Strategic Human Resource Management Master Assignment

Strategic Human Resource Management Master - Assignment Example Stakeholders include employees, customers and the communities in which the organisation operates. Employees, customers and communities therefore have a significant impact on the success of the organisation and thus on the corporate strategy of the organisation. In formulating corporate strategy, organisations need to identify and priorities strategic issues, which involves scanning, selecting, interpreting and validating information. (Schneider, 1989) To properly formulate its corporate strategy, an organisation must assess its organisational strengths and weaknesses, as well as its environmental threats and opportunities, which will enable it choose among alternative courses of action. (Hofer and Schendel, 1984) cited in Schneider, (1998). This indicates that an organisation must perform a SWOT (strengths, weaknesses, opportunities and threats) analysis prior to formulating corporate strategy. ... A number of factors have been identified as having an effect on corporate strategy formulation: for example, Kets de Vries and Miller (1984) suggest that managerial personality and experience is an important determinant of the strategy formulation process; Janis (1972) considers group dynamics as an important factor affecting the formulation of corporate strategy while Frederickson (1984); Lyles and Mitroff (1985) suggest that organisational structure plays an important role in strategy formulation. Schneider (1998) citing Schein (1985) notes that National culture could play an important role in strategy formulation as it derives from assumptions regarding relationships with the environment as well as relationships among people. Schneider (1998) argues that these assumptions will influence how information is gathered and how that information is interpreted within the organization. The strategy formulation process can therefore not be considered 'culture-free' because information is embedded in social norms and acquires symbolic value as a function of a particular set of beliefs in a particular set of cultures. (Feldman and March, 1981). There are considerable differences in cultures across countries. Culture is defined as "a system of shared assumptions that has developed over time to solve problems of environmental adaptation and internal integration". (Schneider,, 1998: p. 152) citing Schein (1985); Van Maanen and Barley (1983). Culture is expected to affect the process by which the environment is known and responded to because it is thought to influence the way people perceive, think, feel and evaluate. (Schneider,, 1998). There are two sets of cultural assumptions that are thought to be specifically relevant to the

Cell phones. How have they changed us socially Research Paper - 1

Cell phones. How have they changed us socially - Research Paper Example Within less matter of time, people started buying cell phone widely as a communicating tool. No matter what people comment on cell phone usage, the place this has on our life is beyond expression. Initially only business persons and top most officials used to use a cell phone but now every person on the planet more or less owns it.In his journal (Banjo â€Å"Cell phone usage can be defined as any application of the cell phone as a tool, including talking, text messaging, game playing or the sheer accessibility of the instrument†. From a business tool, cell phone step into the hands of common people in a short time. Once people understood the advantages of cell phone, then it took a special place in the heart of people. From old to young understood the use of cell phone and invited it into their life and till now it holds a premium place in the hearts of men and women around the globe. Nowadays everybody owns a cell phone and it is the use of cell phone which has made it a universal electronic Gadget. All people use cell phone to get their things done in less time. When there is an emergency or casualty, cell phone, enables people to communicate with each other in one moment of time. According to (Roberts 127-35)â€Å"Fully 74% of Americans who own mobile phones say they have used their hand-held device in an emergency and gained valuable help†. In such cases, people use cell phone without a second thought. A couple of decades ago, the ordinary phone could only use from houses or phone booth but now anywhere and everywhere people can use the phone. Mostly the young generation is brainwashed by the use of cell phone as they can message their friends in less time span. Two decades ago, telephone was a communication tool at home and it was a medium to reach each other at times of emergency (PEW 2006).But now phone travels everywhere with the owner and give him an unlimited power and the ability to communicate with his kith and kin in no matter of time.

Globalisation and the Concept of Global Citizenship

Globalisation and the Concept of Global Citizenship â€Å"As globalisation promotes a free-flow of people, ideas and products across national boundaries, individuals will be more identified as global citizens and less prone to xenophobic attitudes.† Discuss. While globalisation promotes a free-flow of people, ideas, and products across national boundaries, it provides opportunities to individuals to become global citizens. However, while this essay will argue that this has made them less prone to xenophobic attitudes, globalisation has also had other impacts which may have only provoked xenophobic attitudes. This essay will examine the impact which globalisation has had on individuals in the workplace, focusing on how Multinational Corporations have increased the need for globally mobile employees, therefore increasing their cultural intelligence along the way. The essay will also explore employees working within global organisations who are not globally mobile, and the impact which globalisation has had on them. The importance of cultural intelligence will also be discussed alongside the growing focus of scholars on cosmopolitan or global citizens, and finally, the essay will examine xenophobia and the impact which globalisation has had upon xenophobic views. Globalisation is the introduction and growth of products, people, information, and money across borders and is an important impact on the shape of national identities and relationships (Ariely, 2011).   Arnett (2002) argues that globalisation is not just a historical process but is also a change in mind-set of citizens around the world and has positively and sometimes negatively redefined national identity and culture. In effect, globalisation defines the world in which we live, and has changed the way in which citizens identify themselves (Ariely, 2011 & Arnett, 2002). However, some researchers have argued that in the process globalisation has undermined national cultures and identity – creating what is moving towards a single identity for all global citizens (Smith, 2007 & Held, McGrew & Perraton, 1999). Effectively, globalisation has been guided by â€Å"economic forces† (Sideri, 1997. Pg.38) with the actions and growth of Multinational Corporations (MNC’s) furthering globalisation (Buckley & Ghauri, 2004). With MNC’s comes the need for the retention and transfer of knowledge between operating units and countries (Elenkov & Manev, 2009). Expatriates (Expats) are used by MNC’s for three main reasons; to fill positions where no suitable candidate exists in the host country, as an opportunity to develop the expatriate’s skills, and most importantly; to transfer important knowledge and corporate culture from home to host countries (Collings et al, 2007). Within MNC’s expats will work with people of many different nationalities, and globalisation is only expediting the mobility required of expatriates, therefore, the number of cultures in which expatriates are working in and becoming accustomed to is increasing (Lee, 2014). Lee (2014) argues that this is exposure to new cultures has increased the number of people which identify as learned bi-culturals, and who feel accustomed to 2 or more cultures after experiencing the identity negotiation process. The knowledge and understanding of different cultures that being bi-cultural brings allows these individuals to adapt quickly and become more adept to different situations (Hong et al, 2000 & Lee, 2014). While individuals will generally undergo an identity negotiation process when entering employment with a new organisation, international experience adds to this further (Lee, 2014). Sanchez et al (2000) explain that during the adjustment process to working within a different culture, an individual may become more attached to their home unit, or alternatively, become more attached to their host unit. This acculturation is essentially a process leading to cultural changes within the individual after interacting with members of different cultures (Lee, 2014), and can be portrayed in a number of strategies by the individual when operating in different cultures. This impacts their identification and adaptation with their home and host country and can lead to positive outcomes – however, two of the outcomes of acculturation can be marginalisation or separation, where an individual does not identify with the host country (Lee, 2014 & Berry, 2005). Another theory of culture acquisition is the identity negotiation process, where when individuals encounter a new culture question their values and beliefs leading to a renegotiation of their own identity through experimentation and reflection (Lee, 2014). While expats seem to have the most experience with operating within different cultures, globalisation has meant that even individuals working within their home country can experience different cultures too (Lee, 2014). Lee (2014) argues that individuals working in organisations undergoing international mergers and acquisitions, as well as those with international subsidiaries can develop an understanding of different cultures. Experience of work within different international contexts may lead individuals to develop a greater understanding of their own as well as different ways of undertaking work (Lee, 2014). It is important to note however, that an individual who is globally mobile may not automatically expose themselves to the culture of the country in which they are working. As mentioned previously, outcomes of acculturation such as marginalisation or separation can mean that the expatriate exhibits low attachment to the society in which they are working. It could therefore be argued that both expatriation and working within a culturally diverse and international organisation could develop an individual’s global identity. Gupta and Govindarajan (2002) explain that a global identity is the awareness of different cultures and the openness to the integration of these cultures to create a competitive advantage. Lee (2018) argues that this competence and adaptability is gained through 3 steps; the understanding of the individuals own culture and cultural lens, acquiring knowledge of other cultures, and improving one’s cultural intelligence. The exposure to different cultures through international assignments and working within a global organisation can assist with the gaining of knowledge of different norms and values (Crowne, 2008). This exposure to different cultures needn’t just be through work either, Crowne (2008) argues that globalisation has allowed for exposure to different cultures through travel, study, and media such as television and film. While some of these methods may have a greater impact, they are all important to the development of an understanding of different cultures. Crowne (2008) argues that any exposure to different cultures is directly associated with an individual’s cultural intelligence, yet some methods of exposure such as expatriation, international education and travel have a greater impact. Cultural intelligence is defined as an individual’s ability to effectively adapt to new cultures and has been found to have a positive impact on integration into multicultural teams (Earley, 2002). Furthermore, employees with higher cultural intelligence are able to adjust more easily to new cultures and show greater performance within multicultural teams and tasks (Templer et al, 2006). Cultural intelligence is born through 4 main dimensions; Cognitive – gaining the knowledge of values and norms of different cultures, Motivational – the commitment to acquiring new knowledge and learn, Behavioural – the ability to adapt to new cultural situations, and Metacognitive – the ability to monitor one’s self, and to adjust based on new experiences (Lee, 2018 & Ang et al, 2007). The importance of cultural intelligence cannot be underestimated, as it assists individuals with seeing past the stereotypes and perhaps xenophobic views of other cultures (Lee, 2018). Furthermore, it stops an individual from casting judgement until all of the facts are known and available (Triandis, 2006 & Elenkov & Manev, 2009). Interestingly, cultural intelligence is directly linked to cross-cultural competence, which reduces the pressure that may be associated with handling difficult decisions in culturally different environments and can increases effectiveness (Elenkov & Manev, 2009). Of course, the cultural intelligence of the majority of individuals will increase through international assignments and working within a global organisation. Elenkov & Manev (2009) further this argument and explain that cultural intelligence is vital for managers within organisations. The GLOBE project found that the leadership styles favoured or expected from country to country vary depending on the cultural variables found in that context (Dorfman et al, 2002), and it can be seen that the cultural intelligence and adaptability of managers and individuals is vital to their performance and effectiveness in different cultures (Elenkov & Manev, 2009). It can therefore be argued that the greater the cultural intelligence of an individual, the more understanding, aware and open they should be to different cultures and therefore less prone to xenophobic attitudes (Lee, 2014). The emerging concept of cosmopolitan global citizens is one still in debate. In its early conception, cosmopolitanism was seen to be an outlook which transcended national boundaries and complemented cultural intelligence (Woodward et al, 2008). The concept has now been developed to incorporate institutional, political, and cultural dimensions (Woodward et al, 2008). From a cultural perspective, most researchers have agreed that cosmopolitanism can be seen as an openness to different cultures as well as the values and beliefs that they may hold. Woodward et al (2008) argue that while an individual does not need to be globally mobile to hold cosmopolitan values, the cultural exposure that expatriates experience may assist them with gaining the attitudes and values associated with cosmopolitanism (Lee, 2014). Furthermore, cosmopolitan citizens are seen to be more engaged with others that identify as cosmopolitan citizens and hold similar worldviews (Lee, 2014). The concept therefore of a cosmopolitan is that of an individual who defines themselves less as part of a single national or cultural identity, and more as a global citizen – who should be less prone to xenophobic attitudes (Lee, 2014). This is supported by Ariely (2017) who showed that identifying as a cosmopolitan reduces xenophobic attitudes, a relationship which is moderated by the level of globalisation in the individuals home country, with those exhibiting higher levels of globalisation demonstrating a stronger negative relation between cosmopolitanism and xenophobic attitudes. The dictionary definition of xenophobia is the fear or hatred of strangers or foreigners, it is usually thought that the term overlaps with racism, however, xenophobic behaviour is based on the idea that an individual is different due to being a member of a different nation or social group (UNESCO, 2018). Ariely (2011) argues that the idea of xenophobia can be based on social identity theory which defines social identity as the differences between social groups with members feeling more strongly associated to the group in which they belong. Xenophobic views are therefore the result of social groups – such as nations and culture, being different from one another (Ariely, 2011). Interestingly, the results of globalisation such as the development of cosmopolitan citizens, bi-culturals and individuals showing a strong cultural intelligence seems to show that globalisation is causing to move towards a more homogenous global citizen identity, instead of heterogeneous national identities (Ariely, 2011). Such â€Å"superordinate† identities could reduce or eliminate differences between national identities, and therefore reduce xenophobic views. It is also important to recognise that some research has shown globalisation to have the opposite effect, heightening nationalistic identities and in turn perhaps causing xenophobic views against those seen with a different social or national identity (Ariely, 2011). Interestingly, Ariely (2011) found that in certain countries, while globalisation may decrease xenophobic attitudes in some people, it can increase them in others. While this study was actually based on xenophobic views against immigrants it paints an interesting picture that globalisation can have many different impacts on different people within the same country, and that context is incredibly important (Ariely, 2011). There are also negative aspects to consider such as the accelerated flows of terrorism, which have only promoted xenophobic attitudes due to the placing of blame on the lack of national borders – which globalisation has had a hand in reducing (Heine & Thakur, 2011). This essay explored the impact which globalisation has had upon individuals around the world. Whether a cosmopolitan citizen, learned or born bi-cultural, or an individual that has developed a strong cultural intelligence, the ability to adapt and understand other cultures seems to reduce the ownership of xenophobic attitudes. The essay found that as individuals gain a greater cultural intelligence, or identify as cosmopolitan or global citizens, they tend to identify less with their national culture/identity and identify more with a global identity. Using social identity theory from Ariely (2011), it can therefore be argued that while xenophobia is usually based on the differences between social, cultural, or national groups – the fact that more people are identifying as global citizens is reducing the differences between these groups around the world, and therefore reducing xenophobic attitudes. References Ang, S., Van Dyne, L., Koh, C., Ng, K., Templer, K., Tay, C. and Chandrasekar, N. (2007). Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance. Management and Organization Review, 3(03), pp.335-371. Ariely, G. (2011). Globalization, immigration and national identity: How the level of globalization affects the relations between nationalism, constructive patriotism and attitudes toward immigrants? Group Processes & Intergroup Relations, 15(4), pp.539-557. Ariely, G. (2016). Global identification, xenophobia and globalisation: A cross-national exploration. International Journal of Psychology, 52, pp.87-96. Arnett, J. (2002). The psychology of globalization. American Psychologist, 57(10), pp.774-783. Berry, J. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), pp.697-712. Buckley, P. and Ghauri, P. (2004). Globalisation, economic geography and the strategy of multinational enterprises. Journal of International Business Studies, 35(2), pp.81-98. Collings, D., Scullion, H. and Morley, M. (2007). Changing patterns of global staffing in the multinational enterprise: Challenges to the conventional expatriate assignment and emerging alternatives. Journal of World Business, 42(2), pp.198-213. Crowne, K. (2008). What leads to cultural intelligence? Business Horizons, 51(5), pp.391-399. Dorfman, P. House, R., Javidan, M., and Hanges, P. (2002). Understanding cultures and implicit leadership theories across the globe: an introduction to project GLOBE. Journal of World Business, 37(1), pp.3-10. Earley, P. (2002). Redefining interactions across cultures and organizations: Moving forward with cultural intelligence. Research in Organizational Behavior, 24, pp.271-299. Elenkov, D. and Manev, I. (2009). Senior expatriate leaderships effects on innovation and the role of cultural intelligence. Journal of World Business, 44(4), pp.357-369. Gupta, A. and Govindarajan, V. (2002). Cultivating a global mindset. Academy of Management Executive, 16(1), pp.116-126. Heine, J. and Thakur, R. (2018). The dark side of globalisation. [online] Available at: https://www.cigionline.org/articles/dark-side-globalisation. Held, D. and McGrew, A. (1999). Global Transformations. Cambridge: Polity. Hong, Y., Morris, M., Chiu, C. and Benet-Martà ­nez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55(7), pp.709-720. Lee, H-J., (2018). Global Leadership and Cultural Intelligence. Lee, H-J., (2014) Global leadership practices: a cross-cultural management perspective, London: Palgrave Macmillan Sanchez, J., Spector, P. and Cooper, C. (2000). Adapting to a boundaryless world: A developmental expatriate model. Academy of Management Perspectives, 14(2), pp.96-106. Sideri, S. (1997). Globalisation and regional integration. The European Journal of Development Research, 9(1), pp.38-82. Smith, A. D. (2007). Nationalism in decline? In M. Young, E. Zuelow & A. Strum (Eds.), Nationalism in a global era (pp. 17–32). New York, NY: Routledge. Templer, K., Tay, C. and Chandrasekar, N. (2006). Motivational Cultural Intelligence, Realistic Job Preview, Realistic Living Conditions Preview, and Cross-Cultural Adjustment. Group & Organization Management, 31(1), pp.154-173. Triandis, H. (2006). Cultural Intelligence in Organizations. Group & Organization Management, 31(1), pp.20-26. UNESCO (2018). Xenophobia | United Nations Educational, Scientific and Cultural Organization. [online] Available at: http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/xenophobia/. Woodward, I., Skrbis, Z. and Bean, C. (2008). Attitudes towards globalization and cosmopolitanism: cultural diversity, personal consumption and the national economy. The British Journal of Sociology, 59(2), pp.207-226. Globalisation and the Concept of Global Citizenship Globalisation and the Concept of Global Citizenship â€Å"As globalisation promotes a free-flow of people, ideas and products across national boundaries, individuals will be more identified as global citizens and less prone to xenophobic attitudes.† Discuss. While globalisation promotes a free-flow of people, ideas, and products across national boundaries, it provides opportunities to individuals to become global citizens. However, while this essay will argue that this has made them less prone to xenophobic attitudes, globalisation has also had other impacts which may have only provoked xenophobic attitudes. This essay will examine the impact which globalisation has had on individuals in the workplace, focusing on how Multinational Corporations have increased the need for globally mobile employees, therefore increasing their cultural intelligence along the way. The essay will also explore employees working within global organisations who are not globally mobile, and the impact which globalisation has had on them. The importance of cultural intelligence will also be discussed alongside the growing focus of scholars on cosmopolitan or global citizens, and finally, the essay will examine xenophobia and the impact which globalisation has had upon xenophobic views. Globalisation is the introduction and growth of products, people, information, and money across borders and is an important impact on the shape of national identities and relationships (Ariely, 2011).   Arnett (2002) argues that globalisation is not just a historical process but is also a change in mind-set of citizens around the world and has positively and sometimes negatively redefined national identity and culture. In effect, globalisation defines the world in which we live, and has changed the way in which citizens identify themselves (Ariely, 2011 & Arnett, 2002). However, some researchers have argued that in the process globalisation has undermined national cultures and identity – creating what is moving towards a single identity for all global citizens (Smith, 2007 & Held, McGrew & Perraton, 1999). Effectively, globalisation has been guided by â€Å"economic forces† (Sideri, 1997. Pg.38) with the actions and growth of Multinational Corporations (MNC’s) furthering globalisation (Buckley & Ghauri, 2004). With MNC’s comes the need for the retention and transfer of knowledge between operating units and countries (Elenkov & Manev, 2009). Expatriates (Expats) are used by MNC’s for three main reasons; to fill positions where no suitable candidate exists in the host country, as an opportunity to develop the expatriate’s skills, and most importantly; to transfer important knowledge and corporate culture from home to host countries (Collings et al, 2007). Within MNC’s expats will work with people of many different nationalities, and globalisation is only expediting the mobility required of expatriates, therefore, the number of cultures in which expatriates are working in and becoming accustomed to is increasing (Lee, 2014). Lee (2014) argues that this is exposure to new cultures has increased the number of people which identify as learned bi-culturals, and who feel accustomed to 2 or more cultures after experiencing the identity negotiation process. The knowledge and understanding of different cultures that being bi-cultural brings allows these individuals to adapt quickly and become more adept to different situations (Hong et al, 2000 & Lee, 2014). While individuals will generally undergo an identity negotiation process when entering employment with a new organisation, international experience adds to this further (Lee, 2014). Sanchez et al (2000) explain that during the adjustment process to working within a different culture, an individual may become more attached to their home unit, or alternatively, become more attached to their host unit. This acculturation is essentially a process leading to cultural changes within the individual after interacting with members of different cultures (Lee, 2014), and can be portrayed in a number of strategies by the individual when operating in different cultures. This impacts their identification and adaptation with their home and host country and can lead to positive outcomes – however, two of the outcomes of acculturation can be marginalisation or separation, where an individual does not identify with the host country (Lee, 2014 & Berry, 2005). Another theory of culture acquisition is the identity negotiation process, where when individuals encounter a new culture question their values and beliefs leading to a renegotiation of their own identity through experimentation and reflection (Lee, 2014). While expats seem to have the most experience with operating within different cultures, globalisation has meant that even individuals working within their home country can experience different cultures too (Lee, 2014). Lee (2014) argues that individuals working in organisations undergoing international mergers and acquisitions, as well as those with international subsidiaries can develop an understanding of different cultures. Experience of work within different international contexts may lead individuals to develop a greater understanding of their own as well as different ways of undertaking work (Lee, 2014). It is important to note however, that an individual who is globally mobile may not automatically expose themselves to the culture of the country in which they are working. As mentioned previously, outcomes of acculturation such as marginalisation or separation can mean that the expatriate exhibits low attachment to the society in which they are working. It could therefore be argued that both expatriation and working within a culturally diverse and international organisation could develop an individual’s global identity. Gupta and Govindarajan (2002) explain that a global identity is the awareness of different cultures and the openness to the integration of these cultures to create a competitive advantage. Lee (2018) argues that this competence and adaptability is gained through 3 steps; the understanding of the individuals own culture and cultural lens, acquiring knowledge of other cultures, and improving one’s cultural intelligence. The exposure to different cultures through international assignments and working within a global organisation can assist with the gaining of knowledge of different norms and values (Crowne, 2008). This exposure to different cultures needn’t just be through work either, Crowne (2008) argues that globalisation has allowed for exposure to different cultures through travel, study, and media such as television and film. While some of these methods may have a greater impact, they are all important to the development of an understanding of different cultures. Crowne (2008) argues that any exposure to different cultures is directly associated with an individual’s cultural intelligence, yet some methods of exposure such as expatriation, international education and travel have a greater impact. Cultural intelligence is defined as an individual’s ability to effectively adapt to new cultures and has been found to have a positive impact on integration into multicultural teams (Earley, 2002). Furthermore, employees with higher cultural intelligence are able to adjust more easily to new cultures and show greater performance within multicultural teams and tasks (Templer et al, 2006). Cultural intelligence is born through 4 main dimensions; Cognitive – gaining the knowledge of values and norms of different cultures, Motivational – the commitment to acquiring new knowledge and learn, Behavioural – the ability to adapt to new cultural situations, and Metacognitive – the ability to monitor one’s self, and to adjust based on new experiences (Lee, 2018 & Ang et al, 2007). The importance of cultural intelligence cannot be underestimated, as it assists individuals with seeing past the stereotypes and perhaps xenophobic views of other cultures (Lee, 2018). Furthermore, it stops an individual from casting judgement until all of the facts are known and available (Triandis, 2006 & Elenkov & Manev, 2009). Interestingly, cultural intelligence is directly linked to cross-cultural competence, which reduces the pressure that may be associated with handling difficult decisions in culturally different environments and can increases effectiveness (Elenkov & Manev, 2009). Of course, the cultural intelligence of the majority of individuals will increase through international assignments and working within a global organisation. Elenkov & Manev (2009) further this argument and explain that cultural intelligence is vital for managers within organisations. The GLOBE project found that the leadership styles favoured or expected from country to country vary depending on the cultural variables found in that context (Dorfman et al, 2002), and it can be seen that the cultural intelligence and adaptability of managers and individuals is vital to their performance and effectiveness in different cultures (Elenkov & Manev, 2009). It can therefore be argued that the greater the cultural intelligence of an individual, the more understanding, aware and open they should be to different cultures and therefore less prone to xenophobic attitudes (Lee, 2014). The emerging concept of cosmopolitan global citizens is one still in debate. In its early conception, cosmopolitanism was seen to be an outlook which transcended national boundaries and complemented cultural intelligence (Woodward et al, 2008). The concept has now been developed to incorporate institutional, political, and cultural dimensions (Woodward et al, 2008). From a cultural perspective, most researchers have agreed that cosmopolitanism can be seen as an openness to different cultures as well as the values and beliefs that they may hold. Woodward et al (2008) argue that while an individual does not need to be globally mobile to hold cosmopolitan values, the cultural exposure that expatriates experience may assist them with gaining the attitudes and values associated with cosmopolitanism (Lee, 2014). Furthermore, cosmopolitan citizens are seen to be more engaged with others that identify as cosmopolitan citizens and hold similar worldviews (Lee, 2014). The concept therefore of a cosmopolitan is that of an individual who defines themselves less as part of a single national or cultural identity, and more as a global citizen – who should be less prone to xenophobic attitudes (Lee, 2014). This is supported by Ariely (2017) who showed that identifying as a cosmopolitan reduces xenophobic attitudes, a relationship which is moderated by the level of globalisation in the individuals home country, with those exhibiting higher levels of globalisation demonstrating a stronger negative relation between cosmopolitanism and xenophobic attitudes. The dictionary definition of xenophobia is the fear or hatred of strangers or foreigners, it is usually thought that the term overlaps with racism, however, xenophobic behaviour is based on the idea that an individual is different due to being a member of a different nation or social group (UNESCO, 2018). Ariely (2011) argues that the idea of xenophobia can be based on social identity theory which defines social identity as the differences between social groups with members feeling more strongly associated to the group in which they belong. Xenophobic views are therefore the result of social groups – such as nations and culture, being different from one another (Ariely, 2011). Interestingly, the results of globalisation such as the development of cosmopolitan citizens, bi-culturals and individuals showing a strong cultural intelligence seems to show that globalisation is causing to move towards a more homogenous global citizen identity, instead of heterogeneous national identities (Ariely, 2011). Such â€Å"superordinate† identities could reduce or eliminate differences between national identities, and therefore reduce xenophobic views. It is also important to recognise that some research has shown globalisation to have the opposite effect, heightening nationalistic identities and in turn perhaps causing xenophobic views against those seen with a different social or national identity (Ariely, 2011). Interestingly, Ariely (2011) found that in certain countries, while globalisation may decrease xenophobic attitudes in some people, it can increase them in others. While this study was actually based on xenophobic views against immigrants it paints an interesting picture that globalisation can have many different impacts on different people within the same country, and that context is incredibly important (Ariely, 2011). There are also negative aspects to consider such as the accelerated flows of terrorism, which have only promoted xenophobic attitudes due to the placing of blame on the lack of national borders – which globalisation has had a hand in reducing (Heine & Thakur, 2011). This essay explored the impact which globalisation has had upon individuals around the world. Whether a cosmopolitan citizen, learned or born bi-cultural, or an individual that has developed a strong cultural intelligence, the ability to adapt and understand other cultures seems to reduce the ownership of xenophobic attitudes. The essay found that as individuals gain a greater cultural intelligence, or identify as cosmopolitan or global citizens, they tend to identify less with their national culture/identity and identify more with a global identity. Using social identity theory from Ariely (2011), it can therefore be argued that while xenophobia is usually based on the differences between social, cultural, or national groups – the fact that more people are identifying as global citizens is reducing the differences between these groups around the world, and therefore reducing xenophobic attitudes. References Ang, S., Van Dyne, L., Koh, C., Ng, K., Templer, K., Tay, C. and Chandrasekar, N. (2007). Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance. Management and Organization Review, 3(03), pp.335-371. Ariely, G. (2011). Globalization, immigration and national identity: How the level of globalization affects the relations between nationalism, constructive patriotism and attitudes toward immigrants? Group Processes & Intergroup Relations, 15(4), pp.539-557. Ariely, G. (2016). Global identification, xenophobia and globalisation: A cross-national exploration. International Journal of Psychology, 52, pp.87-96. Arnett, J. (2002). The psychology of globalization. American Psychologist, 57(10), pp.774-783. Berry, J. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), pp.697-712. Buckley, P. and Ghauri, P. (2004). Globalisation, economic geography and the strategy of multinational enterprises. Journal of International Business Studies, 35(2), pp.81-98. Collings, D., Scullion, H. and Morley, M. (2007). Changing patterns of global staffing in the multinational enterprise: Challenges to the conventional expatriate assignment and emerging alternatives. Journal of World Business, 42(2), pp.198-213. Crowne, K. (2008). What leads to cultural intelligence? Business Horizons, 51(5), pp.391-399. Dorfman, P. House, R., Javidan, M., and Hanges, P. (2002). Understanding cultures and implicit leadership theories across the globe: an introduction to project GLOBE. Journal of World Business, 37(1), pp.3-10. Earley, P. (2002). Redefining interactions across cultures and organizations: Moving forward with cultural intelligence. Research in Organizational Behavior, 24, pp.271-299. Elenkov, D. and Manev, I. (2009). Senior expatriate leaderships effects on innovation and the role of cultural intelligence. Journal of World Business, 44(4), pp.357-369. Gupta, A. and Govindarajan, V. (2002). Cultivating a global mindset. Academy of Management Executive, 16(1), pp.116-126. Heine, J. and Thakur, R. (2018). The dark side of globalisation. [online] Available at: https://www.cigionline.org/articles/dark-side-globalisation. Held, D. and McGrew, A. (1999). Global Transformations. Cambridge: Polity. Hong, Y., Morris, M., Chiu, C. and Benet-Martà ­nez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55(7), pp.709-720. Lee, H-J., (2018). Global Leadership and Cultural Intelligence. Lee, H-J., (2014) Global leadership practices: a cross-cultural management perspective, London: Palgrave Macmillan Sanchez, J., Spector, P. and Cooper, C. (2000). Adapting to a boundaryless world: A developmental expatriate model. Academy of Management Perspectives, 14(2), pp.96-106. Sideri, S. (1997). Globalisation and regional integration. The European Journal of Development Research, 9(1), pp.38-82. Smith, A. D. (2007). Nationalism in decline? In M. Young, E. Zuelow & A. Strum (Eds.), Nationalism in a global era (pp. 17–32). New York, NY: Routledge. Templer, K., Tay, C. and Chandrasekar, N. (2006). Motivational Cultural Intelligence, Realistic Job Preview, Realistic Living Conditions Preview, and Cross-Cultural Adjustment. Group & Organization Management, 31(1), pp.154-173. Triandis, H. (2006). Cultural Intelligence in Organizations. Group & Organization Management, 31(1), pp.20-26. UNESCO (2018). Xenophobia | United Nations Educational, Scientific and Cultural Organization. [online] Available at: http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/xenophobia/. Woodward, I., Skrbis, Z. and Bean, C. (2008). Attitudes towards globalization and cosmopolitanism: cultural diversity, personal consumption and the national economy. The British Journal of Sociology, 59(2), pp.207-226.

Naslunds Novel, Ahabs Wife and Melvilles Moby Dick :: Comparison Compare Contrast Essays

Challenging Writing as a Male Tradition in Naslund's Novel, Ahab's Wife and Melville's Moby Dick In Sena Jeter Naslund's novel Ahab's Wife, there is repetitive reference to "the chaos of the waves (40);" Naslund uses these images of turbulent water in contrast to the precise and patterned nature of stitched quilts. She equates the process of "writing a book" to the "posture of sewing (70)." She asserts "when one stitches, the mind travels...And books, like quilts, are made one word at a time, one stitch at a time (70)." The consequences of making this type of connection within a literary narrative authored by a woman writer are penetrative to the fundamental assumptions about the creation of literature. I put forth, then, the theory that Naslund knowingly mocks the concept that writing, particularly writing to make literature, is primarily a male tradition, the prevailing thought during Una's existence as a fictional character. Naslund derives Una from Moby-Dick, takes a peripheral character in a major novel about a man's "war upon the deep (18)," a novel she knows has been marked a classic and has endured beyond its time period, and compels the shadow-figure of the male's narrative into the prominent voice of a female's narrative. What is produced by the male becomes a reproduction by the female. In effect, tradition is usurped, inversed, and woman dominates the text, a text birthed by Melville, a hugely lauded male author. Therefore, man author exchanges positions with woman, becomes impregnated by a story, tells the story, brings the story into existence. The woman author takes the story and retells it, reclaiming it as her own, brings a new story into existence. She overshadows the object of fiction previously created and through intertextuality connects herself to the expanse of literature. She blatantly utilizes the man's text to her own literary advantages, and discovers an act of erecting a me morial for women through "one word at a time." The "stitching" of "one word at a time" in direct opposition to the journey of man's mind which "travels...with ax and oxen through the wilderness (70)" explicitly undermines Ahab's journey, his "war upon the deep," whether or not Una is aware of the disruptive quality of her stream of consciousness. Una suggests that "writing a book...which men

Taco Bell: Reengineering

| | |[pic] | |Taco Bell- A Reengineering Success Story | |A Reengineering Success Story | | | | | | | Contents 1. About Taco Bell3 2. The Problem Starts3 3. Reengineering to the Rescue3 4. The After Effects6 About Taco Bell The franchise, Taco Bell is an eatery that needs no introduction. Taco Bell Corp. based in Irvine, California is a subsidiary of Yum! Brands, Inc. , and the United States’ leading Mexican style quick-service restaurant. Taco Bell serves tacos, burritos signature Quesadillas, grilled stuft burritos, nachos, and other specialty items such as the Crunchwrap Supreme, in addition to a wide variety of Big Bell Value Menu items. Taco Bell serves more than 2 billion consumers each year in the more than 5,800 restaurants in the US. In 2005, Taco Bell generated sales of $1. 8 billion in company restaurants and $4. 4 billion in franchise restaurants. More than 80% of their restaurants are owned and operated by independent franchisees. There are currently more than 278 restaurants operating in Canada, Guam, Aruba, Dominican Republic, Chile, Costa Rica, Guatemala, Puerto Rico, Ecuador, Asia, Europe and the Philippines. The Problem Starts In 1983, analysis showed that the Taco Bell’s total cumulative growth since 1978 was a shocking negative 16% compared to a positive 6% of the total industry. This prompted the management to pinpoint immediately what was going wrong and where. This led them to identify the following factors: †¢ Lack of business vision for the company †¢ Reliance on obsolete management and operational practices, which focused more upon the processes rather than the customers themselves †¢ Top-down structure with multiple levels of management †¢ Following traditional approaches, which assumed what customers wanted without even asking them All the above factors were resulting in slower and costlier service. Having identified some of the key areas that needed improvement, Taco Bell started reengineering itself out of troubled waters. The more they listened, the more they found out that what customers wanted was very simple- good food, served fast and hot, in a clean environment and at a price they could afford. Reengineering to the Rescue The old system of operations at Taco Bell was based upon traditional operational practices, which were grossly insufficient for the economic and business climate of the 21st Century. This entire set-up was based upon certain assumptions, which include the following: †¢ Assuming that the restaurant knew what the customer wanted without even asking them. This led them to falsely believe that the customer wanted fancier decor, broader menus, outdoor playground etc. , instead of quality food at affordable prices. Investing in large kitchen areas, which in some instances covered over 70% of the total area in the mistaken belief that it would improve customer satisfaction †¢ Operating the restaurant along the lines of a manufacturing company rather than a retail outlet. Doin g away with this concept led to the development of novel ideas like K-Minus and TACO. †¢ Believing that the only segment they could target was the one within the restaurant’s premises. This translated into $78 million, whereas outside the restaurant, the total market came to about $600 billion in the USA alone. †¢ Limiting themselves to the goal of becoming a value leader in the quick-service restaurant industry rather than the value leader for all foods for all occasions. Reengineering the setup at Taco Bell involved several steps, including: †¢ Complete reorganization of human resources †¢ Dramatic redesign of operational systems †¢ Doing away with entire levels of management †¢ Creation of jobs like â€Å"market manager† †¢ Replacing area supervisors with market managers and reducing their numbers †¢ Eliminating district managers and promoting restaurant managers †¢ Reduction in the costs of everything about the business except the cost of the food and its packaging The management process was completely and dramatically reengineered–three layers were eliminated, including the entire â€Å"district manager† supervisory level. Every job in the system was redefined. Restaurant managers were given greater latitude to run their own businesses, and ultimately became â€Å"Restaurant General Managers. † In short, Taco Bell followed only one rule during the entire process of reengineering- â€Å"Enhance those things that bring value to the customer and change or eliminate those that don’t. † With this motto their corporate vision became clearer, â€Å"We want to be number one in the share of stomach[1]. † This was a vision of the company becoming a leader in the restaurant business and not just the Mexican food business was articulated. They also changed their restaurant structure by: †¢ Limiting kitchen area from 70% to 30% †¢ Increasing the customer area from 30% to 70% †¢ Doubling the seating capacity in the area available Additionally, reengineering led Taco Bell to introduce two new methodologies, namely K-Minus and TACO (Total Automation of Company Operations). [pic] Figure 2 Taco Bell’s two new methodologies K-Minus means kitchen less restaurant, based on the nature of the company. All of their food was cooked outside the restaurant in central locations. This stemmed from the concept that food should be retailed instead of manufactured. TACO (Total Automation of Company Operations) provides each restaurant with a Marketing Information System (MIS) and empowered the employees with computer know-how. It eliminated paper-work and allowed more time to be spent on customers. It helped keep track of sales minute by minute. Such programs served as agents of change for more innovative ideas such as new and varied points of distribution (like street corners and concessions stands) etc. This case study brings forth the following conclusions: Reengineering businesses is very much a reality and is not limited to the confines of a textbook. If done properly, it can virtually turn around any business; be it consumer goods (Kodak), restaurants (Taco Bell) or financial institutions (IBM Credit). The customer must be the starting point for all reengineering methods, concepts, ideas and processes. Resistance to change must be anticipated and appropriate steps must be taken to deal with it. Every company that seeks to be reengineered should seek a motto that makes its corporate vision clear, like that of Taco Bell. The After Effects These changes have had a huge impact on the company. Taco Bell went from a failing regional Mexican -American fast food chain with $500 million in sales in 1982, to a $3 billion national company 10 years later, with a goal to expand further to $20 million. While the environment was not a factor in Taco Bell's reengineering, it has benefited through the reengineering process. For example the TACO program (Total Automation of Company Operations) provides sophisticated MIS technology for all employees, saving thousands of hours of paperwork — and thus paper — as well as promoting self-sufficiency and reducing time spent on administration. The K-Minus program, or kitchenless restaurant, established a system where the large majority of food preparation occurs at central commissaries rather than in the restaurant, pushing 15 hours of work a day out of the restaurant, improving quality control and employee morale, reducing employee accidents and injuries, and resulting in substantial savings on utilities. The K-Minus program saves Taco Bell about $7 million a year. ———————– [1] The company introduced a new performance measurement called â€Å"the total share of stomach. † Instead of measuring success as market share of the fast-food market, Taco Bell set the goal of becoming the value leader for all foods for all meal occasioned. That created a broader vision and stimulated the development of new innovations.

Essay About Cause of Stress in Our Society Today

Sometimes in our life, we may run into a good teacher and if lucky, it’ll be two or three. These people end up shaping our lives for the better because of their greatness, and we deeply admire them for that. They may have many faces, a professor in your university or simply they may just be your family, friends and neighbors. But no matter who they are, they must have some certain characteristics that granted their title: â€Å"A Good Teacher†. The first quality that is essential in a good teacher is knowledge.If the teacher does not know the subject, then they should have no business teaching it to others. Some think they can fake it by just studying the text book ahead of time. But with that teaching methodology, the teacher simply becomes an extra filter to the information in the book. Filters do not add information, they can only restrict its flow. In which case the teacher becomes unnecessary. (,) Second, the teacher needs to be skilled in the arts of communication .All the knowledge in the world is useless unless the teacher is able to effectively communicate that information to students. Teachers need to be able to communicate lessons in a way that student can comprehend and apply them. Different people learn in different ways. Some students learn best by seeing, some by hearing, and others by doing. So a skilled teacher will use all these methods of instruction in order to reach the greatest number of students. Finally, and this is true in all fields not just teaching, the teacher must be passionate.If you are passionate about teaching, you will be motivated to improve your students, and through that process improve yourself and your teaching skills. If you do not care, that attitude comes through in your lesson plans, no matter how good a lecturer you are. People, even students, do not care how much you know until they know how much you care. There are many qualities that make up a great teacher, and these are some of the most important on es. If we truly learn from these people that have shaped our lives, then maybe we can become teachers too.

Calcutta essays

Calcutta essays Calcutta, India; a city that no one has probably never have heard before but the truth is that this little town is ful of wonder. Its national name is Bharat and is ruled by A.P.J Abdul Koulam. The prime minister is Atal Biham Vajpayee. It has 1,049,700,118 people living in its little city that is 827 denisty per sq mile and 1, 269,338 sq miles. Its current monetary unit is Rupee. The main language spoken there is Hindi and English. The majior races are Indo- Aryan which consits of 72%, Drauidian which consits of 25% and Mongoloid which consits of 3%. The official religions are Hindu-81.3%, Islam-12%, Christian-2.3%, Sikh-1.9% and other-2.5%. The nations literacy rate is 52% and the growth rate is 1.5%. The birth rate is 23.3% and 406 million citizens make up the labor force with 60% for agriculture, 23% industry, and 17% for other services. Even with all this employment there is still a 4.4% unemployment rate and a percent of 3.5 of inflation exists in Calcutta. The majior agriculture goods produced in my nation are rice, wheat, oilseed, cotton, tea, sugarcane, potatoes, cattle, water, buffalo, sheep, goats, poultry, and fish. The natural resources are coal, iron, manganese, mica, bauxite, titanium, ore, chromite, natural gas, diamonds, petroleum, and limestone. The majior industries of this nation are textiles, chemicals, steel, cement, mining, machinery and pertroleum. 44.5 billion primary exports consits of textile goods, gems, chemicals and leather. 53.8 billion primary imports consits of crude oil, machinery, gems, fertilizer, and chemicals. As we have in the USA, entertainment is a very good sense of pass time for us. In Calcutta 116 million radios are found and they have 153 A.M. radion stations and 91 F.M, and 68 shortwave stations. You will find 63 million televisions and 562 television stations. They have 43 internet providers and there are 5 million internet users. Transportation is an important asset to all count ...

Hobbes vs Rousseau Essay Essays

Hobbes vs Rousseau Essay Essays Hobbes vs Rousseau Essay Paper Hobbes vs Rousseau Essay Paper In the 17th and 18th centuries. the Age of Enlightenment was an of import cultural motion of intellectuals in Europe. Philosophers of the clip interpreted many theories and constructs about adult male and inequality in civilisation and besides thoughts about authorities and the ways in which society could be controlled. Many believed that worlds were of course good. while others believed that worlds were inherently bad. The statement of nature has lasted throughout clip without a unequivocal reply. but with centuries of philosophical statements to help in the apprehension of our ain human nature. Two of import philosophers of this clip period were Thomas Hobbes and Jean Jacques Rousseau. Both philosophers wrote about their thoughts of human nature and the province of nature. besides turn toing equality within the province and the function authorities and civilisation dramas in man’s actions. While Hobbes had a really misanthropic position of adult male. believing adult male to be barbarous and violent working merely towards self-interest. Rousseau had a more positive position ; picturing adult male as basically good and compassionate. believing that merely through society and civilisation does adult male go corrupt. Although both philosophers’ statements are good developed and supported. Rousseau’s apprehension of the natural adult male and the province of nature is stronger than Hobbes’ opposing positions. Rousseau’s positive position of human nature illustrates adult male as life in harmoniousness with nature while Hobbes’ pessimistic position portrays adult male moving merely for opportunism. Rousseau views the world as inherently good. capable of experiencing compassion and commiseration for others about him every bit good as amour propre. The status of this natural adult male is a adult male without any signifiers of civilisation. including apparels and linguistic communication. Man is able to populate separately. peacefully and in harmoniousness when he is in this province of built-in goodness. However. through civilisation adult male becomes â€Å"wicked. † Oppression and laterality develop through the development of civilisation. besides making inequality among work forces. destructing the harmoniousness in which they lived. When adult male is able to fulfill his ain demands. he is able to populate peacefully ( Rousseau 161 ) . Through development of society. adult male is weakened and begins to depend on others to prolong his life. making subjugation and doing adult male to lose his natural goodness. Hobbes disagrees with Rousseau’s positive position of the nature of adult male. believing that work forces are instinctively violent and evil. moving merely out of opportunism or for self-gain. He believes work forces are invariably in competition to go superior in worth or award. making continual green-eyed monster and force among each other. Hobbes believes that work forces are so barbarous and wicked they are unable to last as persons but need a strong. card inal authorization to coerce peace and cooperation among work forces. Hobbes provinces. â€Å"Without the panic of some power to do them to be observed. are contrary to our natural passions. that carry us to fondness. pride. retaliation and the similar. † ( Hobbes 106 ) . Hobbes believes that in order to command man’s natural immorality. they need to fear the jurisprudence. Hobbes admits that inequality is a merchandise of making this commonwealth. but. unlike Rousseau’s thought of inequality in society. Hobbes says work forces are nescient to the inequality. believing that the compacts create equal footings of jurisprudence among work forces. This false sense of equality is able to command the force and competition among work forces. leting them to coexist more peacefully. So while Rousseau credits civilisation to the devastation of peace and goodness. Hobbes does non believe adult male has any built-in goodness and thinks civilisation is the lone manner to avoid war. Although Hobbes and Rousseau agree that in a province of nature work forces are equal. they have opposing positions of what adult male is like in this province. A province of nature is a term used to depict a province missing a signifier of authorities or Torahs. Rousseau believes in the province of nature. adult male lives separately in harmoniousness with nature. Rousseau addresses this natural adult male as a â€Å"savage adult male. † saying that their actions are determined by their demands and these demands are met without the aid of others. In this nature. work forces are peaceable and good. Work force besides have a natural sense of commiseration and compassion in this province ( Rousseau 163 ) . Because adult male lives solitarily. there is no 1 to rule or command and therefore no competition for power. Rousseau believes that this peace is sustained by the ability of the barbarian adult male to experience compassion. which allows them to regulate the peace of their nature. However. this peace is diminished as inequality becomes prevailing through the patterned advance of society. As belongings and household units evolved. adult male began to alter his life style and accomplishments and endowments developed ( Rousseau 164 ) . Families weakened adult male and adult female in head and organic structure. doing them to trust on others to successfully carry through their demands. This was the important portion in development of subjugation and domination. because inequality occurs when adult male becomes dependent on others to last. Rousseau provinces. â€Å"But the minute one adult male needed the aid of another ; every bit shortly as it was found to be utile for one to hold commissariats for two. equality disappeared. belongings appeared. † ( Rousseau 167 ) . The relationship between slave-master or worker-owner develop when work forces requires the aid of another. Inequality creates subjugation and domination. which. harmonizing to Rousseau. destroy man’s built-in goodness. Hobbes’ position of human nature contrasts Rousseau’s dramatically. seeing as Hobbes believed adult male to be of course wicked and merely through authorities systems are work forces able to populate peacefully. Hobbes compares adult male to a machine. invariably in gesture and ever seeking something ( 3 ) . He believes human nature is to move for their ain opportunism. which causes work forces to be in changeless competition for award or worth. making a province of war. Because Hobbes believes that work forces are invariably in a province of war. he believes that work forces are ever seeking to increase their power to be superior to others. He believes that in the province of nature where adult male is non governed by cardinal authorization. work forces are invariably in competition. Jealousy and competition among work forces make it impossible for work forces to populate peacefully in a province of nature. making the demand for a strong. cardinal authorization to regulate over the peace of adult male. Contrary to Rousseau. Hobbes believes that authorities is a manner for people to â€Å"get themselves out of that suffering status of war. † by regulating peace that work forces are incapable of entirely ( Hobbes 106 ) . Hobbes believes that through strong authorities. work forces are forced to coexist peacefully. because compact creates a false sense of equality among work forces. Hobbes believes that work forces are incapable of lasting separately. unlike Rousseau who believes that work forces are better made to populate separately. Their differing positions of built-in behaviour create contrasting constructs of the province of nature. Based on their statements of the nature of world. Rousseau’s account of adult male is more complete and logical than Hobbes’ . In Rousseau’s position of nature. adult male is basically good. able to last on his ain and able to peacefully coexist. This position of adult male could be considered naive by some. but it must be considered that this adult male is besides the â€Å"savage adult male. † a adult male before any signifier of civilisation. Rousseau explains that a adult male is inherently good in a province of nature because he has no desire for power. but does experience commiseration. Rousseau goes into an in depth description of the development of inequality among work forces. depicting subjugation and domination development and the ways in which these factors destroyed man’s intrinsic goodness. Man was unable to populate separately in the new province of society. which destroyed their natural goodness. Bing unable to populate separately. they were forced to trust on others. which created domination and inequality. which leads to competition for power and corruptness. The inequality besides led to the diminishment of commiseration and compassion. which was important to man’s ability to peacefully coexist. Rousseau’s thorough time-line of man’s status created a stronger and more agreeable statement than Hobbes’ pessimistic position of adult male.

Hamlet Study Guide

Hamlet Study Guide The Tragedy of Hamlet, Prince of Denmark is one of William Shakespeare’s best-known works and one of the most widely-read plays in the English language. Estimated to have been written between 1599 and 1602, Hamlet was one of Shakespeare’s most popular plays at the time of its release, and has remained hugely influential since its creation. Fast Facts: Hamlet Full Title: The Tragedy of Hamlet, Prince of DenmarkAuthor: William ShakespeareYear Published: Between 1599 and 1602Genre: TragedyType of Work: PlayOriginal Language: EnglishThemes: Appearance vs. Reality; Revenge and Action vs. Inaction; Death, Guilt, and the AfterlifeMajor Characters: Hamlet, Claudius, Polonius, Ophelia, Laertes, Gertrude, Fortinbras, Horatio, The Ghost, Rosencrantz GuildensternFun Fact: Shakespeare’s son, who died at age 11, was named Hamnet; he may have been an inspiration for the tragic character Hamlet. Plot Summary Hamlet is the story of the events that take place after the king of Denmark is found dead. His son, Hamlet, is visited by the kings ghost, who tells him that Hamlet’s uncle Claudius was the murderer. Hamlet resolves to kill Claudius and avenge his fathers death, but he struggles with the morality of his decision and finds himself unable to act. To fool Claudius into thinking he knows nothing about the murder, Hamlet pretends to be insane; however, Hamlet’s actual mental state becomes less and less certain throughout the play. Meanwhile, when Claudius begins to realize Hamlet knows more than he lets on, he plots to kill him. Hamlet, though, is smart; much of the play depicts his brilliant wordplay and cunning outmaneuvers of the king’s courtiers- until, of course, the play’s tragic ending, which sees most of the royal family killed. Major Characters Hamlet. The protagonist of the story, Hamlet is the prince of Denmark and the son of the murdered king. Possessing a melancholy and depressive disposition, he struggles throughout the play with his inability to act on his desire for revenge. Claudius. The current king of Denmark and the brother of the king, Hamlets late father. Claudius murdered the former king and married his wife Gertrude, stealing Hamlet’s right to succeed his father. Polonius. The father of Ophelia and Laertes and advisor to the king. Obsequious, pedantic, and scheming, Polonius is killed by Hamlet. Ophelia. Hamlet’s love interest and Polonius’s daughter. She aims to please her father and is deeply troubled by Hamlet’s madness, but goes mad herself by the end of the play. Laertes. Polonius’s son. He is a man of action, in direct contrast to Hamlet, and is ready to take his revenge as soon as he discovers Hamlet’s hand in the destruction of his father and sister. Gertrude. The queen of Denmark, Hamlet’s mother, and Claudius’s wife. She was married to the old king, but was unfaithful to him with Claudius. Fortinbras. The prince of Norway, who eventually becomes king of Denmark after Hamlets death. Horatio. Hamlet’s best friend from university, who serves as a foil to Hamlet. The Ghost. Hamlet’s dead father, the former king of Denmark. Rosencrantz and Guildenstern. Hamlet’s childhood friends, whom Hamlet outwits at every turn. Major Themes Appearance vs. Reality. Is the ghost really Hamlet’s dead father? Is Claudius lying? Hamlet must continually grapple with his inability to trust his own interpretation of events, which keeps him in a state of inaction. Death, Guilt, and the Afterlife. Hamlet frequently wonders about the mystery of death. Tied to these thoughts is always the question of guilt, and whether or not his soul- or the soul of another, like Claudius- will wind up in heaven or hell. Revenge and Action vs. Inaction. Although the play is about revenge, Hamlet continually delays the act. Connected to this theme is the question of the afterlife, doubts about which seem to stay Hamlet’s hand. Literary Style Hamlet has had remarkable literary significance from its first performance, which is estimated to have taken place between 1599 and 1602, influencing writers as varied as John Milton, Johann Wilhelm von Goethe, George Eliot, and David Foster Wallace.  It is a tragedy, a genre with roots in classical Greek theatre; however, Shakespeare ignores Aristotle’s injunction for a play to focus primarily on action, not character. Instead, the play follows the twists and turns of Hamlet’s moral struggle much more through soliloquies than plot. The play was written during the reign of Elizabeth I. There are numerous early versions of the play still in existence; each, however, has different lines, so it is the job of the editor to decide which version to publish, and accounts for the many explanatory notes in editions of Shakespeare. About the Author William Shakespeare is arguably the highest-regarded writer in the English language. Although his exact date of birth is unknown, he was baptized in Stratford-Upon-Avon in 1564 and married Anne Hathaway at age 18. Sometime between the ages of 20 and 30, Shakespeare moved to London to start his career in theatre. He worked as an actor and a writer, as well as a part-time owner of the theatre troupe the Lord Chamberlain’s Men, later known as the King’s Men. Since little information about commoners was retained at the time, not much is known about Shakespeare, leading to ongoing questions about his life, his inspiration, and the authorship of his plays.

My Future Leisure and Sustainability of Northern California Ocean and Term Paper

My Future Leisure and Sustainability of Northern California Ocean and River - Term Paper Example Passive leisure does not involve the use of extreme energy while active leisure needs a person to utilize full mental and physical energy. Examples of passive leisure can be going to the cinema and watching television. Examples of active leisure can be swimming, fishing and dancing (Joffre, 1960). The North California Ocean and rivers provide a good environment for leisure activities such as swimming and fishing. The leisure activities are important for several reasons that will be discussed in the paper for people of north California. From my own experience, there is a surety of leisure engagement to reduce among the people of North California in the future. This is so because life is expensive. The cost of spending on very important things like food, clothes and leisure is very high. Most of the people concentrate on making money to meet there basic needs only. For students who are working and living alone, it is worse. There is no time for leisure because one requires having two jobs to meet there daily needs and wants. As an individual's rate in leisure engagement reduces, the more stressed they become. Leisure gives people a sense of freedom. Neulinger 1974 came up with two psychological functions of leisure. The main one was perceived freedom where he asserts that leisure depends on freedom from any internal or external constraints. The fact that an individual has the capability to choose what he or she is to do, the time and place gives them intrinsic motivation. Intrinsic motivation is the second psycholog ical concept where there is no payment after one engages in the leisure activity. The moment one engages in an activity and at the end of the day they are being paid for it, then there is extrinsic motivation. At the same time it can lead to intrinsic motivation. The leisure activities are a great motivation for individuals because of self actualization that everyone needs to build there self esteem (Neulinger, 1974). In addition, Mihaly 1996 contributes to the benefits of engaging in leisure by using the theory of flow. The flow theory states that an individual has full involvement in and activity they engage in that is, there is full mental focus to the activity and the individuals feel energized by the focus. The flow contains a lot of variables: setting clear goals, high rates of focus and concentration, loosing self-consciousness, lose sense of time, feedback should be direct and immediate, level and challenge ability should be balanced, feeling of personal control over an activity, intrinsic reward of the activity and complete immersion in the activity. He went on to suggest the activities one can engage in to ensure that there is extrinsic benefit but other theorists have come up with those that lead to intrinsic benefits or motivation. The activities that lead to extrinsic motivation can be music, design, education and different sports. Intrinsic motivation involves the feeling of improvem ent, spirituality, self help and performance (Mihaly, 1996). The second reason for the diminishing rates of leisure engagement can be due to the pollution of the ocean and rivers especially the Sacramento River. Fishing and swimming are the major recreational activities that the people of North California engage in. this is due to the abundance of the rivers and the ocean. The ocean and the rivers are dirty. For fear of contracting infections due to the dirty water, people rarely

How Managers Measure Organizational Effectiveness Research Paper

How Managers Measure Organizational Effectiveness - Research Paper Example own to cover the facets of organizational performance combined with the internal performance outcomes, which are directly influenced by the results of the effort (Zhou, Hong & Liu, 2013). The determination of the organizational effectiveness is thus an essential role of every organization in the 21st century that is driven by the desire to succeed and achieve the internal goals of the business. At the time an organization is formed, the managers must secure a continuing supply of resources from the organization’s environment. This will enable the business to operate continuously and achieve long and short-term goals. In this paper, a discussion of the important approaches that managers use to determine the initial mix of resources to adopt during the creation of the business will be discussed. The measure of organizational effectiveness is an essential process for any startup organization that desire to grow and enter new markets. As a result, either a number of tools have been developed for the measurement of effectiveness theoretically or empirically which make up part of the entire process of effectiveness determination. The judgment of performance in an organization is influenced by the group willing to determine the effectiveness, performance and the ability of the organization to achieve its objectives. Three approaches have been developed for the determination of effectiveness of an organization and can be utilized in the measure of new businesses whose operation parameters are still limited (Guest & Conway, 2011). In measuring the organizational effectiveness through the determination of the external resource approach, the ability of a business to secure, manage and control the valuable resources and skills from the external environment is measured. In resource based view, the firm’s ability to effectively utilize the available resources is measured to determine the likelihood of profitable performance in the future. In this approach, two assumptions

Library Information Studies-Management of Information Agencies Assignment

Library Information Studies-Management of Information Agencies (Subject name)-Case study organisational culture - Assignment Example Currently, the organization faces challenges in technological and service delivery. There are hitches in communication with users. Furthermore, a majority of employees are about to retire. Additionally, poor management seems to be a concern from the previous management. There are several elements that denote the culture present in an organization. According to Daft (2007), beliefs, values, assumptions, language, rituals, physical structures and stories are the elements of organizational culture. These elements speak volumes about what an organization deems relevant as it runs its daily activities (Stueart, & Moran, 2007). Beliefs and values indicate what an organization guides its activities along. Furthermore, assumptions indicate what an organization takes to be critical in relation to its existence. Language, rituals, stories and physical structures refer to the artifacts of organizational culture. This means that there are routines and activities that denote an organization. Artifacts highlight the ability to attain the goals and objectives of an organization (Stueart, & Moran, 2007). In the context of the public library, in question, there are several elements that are clear. The elements are clear in the team and employee aspects of the organization. Additionally, the library seems to have been relying on an aging workforce. This is an element of organization culture that indicates the beliefs and values in relation to the workforce. However, the element of language comes out properly in relation to communication. The public library faces issues with meeting and communicating with user groups. The dwindling levels of communication indicate an issue with the culture of the organization at the moment. Additionally, the public library has issues relating with its physical structures. Physical structures denote the general outlook of an organization and the impact on performance. In this scenario, the library has many

Country Boys Movie Review Example | Topics and Well Written Essays - 750 words

Country Boys - Movie Review Example Cody and Chris also studies in the same school called David School. The film progresses as the two teenage boys enter the same school, David school, which is an alternative school for troubled teens. Here, the two boys adapts differently to their new environment. Cody finds a new sense of purpose by living with a supportive grandmother, having a good relationship with his girlfriend and girlfriend's family, joining a metal band and committing himself to God. All these aspects have made him forget his tragic past and find a renewed purpose in life. Chris on the other hand did not have a solid support system as Cody's. He had to battle with an alcoholic father who doesn't support his passion to go to school and he also had to work to alleviate their poverty. In the end of the film, Cody was able to graduate valedictorian in their senior class giving him a bright future ahead while Chris was not able to graduate and ended up working in a low paying job without knowing what the future will bring him. This film is about the attachment of an individual to his society and his need to belong in order to live happily. Emile Durkheim talks about mechanical social solidarity of the community where people have a set of norms and rituals which makes them solid. They are moved by their collective conscience leaving the individual not to think about his own desires but the needs of his community. Organic solidarity on the other hand is a by-product of the division of labor. A society becomes complex due to the increase of the dynamic density. When a society becomes complex, the individuals play more specialized roles. Because of this, they start to have different experiences which affect their norms and values which weakens their sense of community. Cody and Chris lived in a mechanically solid society which had its own norms and set of rules and as teenagers; they had to abide by to the collective conscience of their society. In such a homogenized community, there is not much room for individualism nor autonomy; a person identifies himself with everyone else. Despite Cody and Chris' dysfunctional background, they are able to internalize and adhere to the rules through socialization and education which is according to Durkheim a social fact. They become morally obliged to obey social rules. In the course of the film, Cody's life becomes very different from Chris'. Cody establishes more attachment to society because of his healthy relationships with his grandma and girl friend. Also by attending church, he does not only strengthens his fate but also reinforces his ties with the community. Religion, according to Durkheim is really a social creation. By worshipping God, the people actually worships the collective over them that transcend over individual existence which makes it sacred. Cody's outlook in life has become positive as he feels his belongingness in the society. On the other hand, Chris becomes detached to the community. Because of having egoists who only thinks about themselves, they pass on to their child their negative outlook and the lack of need to bond with the community. Chris has no moral guidance from his parents and thus his social values loosen and he becomes undisciplined which leads to anomie. According to Durkehim, if an individual lacks any sense of social restraint, he will seek to satisfy his own appetite and will not consider the possible

Analysis the external business environment Essay

Analysis the external business environment - Essay Example One of the bases that the airline is considering in Asia to avoid the high costs and the geographic isolation that Australia faces is China (The China Post, 2011). Before making the move, it would be necessary to evaluate the external environmental factors that could affect the organization’s decision. Markets, competition and airline regulation in China would be equally important to be considered. 2. External factors affecting the organization External factors are those that are external to the organization and over which the organization has no control but still is influenced by it. In this analysis only two such factors would be considered – the macroeconomic environment and the markets, competition, and regulation in the airline industry in China. A country’s institutional environment affects the boundary choice for an organization because this reflects the extent to which a firm can participate in the business environment. According to Brouthers and Hennart (2007) five types of risks influence the decision - product, government policy, macroeconomic, materials, and competition. 2.1 The macroeconomic environment Macroeconomics deals with the economy as a whole and the factors that it encompasses include the economic output, unemployment, inflation, savings and investments (Investopedia, 2011). These are the key indicators of economic performance and are closely monitored by the governments, business and consumers. 2.1.1 Economic output The People’s Republic of China (PRC) is one of the fastest growing economies in the world. According to a government report its annual output should be US$ 3,000 per person by 2010 which is 3 – ? times of the level that it was ten years ago (China Digital Times, 2008). By 2010 China has surpassed Japan on the list of world’s largest economies and stood at the second position behind only the United States (Politics Daily, 2010). The PRC has low vulnerability to external shocks and this has helped it to maintain macroeconomic stability. The PRC has a large internal market, large foreign exchange reserves, low dependence on high technology and has high consumer and investor confidence (ADB, 2005). Macroeconomic stability is essential to attract private investment and create pro-poor markets. Economic growth in China has been consistent under different leaderships. Inflation and unemployment are low when the Communist Party is in power (Feng, 2010). The Party embraces economic performance as its top priority. According to International Monetary Fund (IMF) Beijing will take just five years to become the world’s largest economy (China Economic Net, 2011). The PRC attracts the highest FDI in the region and has been the second largest recipient of the FDI in the world (ADB, 2005). However, there are concerns that the government controlled market system in China prohibits the development of the Chinese economy (Sheng, 2011). Because of its liberalization reforms a nd investment in infrastructure China has been able to attract considerable FDI. China is now implementing a socialist market economy where the government carries out marketization management of the economy. 2.1.2 Unemployment The International Labor Organization (ILO) defines unemployed workers as those who are currently not working but are willing to work (IndexMundi, 2011). The unemployment rate stands at 4.1 percent in China which is a matter of concern. However, this data is only for the urban areas and if the migrants are included the figure could go up to 9 percent. Besides substantial unemployment and under employment exists in the rural areas as well. Moreover, higher

Evaluate the current uses of 3D printing. Discuss the potential future Essay

Evaluate the current uses of 3D printing. Discuss the potential future of 3D printing based on current issues identified in the literature - Essay Example 3D technologies include building images layer by layer using powder and raw materials such as resins, plastics and super alloys rather than multi-coloured ink as in conventional printers (Berman 2012, p. 155). 3D printing presents many future possibilities, albeit some clearly not for the foreseeable future, including the manufacturing of final objects closer to consumers or even by the consumers themselves, with significant implications for both the society and economy. On the other hand, there are also issues ranging from social to practical, legal and economic aspects. This paper will evaluate the current uses of 3D printing and discuss its potential future based on the issues associated with them. 3D printing has evolved since the first functional 3D printer was created in 1984. The 3D printing or additive manufacturing process is a form of rapid-prototyping that fabricates three-dimensional objects using the technology of ink-jet printing. The process joins materials from three-dimensional model data to make or ‘print’ objects, usually placing layer upon layer unlike subtractive manufacturing that include cutting and moulding raw materials into objects (Stahl 2013, p. 3). Further, it mainly uses systems of 3D scanning and computer-aided design (CAD) models for production. Objects printed using the 3D technology are fabricated after successive layers of materials are solidified, fused or deposited on top of each other, whereby each layer corresponds to the objects’ cross-sectional shapes. FDM (fused deposition modeling) and SLS (selective laser sintering) are currently the most common 3D printing technologies. Technological developments have made the conce pt more accessible and affordable, widening the range of current and potential users beyond the previous rapid prototyping systems that fundamentally targeted engineering and industrial applications. According to Stephens, Orch & Ramos (2013, p. 334), 3D printing may better be understood by viewing what

Analysis the external business environment Essay

Analysis the external business environment - Essay Example One of the bases that the airline is considering in Asia to avoid the high costs and the geographic isolation that Australia faces is China (The China Post, 2011). Before making the move, it would be necessary to evaluate the external environmental factors that could affect the organization’s decision. Markets, competition and airline regulation in China would be equally important to be considered. 2. External factors affecting the organization External factors are those that are external to the organization and over which the organization has no control but still is influenced by it. In this analysis only two such factors would be considered – the macroeconomic environment and the markets, competition, and regulation in the airline industry in China. A country’s institutional environment affects the boundary choice for an organization because this reflects the extent to which a firm can participate in the business environment. According to Brouthers and Hennart (2007) five types of risks influence the decision - product, government policy, macroeconomic, materials, and competition. 2.1 The macroeconomic environment Macroeconomics deals with the economy as a whole and the factors that it encompasses include the economic output, unemployment, inflation, savings and investments (Investopedia, 2011). These are the key indicators of economic performance and are closely monitored by the governments, business and consumers. 2.1.1 Economic output The People’s Republic of China (PRC) is one of the fastest growing economies in the world. According to a government report its annual output should be US$ 3,000 per person by 2010 which is 3 – ? times of the level that it was ten years ago (China Digital Times, 2008). By 2010 China has surpassed Japan on the list of world’s largest economies and stood at the second position behind only the United States (Politics Daily, 2010). The PRC has low vulnerability to external shocks and this has helped it to maintain macroeconomic stability. The PRC has a large internal market, large foreign exchange reserves, low dependence on high technology and has high consumer and investor confidence (ADB, 2005). Macroeconomic stability is essential to attract private investment and create pro-poor markets. Economic growth in China has been consistent under different leaderships. Inflation and unemployment are low when the Communist Party is in power (Feng, 2010). The Party embraces economic performance as its top priority. According to International Monetary Fund (IMF) Beijing will take just five years to become the world’s largest economy (China Economic Net, 2011). The PRC attracts the highest FDI in the region and has been the second largest recipient of the FDI in the world (ADB, 2005). However, there are concerns that the government controlled market system in China prohibits the development of the Chinese economy (Sheng, 2011). Because of its liberalization reforms a nd investment in infrastructure China has been able to attract considerable FDI. China is now implementing a socialist market economy where the government carries out marketization management of the economy. 2.1.2 Unemployment The International Labor Organization (ILO) defines unemployed workers as those who are currently not working but are willing to work (IndexMundi, 2011). The unemployment rate stands at 4.1 percent in China which is a matter of concern. However, this data is only for the urban areas and if the migrants are included the figure could go up to 9 percent. Besides substantial unemployment and under employment exists in the rural areas as well. Moreover, higher

Speech on Friendship Essay Example for Free

Speech on Friendship Essay If you think about it, though, we should embrace going back to school. When the day comes that there’s no school to go back to, we’ll miss it more than we think. There is no other time in our lives where we’ll experience anything like what we’re experiencing now. Never again will your biggest worries in life be about that science homework you didn’t finish, or why â€Å"Amirul† is ignoring you, or the horrible possibility of getting a pimple every Monday . Never again will you be a part of a community where an age difference of a year matters so much, and the moving up a grade, from junior to senior, seems so significant. I have some advice . Whether you stepped in , in this school this morning as an incoming freshman , or as a five years student or as a returning to school after 2 weeks of absence , remember this starting today , i always remember the words in a cartoon movie Chicken little , that is â€Å"every day is new day ! †, everyone has those first day butterflies. Who isn’t worried about grades, teachers, drama, or even getting to school on time? The best way to start a new school day right is to be prepared. Here are some tips to help you to make today and everyday as your best one yet . Wake up early, set your goals , meet new people , get involved , get organized and the most important is to have a positive attitude . Dear friends , Our secondary school years are the defining times in our lives that shape who we are, where we are going, and what we are going to do. Aside from this, they allow us to build strong friendships with people. We get to see which people are going to be there for the rest of our lives and those who will just disappear over the years. A friend is someone who is there for you, through it all. Through the pressure, boys, and drama, they are the one constant thing in your life that never fades away. I have realized at age eighteen that friends are not something you should take lightly, if we have found even just a couple of friends we are blessed. They are the people that we sing our lungs out in the car singing â€Å"Set fire to the rain†, the people we cry to, and the most importantly the people who will always have a shoulder to lean on. It is important to evaluate your relationships with your friends. You can see if they are the people you can go to with anything or if they are just another face in the crowd when you have a serious issue going on. Secondary school is the defining time in our life to find ourselves and break loose from our shells Lastly , Nowhere else but in school is there such a community. For despite the separation between grades, despite the clear distinction that comes with being juniors, and seniors, high schools have such a sense of school unity. While to us the grades we’re in make a difference, in the big picture every student at your school belongs to the same institution, is unified under the same name, is roused up by the same mascot at football games and collaborates to beat other schools in sports and academics. Secondary school is a wonderfully unique experience that many don’t appreciate until it’s too late. So instead of dreading the return to school in holidays at the end of the year, get excited about it. Like all of our parents and teachers like to tell us, you only go to high school once. In conclusion , Sure, there’s been sadness, mistakes, and let downs, but you can’t forget the good times, and you can’t ignore the photographs you took. Secondary school is an experience. I believe we should all make the most of it. May Smk Skudai will be the greatest memory of all .

Reducing HIV Stigma Among Nursing Students

Reducing HIV Stigma Among Nursing Students 1 The journal article being critiqued is a study of HIV stigma and a study’s intervention at reducing that stigma among nursing students. First, stigma is introduced, the type of stigma’s seen with HIV, and then how those are interpreted in nursing practice. The purpose of the study was to reduce HIV stigma in nursing students through a dynamic course given at a nursing school. The article will be reviewed, analyzed, and critiqued in its significance as a research source and implementation value. A study was carried out by the University of California in India, at a nursing school in a city where HIV prevalence was high. This study consisted of a curriculum, and 91 nursing students. The class was focused on educating and reducing different stigma-influencing measures of HIV. The sample received a pre and posttest that served as the main set of data for how the class influenced the student’s HIV stigma. Statistics was used to evaluate student response data in its measures of standard deviation and confidence intervals. These measures helped the study in deciding whether student answers were significant, or how effective their class was on reducing HIV stigma. An HIV stigma is something that can alters one’s view of a person with HIV that is based on some cultural or social belief. The study believes that stigma can devalue or interfere with care for a person with HIV. This commonly effects people who are drug users, sex workers, or of the male homosexual population. It not only affects a nurse’s care, but also the patient’s motivation to seek care. The study states, â€Å"HIV stigma is considered to be among the greatest impediments to effectively combating the global HIV epi- demic.† There is instrumental and symbolic stigma, which includes misconceptions about transmission and attitudes or beliefs towards the previously stated populations commonly believed to have HIV. The method of this study was at a nursing school in India, St John’s College of Nursing. Second year, English speaking students were the sample group. They were given information about what the study was going to test and signed informed consent to participate. The control group was 46 people, and the intervention group was 45 people. The course was focused on the two types of stigmas previously mentioned and offered on session on instrumental stigma, which included knowledge, fears, epidemiology, transmission, prevention and proper use of PPE. The second session was on symbolic stigma and had a speaker come and talk about their experience with HIV and HIV stigmas. The control received no intervention. A questionnaire was given before and after the interventions that assessed student’s symbolic and instrumental stigmas. They were asked questions like their gender and age, prior care for a person with HIV, their attitudes, misconceptions, fears, discrimination, and so fo rth. The topics of the questionnaires tested demographics, experience with persons with HIV, knowledge of HIV, endorsement of coercive measures, worry about HIV infections, blame, and intent to discriminate. This is included true or false, with different right and wrong misconceptions or truths about HIV. They were tested on whether they agreed with certain statements like mandatory testing, right to refuse an HIV patient, to marry, have children, etc. One question asked if the student blamed people with HIV for their disease or thought they deserved it. There were multiple-choice questions about medication administration and blood draws and precautions to take that tested the student’s intent to discriminate. Each section had a few questions that was intended to test the students aptitude in that subject area. All participants were female and between 18 and 29 years old. Results were found to be significant. Post-intervention found many changes from the baseline that showed a reduction in stigma based on previous definitions. There was a lower percentage of misconceptions in the intervention group compared to the control group. Participants who had preexisting discrimination among people with HIV lowered with a question regarding medication administration, but did not lower with regard to drawing blood. There were a slightly lower number of people who worried about transmission of HIV but were not statistically significant when compared to the control group. On average about 95% of students believed the session was helpful and would change their care towards a person with HIV. About 40% of students were embarrassed to reveal their opinions about it. The questionnaire taken before the intervention showed that the students had a fairly high HIV stigma. Compared the post questionnaire, control group, and preceding results, a conclusion that the course â€Å"showed promise† in lowering stigma of people with HIV was perceived. The questionnaire showed that students had high levels of â€Å"intent to discriminate while performing nursing duties.† In the study it says this may be because of lack of experience. Also students said that people with HIV were blamed for their disease if it was through drugs or sex and believed mandatory testing of sex workers and male homosexuals was called for. One of the biggest findings of this questionnaire was that there was seen to be a lack of knowledge among nursing students in transmission of HIV, blame of persons with HIV, discrimination in a professional workplace, and calling of coercive measures. This shows high stigma levels, which were akin to high discrimination levels of peopl e with HIV. After the course however, it was shown to be effective in giving students more knowledge base for HIV stigma across many dynamics. The post questionnaire showed fewer misconceptions, less blame, and decreased discrimination. Not all data deemed to be statistically significant, but the data that was significant still deemed the course in reducing HIV held promise. It might be more effective with a larger sample that also included male nurses, varying ages, and varying schools. It is significant that this study used a â€Å"convenience sample† of people that were readily available and in a high prevalence HIV area. Taking the study to various states, cities, and people of different cultural and moral values would make this study more significant in it’s actual effectiveness in reducing HIV stigma. Future continuation of this study should look at various population content and high numbers of people, mainly. All measures used to define stigmas, assess stigma levels, and test prejudice was based on a previously developed theoretical model of HIV that had been formulated in India. The definitions and guidelines of the curriculum seemed to be well defined and showed a good possibility of being standardized for larger sample size testing. They were also easy to understand and interpret. The questionnaire was a successful evaluation too l for this study (with 29 questions) and was well defined in the article. It might also benefit this study to try different methods of evaluation other than only using a questionnaire survey technique. It may even be interesting to compare the nursing students results with already registered nurses, experienced nurses, doctors, UAP’s, and patients/civilians. This study is very important to nursing care today. HIV stigma is prevalent and something that is seen daily. Marginalized groups such as homosexual populations, female sex workers, and drug users should not be stigmatized from the moment they enter a hospital or become a patient, that is something they do experience as not only a marginalized group, but also the select few with HIV. Nurses are the basis of these patients’ care and need to be able to give care without bias or discrimination. This requires evaluating ones own beliefs of this stigma. A course that helps nurses through this process while also giving them a dynamic educational and experiential background of stigma’s, transmission, and persons with HIV would be extremely helpful to that patients care. Anything that can help nurses become better, give more effective care, and be more sensitive to others cultures, beliefs and illness is helpful to the medical field, and more importantly, helpful to the patient s healing and disease process. Personally, I believe that people with HIV are stigmatized well beyond due cause. Yes they have an incurable disease, and it can be transmitted through blood, which we deal with a lot as a nurse. But we still need to be professional and give proper care. A person with HIV is something that has been very popular to stigmatize, especially in our social and cultural society in the United States. Even I realized I hold some of these beliefs as I read this study. It is important as a professional, and as a nurse, to make sure we hold everyone to the same standard of care and give continuity in our nursing process. If this course was available to me it is definitely something I would be interested in taking. It can only help me to become a more effective and sensitive nurse to a patient with HIV and it is something that could easily be added into hospital orientation. It would be great to make it available to all staff and be more knowledgeable and less discriminatory against those with HI V and the marginalized population we target when we have an HIV stigma. This study is really just the tip of the iceberg on the subject of reducing HIV stigma, but I feel it’s the step in the right direction and could be vital in finding a way to resolve prejudices against HIV. Citation List 1. Shah, S., Srinivasan, K., Perumpil, S., Ekstrand, M. (2014). Reducing HIV Stigma Among Nursing Students: A Brief Intervention. Western Journal of Nursing Research, 36(10), 1323-1337. Retrieved October 19, 2014, from Sagepub.