be expanded and improved remarkably. The expansion can include setting up the fully equipped school with buildings and a ll the facilities as well as enough staff to carry out all the activities of the institution. The idea is to come up with an institution that will cater for both children and adult classes simultaneously. The institutions can be combined or built separately depending on the available land. These institutions will offer both education and other services such as a provision of meals and drinks to the students. The future prospect of these institutions is very promising because everyone in the current world is yearning for knowledge. To the young career mothers, it is an excellent opportunity as they can get adequate time to attend to their jobs without having to worry about a nanny. The increasing number of career women has led to an even earlier age introduction of kids in preschool education at a very tender age of fewer than 3 years old. The older people who have less education are also so ready to embrace these services so that they are not left behind in the fast transforming wor ld.