Motivation And Its Impact On Performance - 860 Words

Motivation and its Impact on Performance Tony Mcalphin, Student Eastern Florida State College A persons’ performance is dependent on their willingness to accomplish a goal. There are different aspects that make up motivation and performance. In this paper, we will learn what defines both motivation and performance, and how they affect each other. What is Motivation? A person’s motivation is what drives them to set a goal and accomplish it. Merriam-Webster(2013) describes motivation as, â€Å"the general desire or willingness of someone to do something†(Merriam-Webster, 2013). Two theories surround motivation and the reason why they are or are not motivated. Natural vs. Rational and Content vs. Process Theory In psychology, there are two†¦show more content†¦Content is the common sense and process is the impact the statement has. Intrinsic and Extrinsic Motivation. Merriam-Webster(2013) dictionary describes Intrinsic Motivation as, â€Å"Motivation to engage in a behavior arises from within the individual because it is intrinsically rewarding†(Merriam-Webster, 2013). Content vs. Process theory describes intrinsic motivation. Merriam-Webster(2013) states that Extrinsic Motivation is motivation that comes from an external source(Webster, 2013). Natural vs. Rational Theory describes extrinsic motivation because a person is looking for an outside reward such as a trophy, or an increased salary. What is Performance? Merriam-Webster(2013) dictionary defines Performance as, â€Å"the execution of an action, or something accomplished†(Merriam-Webster, 2013). Performance can be a physical or mental action taken to change a course and further themselves towards an achievement. Relationship between Motivation and Performance. A persons’ performance is based off of how much a person is motivated to complete the task. Motivation and Performance have a direct correlation with each other; the workplace being a prime example. An employee has to be motivated to rise up the ladder and receive a higher paying job, but if they are not, then they will not perform. Some people believe that the lack of performance is based on the employer having a degrading outlook on their employee. Instead of looking at the positives

Career Transition Free Essays

Career Transition In this paper, I will research career transition and how it has impacted the workforce and management. I will present from three research articles that I feel are important in understanding how career transition affects adults who are transitioning from one career to another. As an HRM, one of the biggest parts of our job will be to recruit new talent. We will write a custom essay sample on Career Transition or any similar topic only for you Order Now Traditional careers are falling to the wayside and emerging is a type of employee who has been around the block once or twice. I am going to focus on first the way careers are changing, then I am going to look at the military and how they prepare their retirees, many of whom are still in their 30’s, for retirement, and finally, I will look at career transition and what role HR plays. Gone are the days of staying with one company until you are eligible for the pension and a gold watch. The average person born in the later years of the baby boom held 10. 8 jobs from age 18 to age 42, according to the Bureau of Labor Statistics of the U. S. Department of Labor (Number of Jobs Held, Labor Market Activity, and Earnings Growth Among the Youngest Baby Boomers: Results From a Longitudinal Survey Summary , 2008). Career transition is no longer looked at as something to avoid putting on your resume. It seems like everyone it doing. So how can a person make the transition smooth and successful? Career transition often requires employing new tools, skills and/or a switch in perception. In her article, Beyond the Career Mystique: â€Å"Time in,† â€Å"Time out,† and â€Å"Second Acts†, Phyllis Moen. states that Americans confront a major mismatch between outdated career and retirement regimes and the exigencies of (1) family responsibilities, and (2) the risks and uncertainties associated with a competitive, global, and information-based economy. Unlike privileged workers in the 1950s, members of America’s 21st-century workforce find it increasingly rare to have either a full-time homemaker or a secure, â€Å"lifetime† job. This mismatch challenges both scholars and policy makers to revisit, research, and rewrite the disparate scripts constituting the rules of the career game. The mid-20th-century bargain of trading a lifetime of paid work for a lifetime of income security-never a reality except for a group of middle-class office workers and unionized production workers in the post war economic boom of the 1950s-is probably gone forever. (Moen) Her points regarding the changing career climate are spot on. Many of he lifetime jobs are ones that have no real advancement potential. A GS (Government Service) job will allow for increases in pay due to step promotion and COLA increases, but in order to advance into a higher GS position a person would have to make significant gains in their education and/or work experience. Both of these might require leaving the current job for a time period. In some cases, the GS jobs have no advancement potential even with additional education, a person would have to quit t heir current job and reapply for a new position. Even more evidence that points to employers changing the career game is an article published by the Bureau of Labor Statistics that states that employ ¬ers are replacing defined-benefit retirement plans with defined-contribution retirement plans, allowing employers to shift more responsibility for retire ¬ment income to the employee. (U. S. Bureau of Labor Statistics, 2010) So what are the consequences of this alteration of the career landscape? The median age of workers are increasing. The prime age group, composed of 25- to 54-year-olds, is projected to increase by 1. million and make up 63. 5 percent of the total labor force in the target year. The youth labor force, composed of 16- to 24-year-olds, is expected to decline from the 2008 level, but will remain over 21 million in 2018. The military is one area that has a great deal of experience with career change. Not only do the military members change jobs frequently, most retire after only 20 years of service. This puts someo ne who may only be 38 in the position finding new employment at a relatively young age. A study examined the concerns of retiring Marine Corps noncommissioned officers (NCOs) as they experience the adult career transition of retirement from military service and transition to the civilian workplace. Analysis of focus group transcripts reveal a range of concerns related to the transition factors cited in Schlossberg’s Transition Theory as the 4 S’s: situation, self, support, strategy. The study provided insight on the issues and challenges Marine Corps noncommissioned officers (NCOs), and all Military Personnel face upon retirement based on the following articulated themes: cultural, community, social and psychological concerns. The paper suggested that programming be offered to facilitate transition and should also address psychological and social concerns which may improve the quality and outcomes of transition to a new role in civilian life. (Johnston, Fletcher, Ginn, Stein) Many of these jobs are in the skilled labor fields which are light on EAP’s to assist once the transition has occurred. Next to the military, education is another area that see its fair share of transition. A quick Google search on career transition will bring up a plethora of sites offering advice on starting a second career in teaching. The main areas that see an influx are secondary high school education teachers and entry-level college instructors. Why are these areas so appealing? One paper seeks to reviews the current theory in areas relevant to industry-to-academia career transitions, and to outline a theory that targets this category of employee directly. They sought to outline the first step toward a limited theory explaining the special needs and motivations of industry-to-academia career transitions. Throughout this paper, the hybrid academic institution, consisting of a traditional core and a nontraditional periphery, received special emphasis. While the research did not conclusively define the reasons behind the transition, consider the following concepts: (1) proteanism, or the protean approach to career transitions; (2) transition types; and (3) human values. (Bandow, Minsky, Steven) All of which are indicative not only in instances of industry-to-academia career transitions, but in most all other areas as well. Even for the most experienced and well-educated person, transition does require some finesse. Here are a few tips that can help make the change less traumatic. It is important to take a serious look at the many possibilities and outcomes before you jump into a new career or field. Consider these 10 tips as you make a transition from your present career to your next: 1. Have a clear plan. The smartest move that you can make is to carefully map out an effective career-change strategy. This should include a detailed action plan that takes into consideration finances, research, education, and training. Keep in mind that a successful career change can take several months or longer to accomplish, so patience is key. . Wait for the right time. The best time to consider a new career is when you are safely ensconced in your existing position. It is understood that a steady paycheck can relieve a lot of pressure. There are many ways to take steps toward your new career path; you can volunteer or offer yourself as a freelancer or consultant. This can help you to â€Å"test the waters† in your desired new field. 3. Be sure of your reasons. Just because you’re unhappy in your current job isn’t a strong enough reason to make a total career break. Carefully analyze whether it is your actual career you dislike or whether your employer, supervisor, or office situation is the problem. 4. Do your research. Be sure to examine all possibilities before attempting a career jump. Talk to people in your network; read career and job profiles; meet with a career management professional. The more information with which you arm yourself beforehand, the more successful you will be. 5. Decide what is important. This is the best time for thoughtful self-reflection. Ask yourself what it is you really want to do with the rest of your life. Take an honest inventory of your likes and dislikes, and evaluate your skills, values, and personal interests. Many people who are looking to change careers do so to find a balance between their personal and professional lives, to accomplish the right mix of meaning and money. You may want to consider consulting a career coach and/or taking a career assessment test. 6. Examine your qualifications. Do you have the necessary experience and education to be considered a qualified candidate in your desired career field? If not, you need to find a way to bridge the credentials gap. This might mean making your goal more long-term while you go back to school or receive additional training. 7. Learn about the industry. Get a feel for the field that interests you. Read industry journals, attend conferences, and talk to people in the profession about what they do. Learn whether your target industry has growth potential. Trade magazines, organizations, and entrepreneurs have created a slew of Web sites that offer searchable databases where job openings in many specific industries are listed. Start looking at these sites on a regular basis. 8. Develop your network. Begin nurturing professional friendships early and tend them regularly. Professional organizations and job industry trade associations are a good place to start. Many of them hold networking events and job fairs. 9. Update your job search skills. It is especially important to polish up your job-hunting skills and techniques before you get out there and start networking. Make sure you are using your time and resources as effectively as possible. 10. Pay your dues. Do not expect to begin at the same level of seniority in your new career that you held in your old one. It will take time to move up the ranks, but if you find a new career that you absolutely love, it will be worth it. (Ten Tips on Making a Successful Career Change) In conclusion, with the continued changing landscape of today’s business world, career change is here to stay. People are having to work further into what used to be the retirement years and some are deciding to live to work instead of work to live. Whatever the reason the challenges of a career transition can be frustrating and rewarding at the same time. The most important thing is to be true to you and to not be afraid of new horizons. Works Cited Bandow, D. , Minsky, B. D. , Steven, R. (n. d. ). Reinventing The Future: Investigating Career Transitions From Industry To Academia. Cote, M. B. (2004). Service quality and attrition: an examination of a pediatric obesity program. International Journal for Quality in Health Care , 16 (2), 165-173. Johnston, S. , Fletcher, E. , Ginn, G. , Stein, D. (n. d. ). Adult Car eer Transition: Exploring the Concerns of Military Retirees. Moen, P. (n. d. ). Beyond the Career Mystique: â€Å"Time in,† â€Å"Time out,† and â€Å"Second Acts†. Number of Jobs Held, Labor Market Activity, and Earnings Growth Among the Youngest Baby Boomers: Results From a Longitudinal Survey Summary . (2008, June ). Retrieved 07 2010, from U. S. Bureau of Labor Statistics : http://www. bls. gov/news. release/nlsoy. nr0. htm Ten Tips on Making a Successful Career Change. (n. d. ). Retrieved July 2010, from All Business: http://www. allbusiness. com/human-resources/careers-changing-jobs/1618-1. html U. S. Bureau of Labor Statistics. (2010, March). Record unemployment among older workers. Issues In Labor Statistics , pp. 1-3. How to cite Career Transition, Papers

Robert Putnams View on the American Society free essay sample

A discussion on the reasons for the disintegration of the American society. This essay discusses Robert Putnams perception of the American society. The author explains how and why the American society is falling apart and why it is disintegrated. The author provides the reasons for Putnams conclusion such as the role of television in our society. One of the most important questions for any democratic country is how to increase voter participation in the process, since a country may be said to be a democracy only to the extent that people participate in the process of selecting leaders. By this measure the United States remains only partially successful as a democracy. Although there was higher voter turnout this year than in many elections (about half of registered voters), there remain both a large number of people who never register to vote at all and a large number of those who are registered who never (or rarely) vote. We will write a custom essay sample on Robert Putnams View on the American Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Zero Inflation Essays - Inflation, Monetary Policy,

Zero Inflation Introduction Hyper inflation has plagued most of the world's developing countries over the past decades. Countries in the industrialised world, too, have at times duelled with dangerously high inflation rates in the post WWII era. With varying degrees of success, all have employed great efforts to bring their inflation rates within acceptable limits. Generally, a moderate rate of inflation has been the ultimate goal. More recently, however, a few countries have pursued policies that strive to eradicate inflation altogether through complete price stability. This has proven to be a contentious enterprise, which clearly indicates that there is still no universally accepted solution to the inflation problem. Indeed, there is not even an agreed consensus regarding the source of inflation itself. The monetarist perception that the root of inflation is solely the excessive creation of money remains. So too does the belief that inflation originates in the labour market. And amongst a variety of others, t he opinion that inflation ?serves the critical social purpose of resolving incompatible demands by different groups? is also strong. This last, and more widely accepted, case shows that the problem is hardly a technical one; but rather a political one. It highlights the now unquestionable fact that politics and inflation are inextricably linked. And as with all inherently political issues, consensus is difficult, if not impossible, to achieve. But, political characteristics do provide flexibility. In some countries, high rates of inflation have clearly been compatible with rapid economic growth and fast rising standards of living. In such cases, it is quite reasonable to suggest that higher rates of inflation are acceptable--perhaps even necessary. In this setting, it is by no means clear that pursing a policy to stop moderate inflation is either required, or in the best interests of the mass of the population at all. While inflation guarantees that some will gain at the expense of others, the redistributions of income and wealth which do take place can, on normal value grounds, be quite desirable. In other circumstances, it may be quite desirable to place strict controls on inflation, or strive to keep it at ?zero' level. Policies aimed at virtual price stability have been in use by central banks in Europe, New Zealand, and Canada over the past few years. Such policies have been particularly focused in Canada. As noted by Pierre Fortin, ?the only objective the Bank of Canada has pursued since 1989 has been to establish and maintain the inflation rate at ?zero level', which it sees as a CPI inflation rate that is clearly below two percent? (italic added). To the surprise of many, it has been incredibly successful, achieving its objective several years before schedule. Although separated by only a few percentage points, Canada's policy is a sharp contrast to the moderate and balanced approach used in the U.S. ?Since 1989 the Federal Reserve has been satisfied with achieving an inflation rate of around 3 percent. In setting the interest rate, it has continued to pay explicit attention to real economic growth and employment, with the result that the U.S. unemployment rate is currently in the 5 to 6 percent range.? Based on this statistic alone, it can be argued that the more moderate U.S. approach has enjoyed greater success than the deflation oriented policy pursued by the Bank of Canada: Canada continues to be burdened with a higher rate of unemployment. Yet, it continues to believe that the unemployment costs of low inflation are ?transitory and small' . The directors of most European Central Banks also continue to support this dogma. Clearly, the credibility of the ?classical idea that the Phillips trade off between inflation and unemployment dis appears in the long run? is still very high throughout the world. But, in Canada, as in most of Europe, the waiting continues. This is not to suggest that the waiting game has been silent and entirely pleasant. Indeed, the relative lack (or lag!) of success of zero inflation policies and strict price controls has spurred much heated debate. As a case in point, more people are curious why Canada has exclusively focused on inflation cutting and turned a blind eye to the more balanced, and arguably more successful, approach adopted by the U.S.. Is

Definition and Examples of Heuristics in Composition

Definition and Examples of Heuristics in Composition In rhetoric and composition studies, a heuristic is a strategy or set of strategies for exploring topics, constructing arguments, and discovering solutions to problems. Common discovery strategies include freewriting, listing, probing, brainstorming, clustering, and outlining. Other methods of discovery include research, the journalists questions, the interview, and the pentad. In Latin, the equivalent of heuristic is inventio, the first of the five canons of rhetoric. Etymology:Â  From the Greek, to find out. Examples and Observations [T]he heuristic function of discourse is that of discovery, whether of facts, insights, or even of self-awareness. The heuristic function of discourse is essential to the inventive processes, that is the ability to discover the means of expressing our thoughts and sentiments effectively to others.(James A. Herrick, The History and Theory of Rhetoric: An Introduction, 3rd ed. Pearson, 2005)A heuristic is a set of discovery procedures for systematic application or a set of topics for systematic consideration. Unlike the procedures in a set of instructions, the procedures of a heuristic do not need to be followed in any particular order, and there is no guarantee that using it will result in a single definitive explanation. A good heuristic draws on multiple theories rather than just one.(Christopher Eisenhart and Barbara Johnstone, Discourse Analysis and Rhetorical Studies. Rhetoric in Detail: Discourse Analyses of Rhetorical Talk and Text, ed. by B. Johnstone and C. Eisenhart. John Be njamins, 2008) Reconsideration of Aristotles notion of heuristic reveals both another dimension of classical invention and an important feature of Aristotles Rhetoric. Heuristic is not only an instrument for inventing techniques to articulate to others but is also a techne enabling the rhetor and audience to cocreate meaning.(Richard Leo Enos and Janice M. Lauer, The Meaning of Heuristic in Aristotles Rhetoric and Its Implications for Contemporary Rhetorical Theory. Landmark Essays on Aristotelian Rhetoric, ed. by Richard Leo Enos and Lois Peters Agnew. Lawrence Erlbaum, 1998) Teaching Heuristics [I]nstruction in heuristic strategies has been controversial. . . . Some have feared that heuristics will turn into rules or formulas, thereby overdetermining or mechanizing the rhetorical process. This danger was realized at times in rhetorical history when the arts of discourse were taught as inflexible steps for carrying out rhetorical acts rather than as arbitrary but effective guides. Another controversy has stemmed from false expectations about the efficacy of teaching heuristics as a panacea for all rhetorical problems. But they do not supply motivation or subject knowledge but rather depend upon them. Nor do they remedy grammatical problems or provide genre knowledge or syntactic fluency. Advocates of heuristics see them as part of a larger repertoire of rhetorical resources and argue that teaching heuristics shares with students insider knowledge of discourse strategies that can empower them in genuine, compelling rhetorical situations.(Janice M. Lauer, Heuristics. Encyclope dia of Rhetoric and Composition: Communication From Ancient Times to the Information Age, ed. by Theresa Enos. Routledge, 1996) Heuristic Procedures and Generative Rhetoric [H]euristic procedures can guide inquiry and stimulate memory and intuition. The imaginative act is not absolutely beyond the writers control; it can be nourished and encouraged.These generalizations about heuristics and the technical theory of art become clearer if we recall Francis Christensens generative rhetoric of the sentence, a technique that uses form to produce ideas. After a close examination of the practice of modern writers who have a knack for good proseHemingway, Steinbeck, Faulkner, and othersChristensen identified four principles operating in the production of what he called cumulative sentences. . . .Heuristic procedures enable the writer to bring principles such as these to bear in composing by translating them into questions or operations to be performed. If we were to invent a procedure based on these principles, it might look something like this: study what is being observed, write a base clause about it, and then try piling up at the end of the clause analogies, details, and qualities that serve to refine the original observation.(Richard E. Young, Concepts of Art and the Teaching of Writing. Landmark Essays on Rhetorical Invention in Writing, ed. by Richard E. Young and Yameng Liu. Hermagoras Press, 1994)

Bruh

Tuba talks about crime on the streets, the war on drugs, the treatment of black people by police and difficulties of life in the ghetto. He sends a message to all Americans that there needs to be a change in this world. He also talks about poverty and how it leads to crime. Tuba says in his song My stomach hurts, so IM looking for a purse to snatch because people are poor they must commit crimes to feed them and their families. Changes is all about these problems African Americans face in the world at this time.Tuba sees no changes from the civil rights movement in the ass. The song changes by Tuba Shaker is one of the rappers In this song, many racial-profiling, poverty and racism affect the everyday life of African- Americans. In the song Changes, Tuba gives an inside look at the daily life of a poor African-American. Tuba seems to be trying to express the idea that changes needs to be made in order to put an end to poverty and racism that African-Americans face every day. Tuba also criticizes the dispersion of African-Americans over the idea to unite and overcome the poverty and racism they face. Objects concerning African-Americans injustices are being conveyed.

Answering questions for case study Essay Example | Topics and Well Written Essays - 1000 words

Answering questions for case study - Essay Example Starbucks capabilities are a combination of innovation, ownership, talented employees, merchandising, image building, and retailing. 2. Today, Starbucks have to leverage its resources and capabilities to achieve growths in the retail sales by expanding consumer base and market opportunities. To start with, Starbucks needs to consider its financial standing which currently does not support rapid expansion. Continuing with joint ventures and relying on their network of distribution and marketing would be a wise decision. But since Starbucks core business model is dependent on retail outlets and property ownership then it would be prudent to extend its brands through expansion in the brick-and-mortar environment. Starbucks has the option to develop its growth through increased presence in new markets or transfer its technology through franchising. I would suggest that Starbucks take on franchising partly and continue with expansion on its own. For example one main store in a country with franchises in smaller urban settings. This would ensure that increased baristas without expensive investment in human resources, property, marketing, and logistics without losing the essence of its organizational culture, standards, values and business strategy. Alternatively, if Starbucks continue to expand with its own investment by planting stores in new and emerging markets, in the long term it would have more investment returns and values, but slowdown on achieving strategic objectives. 3. Given the market conditions of the specialty coffee and mushrooming of coffee houses and bars, I would not respond to McDonalds offer. This is because 1) the McDonalds brand is associated with low-price food solutions whereas Starbucks has established itself as high priced specialty coffee distributor and provider of high quality coffee experience; 2) because McDonalds offer means channeling into the basic coffee market whereas Starbucks needs to concentrate on the

First Ancient Civilizations Essay Example | Topics and Well Written Essays - 500 words

First Ancient Civilizations - Essay Example Religion is of crucial importance to society since it facilitates the guarding of morals in society. The word Mesopotamia in the Greek language means ‘the land between two rivers’, because the civilization began between the Tigris and Euphrates rivers. It was in the Eastern Mediterranean, had the Zagros Mountains to the northeast and the Arabian Peninsula to the southeast, and corresponded to the present-day Iraq, most parts of Iran, Turkey and Syria. It was called Al Jazira by the Arabs and has been termed to as the Fertile Crescent. This civilization is the earliest in world history and, one which lasted for the longest time having begun around 3500 BC and ended in (Chadwick, 2005). It had much influence in western civilizations and most of these civilizations laid their foundations based on its example. Unlike other civilizations, Mesopotamia was a collection of various cultures, which were only bound together by their gods, writing and how they treated women. Mesopotamia is regarded as the cradle of civilization because it was the first to build cities, use the potter’s wheel, to develop writing, to organize armies, use large quantities of bronze and is called the place where history began. The yellow river civilization in china began in 4000 BC in China. Since water is known to play a critical role in the development of a civilization, the yellow river civilization owed its origin and development to the yellow river. The yellow river occupies a place of importance in china and has been known as the mother river of china. Just as the Egyptians credit their existence to the river Nile, the Chinese also attach great importance to the yellow river, referring to it as the cradle of Chinese civilization. The yellow river population was the centre of politics, economy and culture of the Chinese. It was also the center of science and technological advancement. It existed for 2000 years, covering the period

Hiding Edith Book Essay Essay Example for Free

Hiding Edith Book Essay Essay Hiding Edith a True Story by Kathy Kacer Elise Peterson I usually am reading a book that gushes over love or a creepy mystery novel, but this time I thought I would switch it up. I have always been really interested in World War two and the holocaust and thats why I picked up the book Hiding Edith, a true story by Kathy Kacer. I cant even come to image the fear that was planted in these childrens heads and would scar them for the rest of their life. In 1933, the Nazi party, led by Adolf Hitler, came to power in Germany. Hitler was a cruel man who believed that Germans were superior to all over races, but especially Jews. I wont go into a huge detail about the Holocaust because Im sure youve taken the class History! But anyways, the main character, Edith Schwalb was Jewish and was alive when Hitler slowly began to take over. Edith is a young Jewish girl living with her Papa, Mutti, sister (Threse), and brother (Gaston) in the city of Vienna. Ediths family is very close. Her Papa is a known soccer player and Edith and her sister both attend school while Mutti and her brother stay at home. Unfortunately, Vienna was slowly being taken over. One night, Nazi soldiers came to the Schwalb household and took away Papa. The girls soon stopped attending school and ran away to another city. Mutti soon realized that the children were no longer safe snow that Concentration camps were being established. The talk of the town among the Jews was that the town of Moissac had a â€Å"Boarding School† where Jewish families could take their kids for protection from the Nazis. The town of Moissac is actually a town of all Germans. All the Germans know about the secret house and keep it a secret. The house is run by Shatta and Bouli Simon who are very kind. At the house, they are properly fed, taken care of, attend school, and go to church. Shatta and Bouli pretty much become the parents of all of the children living at the house. The reason why the house is so safe is since the whole town is German, the Nazis will contact the Mayor before they come and search for Jews so it gives the children time to hide. So Mutti decides to drop Edith and Gaston off at the house. When they arrive Edith is 7 and Gaston is toddler. Threse and Mutti run off to another town to live in a farm house. Edith and Gaston come to love living in the house. Edith becomes good friends with a girl named Sarah. Over the years together Edith and Sarah practically become sisters. Every now and again Mutti will visit Edith and Gaston. After years of living there, Shatta and Bouli announce that they have to shut down the house. They both agree that the war will soon end since the Americans have joined the war. They send the kids to different secret homes to live. Sarah and Edith are moved to a German Boarding school. This is kind of dangerous since no one there knows they are Jewish. They have to change their names. There at the boarding school, they are treated badly and rarely eat. They both end up getting lice and having to dig food out of the garbage. Again, Edith and Sarah are moved to another place. This time, a real home. They move to the house of the Merleaus who treat Edith and Sarah kindly. She only stays there for a short while because the war ends! Edith is soon reunited with her brother, sister, and mother. They find out that there father was killed in a concentration camp. The family lives together and they all get jobs. Edith realizes that she wants to make a difference. Her and Gaston end up going back to Moissac. They volunteer to be consolers for the orphaned Jewish children. I literally recommend this book to anyone! Its a quick read and it really makes you see through the eyes of a child during World War Two. It makes you realize how lucky we are, here in America and not to take things for granted because they can be taken away any moment.

buffalo soldiers Essay examples -- essays research papers

Buffalo Soldiers   Ã‚  Ã‚  Ã‚  Ã‚   The Buffalo Soldiers Museum has been opened approximately for 4 years now. The purpose of the museum is to explain the history and outstanding contributions the buffalo soldiers have made for the United States of America. The Buffalo Soldiers represented the first black professional solders in a peacetime army. The recruits came from several backgrounds including former slaves and veterans from service in the Civil War. These African Americans have served proudly in every great American war. In 1866, they created six African American army units. The units were identified as the 9th and 10th cavalry and the 38th, 39th, 40th, and 41st infantry regiments. The white officers served with these regiments because the army would not let blacks command any troops. The Buffalo Soldiers were around many thousands of people of every race who helped to build the United. These soldiers were Americans serving their country. The soldiers served there country with pride when their country treated them unfairly for there skin color The Native Americans discovered the nickname for the soldiers. The Soldiers wore thick, furry buffalo hides in the wintertime. They were wrapped up with their dark skin and curly hair they reminded the Indians of buffalos. Also the Native Americans admired the strong and dentiful buffalo. The Buffalo Soldiers accepted their nickname with pride. The Buffalo Soldiers Museum had an exhibits demonstrating how the sold...

Love Can Change the World Essay

Love can change the world. Not the romantic, head-over-heels kind of love, but selfless love. Selfless love is giving of yourself, your time, and your resources for the benefit of others. It is caring about others’ quality of life and helping those in need. Changing the world will not happen by introducing people to a formula or giving them ten steps to make their lives better, but by showing them our love. What makes us human is our capacity to love. Love is that quality that erases prejudice and moves us to forgive, gives us peace of mind in a turbulent world, and keeps us sane. This kind of love starts with having compassion. When we live selfishly we have no concern for anyone else. All we care about is pleasing ourselves, and people around us often get hurt. Eventually we start using people and stepping on their toes because it makes us feel better or it advances us in our career or our popularity. We see no problem with using others because it benefits us and we do not even think about how they might feel. We do not care about those who suffer those who starve to death, or the people who are dying because they cannot go see a doctor. We do not think about others because we are too consumed with our own lives, because we have no love for anyone but us. What are the results of being so self-centered? India is the largest democratic country in the world, yet people suffer from depression, pain, and false relationships. People are confused because they can have anything and everything they ever wanted. They work their whole lives to please themselves, but they cannot figure out why that does not satisfy them. People are still left empty and looking for something else. We rarely stop to consider what we could do to make our world a better place. If we tried, we might Just be blessed beyond imagination, and those who suffer would be taken care of. We have to take our eyes off ourselves o see the needs of others and to allow ourselves to feel compassion for them. We must have love. When we love, we will want to reach out to others, build relationships, and make a difference in the world around us. Love can move mountains. It can shake the foundation on which people live. Love can work miracles in the hearts of those who receive it, and we have the power to give it. Love sees broken souls and heals them. Love hears plaintive cries and answers. Love discerns a need and fulfills it. Love does not see color, race or features; love sees people. Just think what we can accomplish if everyone loved unselfishly? Sometimes, because f our experiences in life, we forget how to love but we should always remember that without love we lose the most important part of us. Without each person’s love, the world is poorer and our hearts become, Just an ice box. The power of love knows no boundaries, no walls. Love does not ask for anything in return. It is at times a self-sacrificing gift but it is given freely. For when we give love and see the difference that one act of love can make, the feeling is priceless, indescribable. And in that one moment, we get a glimpse of the power contained in each of us, the the power of our love working in unison, the power to change the world.

An Industry View of the Organic Baby Food Market Essay

â€Å"The organic niche for baby-food processors and retailers may continue to be a window of opportunity for increasing sales in an otherwise stagnant industry. † There are limited studies done on the organic baby food niche, but it is proven by many studies that its popularity and market share continue to grow at a double digit rate when compared to conventional baby food products. * Organic baby products averaged around 7. 7% total market share in 2010, and expected to be 10. 9% by 2014. * Growth is partially contributed to the expanding sector of consumers buying only organic products. * It is important to note that Individual manufactures and retailers are never again expected to achieve growth rate like that in recent years (since 2000) due to the saturation and leveling of the market. A growing number of baby food consumers are realizing the benefits of organics over conventional counterparts, and are in most cases willing to pay a premium for organic products. However; being organic or not organic has yet to become a major determinate in making baby food purchasing decisions. * The most important factor influencing the decision to purchase organic vs. conventional remains nutrition. Organic or not organic comes in a very distant 4th according to a study done by Bond, Thilmany, and Bond. * The same study concluded that although most people are willing to pay a premium for organic baby food, it is not considered to be a dominate purchasing factor. * On the other hand, when looking specifically at consumers who purchase only organic food, organic baby food is among the most popular items purchased. Illustrations below produced by Agriculture and Agri-Food of Canada show that per capita dollars spent on organic baby food and the compound annual growth rate for organic baby food is second only to organic ice cream. With the increasing number reputable companies starting to produce organic baby food, reliance on â€Å"trendy† advertising, product innovation & development, SEO, a constant effort to educate consumer awareness, and acquiring shelf space everywhere possible is recommended to stay competitive. * Eating at home and eating healthy are important trends that are likely to increase demand for organic foods in general. * The misconception that organic food is only accessible and purchased by wealthier consumers is fading. Organic products are still considered to be a niche market, but organic packaged food has increasingly penetrated mass market grocery retailers such as Wal-Mart and Whole Foods. * On-line sales will continue to increase as people become more connected and comfortable with technology. Especially true for the next generation of mothers who are already experts in convenience and on-line shopping. Continue to focus on developing your e-commerce capabilities. * The organic food retail industry is highly fragmented and comprised of many small local and regional chains. Focusing on expanding into these stores will allow you access to additional locations; therefore increasing brand recognition and influence on consumer decisions. * Develop relations with suppliers. Major competitors manufacturing organic baby food include: * Earth’s Best- Gerber. * Hain Celestial Group – Happy Family * Happy Baby- Kamut International More at http://www. theorganicpages. com Bottom line; with the national influx of local health food stores and the expanding selection available at grocery stores and boutiques, organic baby food should provide for a steady market increase in the years to come. People are increasingly requesting organic products, and like most adopted trends, these parents will pass on their buying habits to their children who will also become devoted patrons. The key to long term success will be to stay on top of your industry. This includes aggressive marketing strategies, developing good business relations with you suppliers and retailers, and actually understanding what your consumers want rather than telling them what they want.   [ 1 ]. Demand for Organic and Conventional Baby Food – Victoria S. LeBeaux, James E. Epperson, Chnng L. Hnang (March 1, 2009) [ 2 ]. Agriculture and Agri-Food of Canada [ 3 ]. Demand for Organic and Conventional Baby Food – Batte et al. (2007) [ 4 ]. Datamonitor, Whole Foods Market, Inc Market Profile.

Immigration Policy of Turkey Essay Sample

Immigration Policy of Turkey Essay Sample Immigration Policy of Turkey Essay Example Immigration Policy of Turkey Essay Example The modern international population shift represents a many-sided phenomenon influencing all parts of social development, whether it is economy, policy, demographic processes, national relations, ideology or religion. Except the economic motives, the process of the international migration is also influenced by the political, ethnic, cultural, family and other factors. The immigrants play an important role in the economy of those countries that they move to (countries-recipients), and the ones they leave (donor countries). Due to the crisis and slow economic recovery, rise in the skepticism and hot debate in the society about the boarders and scales of the immigrants’ inflow to Europe, Turkey has entered a new stage of the immigration and refugees policy. The transition is carried out at the moment, when there is a critical situation on the southern borders of Europe, demanding the most active efforts and undiverted attention. â€Å"The Arab Spring†, military operations in Libya and the Syrian conflict turned millions of people into refugees (Elitok Straubhaar, 2012, p. 20; Elitok, 2013, p. 163). The regulation of the migratory processes in the 21st century gradually became a priority for the Turkish government as an economic and political agenda of modern Turkey. The increasing significance in Turkey is given to the external measurement of the immigration policy, because the Turkish government believes that the efficiency of the regulation of the immigration streams in many respects depends on the Turkish relations with the rest of the world countries (Kilberg, 2014). The state declared the establishment of a comprehensive immigration policy based on the general basic principles of admission of the other countries’ citizens and protection of the Turkish borders. The Country for Immigration After the crash of the Ottoman Empire, the compelled resettlements and compulsory migration were the main forms of the migration of the Turkish population. The modern Turkish state continues accepting and settling a great number of Turkish and Muslim communities, which have stayed in various parts of the Balkan region on the territory of Turkey. When the borders of the Ottoman Empire started being narrowed on the Balkans, a great number of people who identified themselves with the Ottoman Empire migrated to Turkey. The migration law of 1934 regulated the process of migration and settlement. According to this law, those individuals who proved the Turkish origin and culture were authorized to migrate and settle down in Turkey. Despite the fact that actually there is no accurate criterion that would define the Turkish ethnic and cultural origin, the Muslim communities speaking the Turkish language fall under the action of this law (Ià §duygu, Gà ¶ker, Tokuzlu, Elitok, 2013). Since the 1960s, the biggest number of immigrants came from Bulgaria. The state policy of Bulgaria in relation to the ethnic definition of Turks was an important factor which influenced the immigration of the Bulgarian Turks. The mass migration of the Bulgarian Turks during 1989 was unexpected for the Turkish authorities. Eventually, the negotiations with the Bulgarian government and the fall of the regime slowed down this migratory movement. The new political situation in Bulgaria influenced the decision of many Turks and made them return to their home countries. According to the official statistics, about 300 thousand Bulgarian Turks lodged in Turkey while more than 150 thousand returned to Bulgaria during this period. However, after that there was a new stream of the migratory movement: the increasing number of the Bulgarian Turks came to Turkey using tourist visas because of the economic difficulties endured by Bulgaria once again (Elitok, 2013, p. 168). The recent ethnopolitical conflicts and disorders in the region changed the nature and scale of political immigration. The Turkish legislation as well as the organizations and funds were not able to capture the requirements of mass and unexpected flows of migrants from Iran, Iraq, Yugoslavia and Kosovo that happened within several decades. Some of the refugees received the status of temporary immigrants and were placed into the camps for refugees. The others including Bulgarians, Bosnians and Albanians lodged together with the relatives that were the Turkish citizens by ethnic origin. In order to ensure the needs of the refugees in camps, the government took necessary measures for the use of the means and credits of the international organizations. Despite the fact that it succeeded to receive some additional funds, the participation of the international organizations and their financial aid was insufficient (Kilberg, 2014; Ià §duygu et al., 2013). Turkey and Circular Migration The new political climate in the region led to the emergence of not only new flows of refugees, but also other kinds of the territorial movement of the population. The opening of borders of the neighboring states marked a new era of the Turkish international migration. After the artificial restrictions of the international mobility of the population had disappeared or had been significantly narrowed, there were the new streams of the population migration. Along with the preservation of some traditional groups of immigrants â€Å"de facto†, the emergence of new migratory streams is undoubted. It is proved by the fact that tourists, students, businessmen and workers from different countries signified the emergence of new economic, political and cultural relationships in the region. On the other hand, the number of foreign students, the temporary residents with a work permit, businessmen and other groups of foreigners who legally stay in the country increased during the previous decade (Elitok, 2013, p. 170). Transit Migrants in Turkey There are also other forms of entry into Turkey which can be defined as â€Å"transit migration†. Transit migrants are people going to another country with the purpose of the subsequent moving to other states. In recent years, Turkey became the country of transit migration due to the geopolitical situation between the East and West as well as the North and South, and also as a result of the general activation of the migratory movement in the region. The refugees, asylum-seekers and illegal workers form the ill-matched group of migrants who perceive staying in Turkey as a temporary destination. They look for the best living conditions in the West and treat Turkey as a transit point. The political instability in the region and restrictive immigration policy of the western states strengthens this type of migration to Turkey (Elitok Straubhaar, 2012, p. 22). The transit migrants are represented by the young educated male citizens who experience social, political, economic and cultural dissatisfaction. The transit migrants live separately as illegal status makes them vulnerable to the negative events. Besides, when entry to Turkey became simpler, while moving to the West-European countries became more difficult, many transit migrants found themselves trapped in Turkey. Therefore, Turkey, as well as other countries of the buffer zone, takes some actions concerning transit migrants. Having created the restrictions concerning the attraction of foreign labor and strict requirements for obtaining visas, the western countries created an artificial curtain around them for the protection of the collective borders which can be overcome only in an illegal way. Thus, the provision of a buffer zone creates serious difficulties for all countries of the region. For this reason, in Turkey, there are all types of informal and illegal activity, including mediation for an illegal transportation of immigrants that usually leads to the exploitation of refugees and other transit migrants (Grange Flynn, 2014; Ià §duygu et al., 2013). Contemporary Immigration Policy in Turkey Turkey is the country that is favorable for immigrants. The latest â€Å"Law on Foreigners and International Protection† adopted in April 2013 regulates the permission for residence and work of foreigners living on the territory of the Turkish Republic. Moreover, the law determines an order of delivery and cancellation of the work permit, short-term residence permit, residence permit based on marriage, student’s visa, long-term residence permit, residence permit according to the humanitarian reasons and residence permit for human trafficking victims (Kilberg, 2014). According to the above-mentioned law, the foreigners planning to stay in Turkey up to 90 days should apply for a visa by contacting the consulate in advance. Thus, the term of stay in the country according to the visa or within a visa-free regime cannot exceed 90 days during the 180-day period. The foreign citizens planning to stay on the territory of Turkey for more than 90 days or longer than the period of the visa’s validity have to receive residence permit. The foreigners continuously living on the territory of Turkey based on residence permit for not less than 8 years have a right to apply for citizenship. The residence in Turkey accompanied with the use of illegal means of living, work without registration of the work permit, violation of the order of entrance and departure from Turkey are among the reasons for the deportation from the country (Republic of Turkey Ministry of Interior Directorate General of Migration Management, 2014). The people who have experienced domestic violence have a right to live in Turkey. Such foreigners possess the status of people under the international protection. The social payments are given to such individuals according to the immigration policy of the country. The foreigners compelled to leave the country and those who do not have an opportunity to come back or those who have crossed the border of Turkey in search of asylum belong to the category of refugees. The status of temporary protection was issued to almost 2 million of the Syrian refugees, who acquired a right to receive a work permit after the 6-month stay in Turkey. Thus, the discussed law demonstrates the desire of Turkey to create the migration policy, corresponding to the EU norms and standards (Grange Flynn, 2014). For the regulation of the flows of unauthorized migrants and refugees in Turkey, the government of the country applied different types of measures within the frameworks of its immigration policy. Firstly, the country applies the policy of â€Å"prevention of entrance† for those foreigners who try to enter the country without documents. The restriction and penalties have been imposed on the transport companies for the import of passengers without appropriate documents. Secondly, the country has developed a method of transition of migrants to the other countries. The shift of the responsibility for the consideration of petitions for asylum-seekers and provision of protection to such people is an essential part of this method. Thirdly, there are the so-called â€Å"restricting† measures for those who apply for the international protection as refugees, including the refusal in the provision of social aid and discrimination in employment (Elitok Straubhaar, 2012, p.115). Immigration Policy towards the Immigrants from Syria The interaction of Turkey and Syria has a complex nature. There are a lot of factors of the collision of interests of the two states, from the Kurdish issue and mutual territorial claims to the ideological and political contradictions. Turkey seeks to become the world power state, and this purpose defines the nature of the country’s actions, in particular, concerning the events of â€Å"the Arab Spring† and the conflict in Syria. Ankara takes measures based on the need to strengthen the influence abroad. The foreign policy of Turkey is based on the principles of the avoidance of problems with neighbors, which means the combination of two tactics – a dialogue and a rigid pressure. In this context, Turkey was and still is interested in the coming of the moderate Islamic modes of being loyal or friendly to power (Ià §duygu et al., 2013). The activation of the policy of Ankara towards Syria is connected with the need to strengthen the unity round moderate Islamic leaders who remember â€Å"The National Covenant† and struggle for the development of the Turkish democracy. This agreement was accepted in 1919 by the Congresses in Sivas and Erzurum, and then ratified by the last Ottoman Parliament in 1920. This document outlined the border of the future Turkish state and inclusion of the separate areas of modern Iraq, Syria, Cyprus, Bulgaria and other Balkan countries as well as Georgia and Armenia into the structure of Turkey. Accepted in time difficult for Turkey, â€Å"The National Covenant† had no validity period and the justification of intervention into the affairs of neighboring states, in particular, Iraq and Syria, so it is perceived by the Turkish nationalists as a guide for actions (Elitok, 2013). The national calamities during the Arab Spring in March 2011 affected Syria. The policy of their rigid suppression led to a civil war. During 2011, the number of the people migrating from Syria to Turkey was limited to 10 thousand people. By the end of 2012, it increased up to 140 thousand people. The strengthening of the military operations in Syria led to the fact that millions of Syrians started moving to Turkey. The country accepted everybody disregarding the ethnic or religious distinctions (Elitok Straubhaar, 2012). According to Kilberg (2014), the number of the registered Syrian citizens in Turkey makes 1 972 billion, including 259 thousand of the Syrians who live in the camps created in 10 districts of Turkey, namely Hatay, Gaziantep, Kilis, Mardin, Kakhramanmarash, Osmaniye, Adiyaman, Adana and Malatya. In Turkey, the Syrian refugees receive temporary identity cards, which allow them using medical services and obtaining education free of charge. The volume of the funds spent by Turkey for the previous four years for reception and placement of the Syrian refugees has reached $5.6 billion. However, the volume of the general international aid given to refugees composes only $400 million (Kilberg, 2014). Being open for the Syrian refugees, Turkey peruses its own interests. Firstly, the country will receive $3 billion of aid for the support of migrants on its territory. The assigned funds will be spent for the coordination mechanisms, which will provide an integral and justified approach to realizing the needs of refugees and host communities. Secondly, Turkey insists on the liberalization of the visa regime for the Turkish citizens in the Schengen zone of Europe. Thirdly, the state strives for the negotiations about the entrance into the European Union. However, the fulfillment of these requirements is rather problematic, if to take into consideration the critics on the absence of the independent legislative system in Turkey as well as democratic mass media, violations of human rights, relations with the Kurdish minorities and the expected opposition of Greece and Cyprus (Elitok Straubhaar, 2012, p. 229). Summing up the results of the discussion on the immigration policy in Turkey, it is possible to draw a conclusion that the contemporary immigration policy of Turkey is in the process of turning from the category of the state and international problem to a new one. It will become the lever of the state regulation of many processes of the economy, demography, cultural exchange, etc. The Turkish immigration policy is aimed at the creation of the new immigration mechanisms. The operated immigration and effective integration compose the major public regulating mechanisms that help deal with the calls arising from the internal demographic development and globalization. Therefore, the Turkish immigration policy should regulate the future inflow of the population and reconsider the current practice of the conferment of nationality. The economic and social integration of the foreign migrants and refugees will not happen automatically with the conferment of nationality. Thus, Turkey should take necessary measures to foresee the possible consequences of the immigration policy. It should be aimed at accepting the refugees with the minimal losses for the country. Only in this case, most of the Turkish citizens will be able to perceive migration and diversity resulting from it not as a threat, but as a result of social openness and possibility of enrichment.

Monopolistic Competition Term Paper Example | Topics and Well Written Essays - 1250 words

Monopolistic Competition - Term Paper Example The paper also explains the fact that given the transition from a monopolistically competitive firm to a monopoly, what will be the changes with regard to prices and output in both of these market structures. And finally the paper explains given the transition from a monopolistically competitive firm to a monopoly, what will be the changes with regard to prices and output in both of these market structures. Benefits to the stakeholders: The price, output level, and the quality of the monopolistic competitor are resolved through â€Å"maximizing the difference between its revenue and its cost, where cost is measured exclusive of the rent on its product-specialized inputs† (Carson, 2006, p. 433). Such a business organization must have definite inputs that are specific to its definite product—as product differentiation is or else compatible with the perfectly competitive market—and the exclusivity of these inputs permits those producers to gain positive rent, yet in the long-term equilibrium. The addition of rent in the cost provides increment to the â€Å"traditional Chamberlinian solution†, where (â€Å"rent inclusive†) average cost lays tangent to the level of demand and thus downward-sloping. However, if rent is not included, average cost can be constant or even it can be upward-sloping at the equilibrium, and also, monopolistic competition does not necessarily induce ‘excess capacity or to production facilities that are too small’ (Carson, 2006, p. 433). In this context, the company, called ‘Wonks’ will not produce the monopolistically competitive level of output which is largely based on the competitive market conditions. The firm will produce the level of output which is lower than the perfectly competitive amount of output; however, it will produce an output even lower than the monopolistically competitive level of output. Hence, the amount of price charged by the firm for potato chips will be mu ch higher than the two competitive market structures. Hence, the amount of profits will be the highest in case of the production and sale of potato chips. Hence, this would benefits some of the stakeholders associated with the business organizations; however, this outcome will worsen the optimal level of benefit of some other stakeholders. The government of the country would benefit in the sense that the increased level of profit of the business organization will increase the amount of corporate profit tax earned by the business organization. Hence, the government would benefit in terms of the greater revenue earned. However, the government would loose in respect to the fact that some people, who are unable to purchase the product at higher prices, would either reduce their volume of purchase of the product, or stop purchasing the product (Boone and Kurtz, 2011, p. 98). The other business organizations also face loss or profit from the monopolization of the potato chips company. In the situation, where the original company has significant level of reputation as the economic agent of selling most popular potato chips, the market share of the new company would like to be very high. In this situation, the other business organization would suffer in terms of reduced market share which will reduce the amount of pro

Exchange Rates Essay Example | Topics and Well Written Essays - 250 words

Exchange Rates - Essay Example However, the opposite happens in fixed rate regime. Furthermore, in fixed exchange rate the price of one currency is permanent comparative to all other currencies by state authority. However, in flexible or the floating exchange rate system, the value of a currency is permitted to vary in reaction to the forces in the market. Alternatively, under the fixed exchange rates, expansion of money reduces interest rates thus leading to outflows of capital. The eventual loss in coffers lowers the money supply (Jones & Lumby, 2003). On the flip side, under the flexible regime the exchange rate is depreciated by the capital outflow resulting to a stimulated output (Mukherjee, 2007). Finally, under the fixed exchange rate, positive demand increases interest rates and provokes an inflow of capital that balances the loss of the coffers through deficit of trade. In contrast, under the floating rates the inflow of capital appraises the exchange

Global Entrepreneurship Essay Example | Topics and Well Written Essays - 1250 words

Global Entrepreneurship - Essay Example   The scientific management resulted in great evolution of US business and the innovation management and sub division of labor helped the US business to grow at faster pace than the rest of the world. Research and development, mass production, efficiency and increased wages for the labors also provided adequate boost to the American business and the vast growing firms geographically expanded and took over the European markets through their corporate Americanization. At the same time, problems emerge in the system like agency problems, separation of control from the ownership, unrelated diversification, etc. US businesses stay sustainable through innovation and change management however economic meltdown obliges them to downsize. German business system has been able to sustain the non-price sensitive markets through collective bargains and consensus management and their primary focus is on long term strategy of production and export.UK business system is also quite similar to that a nd follows long term strategic planning. In the UK, businesses tend to expand geographically like that of US corporations e.g. Tesco, BT, etc. French business system is driven by functionality and rigid hierarchy and is found more directive than collaborative. The focus is to produce and supply hi tech products to the international markets.    European business systems endeavor to stay sustainable in the economic crisis through strategic management that helps them to cope up the crisis like merging, joint venturing, co-branding, etc.

Is Hofstede's cross cultural work outdated ( international human Essay

Is Hofstede's cross cultural work outdated ( international human resources ) - Essay Example In Hofstede’s view, nations have separate cultures which an international business has to adapt to, in order to successfully conduct its business in a particular nation. Hofstede’s five dimensions of culture are defined in terms of power distance, uncertainty avoidance, masculinity, individualism and long-term orientation. Although Hofstede’s theory of cross cultural dimensions has been subjected to criticisms, his cross cultural dimensions had been of practical applications in the international commerce. However, ever since the advent of globalisation, nations have stopped being watertight compartments with the Hofstede’s cultural dimensions attributable to individual nations in varying degrees having become outdated. It is proposed to place herein evidence based arguments to show that Hofstede’s cultural dimensions for the purpose of international commerce have become irrelevant or outdated in the wake of globalisation. Hofstede attempted to explain that cultures are shaped within nations. But when businesses transcends beyond national boundaries, these cultural dimensions become cultural interconnections. Now globalisation has become the order of the day and irreversible. Cultural attributes are likened to an iceberg in that only very few are visible to the eye. They are language, behaviours, customs, and norms. And traditions, beliefs, priorities, assumptions and values are only perceptible (Parker, 2005 p189). As already well known, Hofstede (1980) arrived at the above said dimensions based on his study of 88,000 employees of IBM from 72 countries. He expanded his study to ten more countries and three regions in his updated version (Hofstede, 2001).At the time of Hofstede’s original work in 1980, the world was not as complicated a place as it is today. In the last three decades, nations have become more permeable and heterogeneous besides undergoing disintegration or dismantlement like Soviet

What makes education an education?

What makes education an education? Assignments. Exams. Projects. Papers. All these are matters of concern to every student undergoing schooling. It is truly inevitable not to endure the hardships brought by these school activities for they are part of education. Without them, education can never be the education most people have in mind. However, one may ask, What makes education an education? For most people, especially parents, education is quite an important aspect in the course of human life such that they regard it as the only thing they can impart to their children as an inheritance. While for others, on the part of the students, education is the stage in their life which would prepare them for future jobs. Likewise, for those students who had a firm grasp of the essence of education consider it as a right to be upheld by the society itself. At the end of the day, there are numerous reasons on why not to take education for granted. However, more than the various connotation of education from different perspectives lay a complex meaning of education. As such, seeing schooling in the broader sense entails probing the sociology of education. The basic definition of the term sociology of education conveys that it is the study of the institution of education in its broad social context and of various social groups and interpersonal relationships that affect or affected by the functioning of the educational institutions (Reitman, 1981, p.17). With this meaning, it is but necessary to analyze education not within the four walls of the classroom but beyond the confinements of schools. The larger context then is the society in which schools, the main institution of education, are part of. Belonging to this social order are other key institutions and actors which are essentially significant when examining the sociology of education for these possess power, control and influence that can manipulate and alter the kind of education schools ought to promote and teach to young citizens. Hence, it can be inferred that schools are socially const ructed establishments by which powerful elements have the capacity to shape education. Reitman (1981) supported the thought of how society can produce a great impact on pedagogical realm by stating the central principle of schooling which maintains that schools normally reflects the societyà ¢Ã¢â€š ¬Ã‚ ¦ it does not lead society in societys effort to adapt and change. Schools tend to change after the rest of society changes, not beforeà ¢Ã¢â€š ¬Ã‚ ¦ (Reitman, 1981, p. 39). Under this assumption, a study on the role, whether explicit or implicit, of several factors constituting society in the molding process of education is vital to shed light on the issue of how pedagogical structures and methods are developed and set for the pursuance of effective education. It is also noteworthy to express the far-reaching implications of education in the sense that it affects almost every individual. Every person can perhaps be regarded as a stakeholder of education by which each of its aspects, if modified, can create an impact, no matter how minimal it may appear, sufficient enough to seize attention and stir the intellectual and emotional side of the people. Indeed, schooling and education undeniably involves a complex interplay of different elements to which it reacts and to which the produced effects yield to changes in the structure of schooling. These changes on the other hand are oftentimes attached to the interests of the dominant constituent of the social order. To better illustrate this statement, the paper provides a clear-cut description of the nature of education and the scope of schools as an educational institution. Nonetheless, to further understand the technicalities associated with schools, there is a need to define schools as an educational institution, as well as, to expound the structure of authority evident among these institutions. Moreover, the political dynamics accompanying the sociology of education which may be apparent and obscure at the same time are elucidated under the contexts in which education operates such as the cultural and ideological setting of the politicization of education, the milieu of power configurations and relations, and the framework of globalization. Certain pedagogical implications are also explicated to illustrate the wide-ranging bearing of educational reforms or policies on concerned and affected individuals as a whole. Understanding schooling and education in this approach allows the people to view and analyze schooling and education objectively and critically. In this manner, learners, educators, as well as those people who have no access to education, may no longer be mere passive recipients of the conceptions of education as prescribed by the society; rather, they may be the critics of diverse pedagogical perceptions who aim not only the betterment of education itself but the rectitude of knowledge and consciousness schools propagate as well. In connection with this, Henry Giroux (1985) asserted, the need for a passionate commitment by educators to make the political more pedagogical, that is, to make critical reflection and action a fundamental part of a social project that not only engages forms of oppression but also develops a deep and abiding faith in the struggle to humanize life itself (Freire, 1921, p. 5). It is certainly a conviction and a challenge all at once that is not simple and ea sy to actualize, however, displaying a demeanor of open mindedness and critical thinking, such may be achieved. To realize this kind of goal is to take a step-by-step scrutiny of the sociology of education. Initially, a description of schools as an educational institution would help facilitate the study. Educational institutions are considered part of the society which exist to help preserve or modify the conditions of life by promoting teaching and learning of one sort or another (Reitman, 1981, p. 25). These institutions are also responsible for the continuity of social norms, values, customs and traditions in a certain societal area, as one generation passes after another. However, it is important to note that institutions of education do not necessarily denote schools for there are those which have no formalized curriculum or program of instruction, just like what schools have. Those belonging to this type are referred to as the informal educational institutions. These include, as enumerated by Sandford W. Reitman (1981), families, peer groups, mass media, work places, church, special-inte rest groups, social service agencies and the social class or the social stratum. Schools, on the other hand, are identified as the formal educational institutions. Nevertheless, it is surprising to know that the informal institutions have more encompassing influence than the formal ones due to the fact that they occupy a larger portion of the society. Meanwhile, Reitman (1981) on his book entitled, Education, Society, and Change, explained that a changing society that moves forward to a more complex state requires, in effect, a more systematized process of cultural transmission which informal educational institutions cannot fully ensure. Thus, the formation of formal educational institutions or what most people commonly know as schools was introduced. Herein lies various views regarding the issues on what the schools ought to do as part of the society, on what pedagogical methods they should adapt, on how changes in society affect schooling per se, and on how schools consolidate different predispositions of several stakeholders and other equally significant considerations. One of the perspectives delineated in relation to the above-mentioned concerns was the image of school as both a factory-like and temple-like institution. Deal and Peterson (1994) provided two metaphors which mirror contending perceptions about the purpose and design of schools. One metaphor portrays the image of schools being a factory while the other signifies them as cathedrals or temples. The former symbol perceives schools in a rational way such that schools function like a factory which focuses on results, outputs, structures and roles (Deal Peterson, 1994, p. 70). Such comparison presupposes the goal-oriented approach of schools with regards to their main concerns: student control and academic achievement. In this manner, schools manifest organized, systematized and technical fashion of delivering their functions. Moreover, this way of looking at school emphasizes the importance of managing their technical mission: instruction (Deal Peterson, 1994, p. 70). On the other hand, the latter representation is the symbolic image of schools being envisioned as a temple by which the responsibility of schools to make sure that cultural patterns and practices adhere to the existing values and beliefs of the society is assured. Likewise, it is but necessary to state that this conception embraces the importance of values, commitment, passion, vision, and heart-key ingredients of a beloved institution (Deal Peterson, 1994, p. 71). In this picture, Deal and Peterson (1994) stressed that the factory-like functions of schools are only secondary to that of the functions of the temple figure of schools. Such assumes that these factory roles are to maintain the temple character of schools. Another view on the aspect of school as an educational institution was the belief that schooling opportunity can be considered as one of the best investments a society could make to ensure its own future (Hurn, 1993, p. 264). Christopher J. Hurn (1993) expounded such an optimistic notion of schooling prevalent during the 1970s, stating that education reinforces cognitive competence among citizens of a country which the national economy would necessitate eventually from its populace. In addition to the ambiance of optimism, the faith in education emerged. This so-called faith mainly points out that education plays an important role in shaping a more humane, tolerant, and democratic social order. It is this idea that propagated the impression of how schooling molds the society towards reason and knowledge rather than tradition and prejudice (Hurn, 1993, p. 264). Both of these perceptions of schooling constitute only a few out of the other diverse perspectives of the essence of education. It is important to note, however, the major difference between the two: the former assumes that it is the society which is responsible for the schools make-up simply by comparing it with other institutions of the community, while the latter presupposes that the school and its educational structure primarily affects what the society would be like. Which among the two or the other views of education and schooling would be true is something relative to the interpretation of different people with different stake on education itself. Nevertheless, it is relevant to take into consideration the role of a variety of factors and the interplay of these elements that influence the manner by which people would interpret education. It is because such inclusion to the analysis of the nature and scope of education could perhaps account for the dichotomized, or even dispara te, perceptions of schooling. Further explanations and details regarding this perceptual divide in aspect of schooling would be given specific focus under the discussion of the political dynamics in education found in the succeeding paragraphs. On the other hand, to shed light on the true nature of education and schooling, objective analysis of the functions and the structure of formal education must be taken into account. Reitman (1981) coined the term traditional manifest functions to refer to the functions of schools, particularly American schools, which are demanded by the society. These purposes that tend to serve the social order include the following: (1) selecting and sorting people out for adult roles, considered the most significant manifest function of schools by which students are classified according to academic merits which in turn became the basis for their ability to be qualified in the preexisting economic and social positions; (2) building and maintaining nationalism and citizenship, contextualized during colonial and revolutionary days schools have the duty to establish, inculcate and uphold into students mind allegiance to the national state; (3) transmitting traditional culture, as already mentioned in the previous paragraph, cultural transmission is a relevant obligation of schools that is realized through formal teaching of history and literature; (4) socialization, this, on the other hand, is concerned with the introduction of customs and traditions that are uniformly accepted by the society to the students; (5) propagating religious faith, this applies more to the function of schools in times of colonial period when widespread religious teachings were necessitated to establish colonization; (6) teaching basic skills, reflective of the life-styles and cultural patterns of the society; (7) vocational training, for the mitigation of unemployment in ones economy; and (8) character education, many argued that this purpose is more vital than the first one since this incorporates moral and ethical norms of society which often change overtime (Reitman, 1981, pp. 36-39). Aside from these traditional functions are the emerging school purposes which Reitman (1981) deemed newer and controversial in a sense that they incite deviance from the fundamental and traditional assumptions of education functions. Here are the additional eight functions schools are expected to follow: (1) personal and social problem solving, as manifested in social studies curriculum, schools must be able to adapt to the changing degree of complexity of the society by which individuals and groups are able to solve problems concerning their personal lives and their social environment in which they are part of; (2) social competence in a secondary society, recognizing alterations in the societys operating contexts, one must be able to be adjust to meet new realizations imposed by the new society; (3) diffusion of new knowledge, innovations in technologies resulted to new discoveries that must be taught for students to learn how to cope with a new society different from that of their parents; (4) providing equality of opportunity for a social position, provision of educational opportunities that are accessible to everyone regardless of race, are, gender or economic/social status so as to promote equal competition in the economic marketplace; (5) sex and family life education, the issue of whether schools should involve participation of family and church institutions in teaching such topics which are of immense concern to both; (6) increased functional literacy, the introduction of modern communication aids like visual media put pressure on schools to redesign the basic skills component of their curriculum to integrate latest advancement in technology; (7) development of cosmopolitan attitudes, Reitman (1981) identified vis-à  -vis the idea of cosmopolitanism the role of schools to educate their students to live in such an urbanized, secular, global community (8) existential creativity, development of the free school movement and the thought of open classroom, which perhaps paved the way for the modern idea of academic freedom, provide sufficient grounds for personal expressions of students (Reitman, 1981, pp. 39-43) However, it is important to note that what Reitman (1981) had enumerated as new functions of schools may not necessarily imply the same thing today considering the year such purposes were observed. Yet, these are still relevant facts useful in the analysis of how the sociology of education goes about in line with these functions. Moreover, it is probable to infer that these functions are still regarded as profound insights of school purpose suitably addressed to third world countries. With these purposes and roles of schools and the education that comes with them defined, the need for their fulfillment was to be embodied in the curriculum. The curriculum acts as the means by which the school put into action the functions intended to serve the society (Reitman, 1981). It is described as an organized sequence of learning experiences that seeks to strengthen the concept of education as a tool for the development of knowledge and understanding (Peters, 1991, p.5). In relation to the curriculum schools choose to implement, Reitman (1981) distinguished two of its kinds: the official curriculum and the invisible curriculum. The former which is also known as the formal curriculum reflects the preferred educational purpose of the school and comprises mandated instructions regarding learning processes, usually characterized by the subjects included, the students will experience as they interact with their teachers. On the one hand, the second type of curriculum is called the invisible curriculum. It is invisible in the sense that schools have hidden curricular activities such that the invisible curriculum may be understood as school activity that commonly takes place as part of the implementation of the official program, but which is not officially mandated (Reitman, 1981, pp. 4-5). An example of the implementation of the invisible curriculum is when teachers try to reinforce a sense of superiority among students in the society, to motivate them to study and to maintain their grades qualified for college admissions through mentioning the schools impressive record of getting its graduates into prominent universities (Reitman, 1981). As Hugh Sockett (n.d.) remarked on his article Curriculum Planning: Taking a Means to an End, curriculum is indeed the means which schools utilize to reach the end (Peters, 1973). Looking at the curriculum-based facet of schools, it may appear that schooling has its own way of perceiving and analyzing reality objectively such that the institution itself has no place in the political spectrum of society. It is as if the school is out of the box, or in other words, it is apart from the society it studies, when in reality, schools are affected by the spontaneous and dynamic changes happening in the society. The fact that curricula are set by someone or some group of individuals belonging to the school administration or to a higher level of institution which has a say on the matter emphasizes the idea of school being a political institution, contrary to the belief that schools are nonpolitical institutions and that schooling, as an effect, is a nonpolitical affair. As Reitman (1981) reiterated the idea, he asserted: à ¢Ã¢â€š ¬Ã‚ ¦.elementary and secondary schools, as well as most colleges and universities, have always been involved in struggles for power over the ends and means of education (underscoring mine). Today, public schools are increasingly forced to compete with other agencies of government for scarce financial and other resources. Schoolingà ¢Ã¢â€š ¬Ã‚ ¦ has been a major political endeavor since colonial timesà ¢Ã¢â€š ¬Ã‚ ¦. (Reitman, 1981, pp.321-322) This statement proves how schooling and education go beyond the four walls of a classroom. In addition, formal education is claimed to be a semblance of a political system and in effect, schooling is somewhat a highly political endeavor (Reitman, 1981). Herein, the taking into account of the structure of authority in formal education to better describe how school became politicized by various factors is necessary. Also, it is important to note that the structure of authority falls under two kinds, whether it be informal or formal: the informal aspect refers to the power and influence of interest groups in the realm of school or educational politics while the formal type implies the hierarchy of authority from the lowest division in the school administration to the higher offices of the state government (Reitman, 1981). Reitman (1981) stated that it is in the schooling processes that school politics starts to develop. It is through these processes that different people want to benefit from in the forms of higher salaries, greater financial assistance for curricular and extracurricular programs, or larger funds for capital outlays for new buildings or updated textbooks, that developed the notion of school politics. With all these interests of different people consolidated according to their similarities, there form interest groups, considering that individual efforts will be likely ignored by higher school officials or decision-makers unless that person is the representative of the group or that individual possesses political influence due to financial and social resources. Participation of these groups to implement their particular educational concerns is made realized through political process (Reitman, 1981). Raywid (n.d.), as quoted by Reitman (1981), separated interest groups into two groups: th e legitimate groups and the illegitimate ones. The difference lies in the three rules to which these groups abide in making and pressing their claims. The rules are (1) rules of evidence (is the truth being sincerely sought after and exposed when found?); (2) rules of democracy (is the group open and above board about its motives and methods?); (3) rules of common decency (does the group avoid smear campaigns and slanderous literature?) (Reitman, 1981, p. 329). Under the legitimate interest group category cited by most political scientists are the local teachers organizations, Parent-Teacher Association, civic organizations, civil rights organizations, local chambers of commerce and branches, and ad-hoc groups of budget-minded taxpayers. Whether these groups support or attack schools in favor of their interests, Raywid considered them legitimate for they adhere to the three sets of broad criteria mentioned above (Reitman, 1981). Meanwhile, Bailey (n.d.) also classified interest groups into two basic types: those pro-school and those in opposition to schools. The former includes (1) educational academics (teachers of teachers) who are very important in initiating debate on many political issues; (2) state educational and political officials who bargain with lobbyist, pass laws, and issue directives; (3) professional educators; and (4) surprise actors, that is, coalitions of citizens who align with schools for various reasons. On the other hand, the latter consists of (1) the Roman Catholic Church; (2) tax-minded business groups or owners of commercial real estate; (3) rural groups such as farmers associations which tend to oppose increasing state involvement in education; (4) conservative politicians and state officials, whose pressures and exposure in the mass media often prevent additional spending for education; and ironically, (5) schoolpersons themselves for their failure to understand, develop, and use political machinery available within their own ranks to pursue educational improvements (Reitman, 1981, pp. 329-330). Aside from the enumerated characteristics of interest groups that make each one different from another, Reitman (1981) concluded that ideological biases strongly influence varying perceptions of the informal nature of power and influence over educational reforms of interest groups. Having discussed the informal aspects of control wielded by interest groups, the shift to the formal one is directed to the role of the state government and the personnel in position with respect on their influence in education. There are four essential authority personalities who correspond, though not entirely, to the formal structure of authority in formal education. The first one is the state governor or the chief executive. Recognizing the essence of state educational politics which according to Reitman (1981) is the bargaining between interest group and elected or appointed officials, the governor stands as the key to the extensive bargaining that goes on between spokepersons lobbying for organized educational interests, such as the state teachers association or union or the state chamber commerce (Reitman, 1981, p.343). The next two officials are under the local government: the school board and the school superintendent. The school boards, according to sociologist Norman Kerr (n.d.), have the responsibility to legitimize policies of the school system to the community, in contrast to the common notion that their task is to represent the community to the school administration in line with educational program. On the one hand, they hire school superintendents who are professional experts in the field of formal education. Hence, superintendents became agents of the boards such that they work with them to accomplish objectives at hand which were identified by the school boards and the community to be relevant given certain conditions (Reitman, 1981). The last wielder of influence would be the personnel closest and most accessible to those who need to be educated, the teachers or professors. Although they are large in number, most of them are passive recipients of pedagogical instructions set by those people higher than them in terms of authority. Often times, they are also not fully aware of the political aspects of education particularly those teachers of el ementary and secondary schooling. In this regard, Reitman (1981) raised a challenge for the teachers to contemplate and deliberate on, saying that: Once teachers have seen through the defeating myth of nonpoliticalization of schooling and have begun to comprehend how the myth desensitizes teachers to objective diagnosis of some of their students genuine learning needs, they have reasonable chance to proceed realistically on behalf of their own and their students interests. Armed with the realization that no single one, but rather a variety of sophisticated interest groups possess political clout in this society, a teacher can, if so inclined, participate with other like-minded professionals in organizational efforts to develop political power in educational affairs. (Reitman, 1981, p. 351) Such strong and straightforward statement implies how great the capacity of teachers is in initiating actions calling for improvements in education. However, the implication of this idea also goes with the critical analysis of how formal influence and power to set the manner and content of teaching trickles down from the highest authoritative body to the lowest group of teachers, as educational perspective becomes modified through each level of authority. In this respect enters the political dynamics occurring in the realm of education that entails departure from the confined conception of schooling. Here, it assumes that there exists a larger framework in which conflicting interests of those interest groups and the complex struggle over influence and power of those key actors discussed above are part of and are in the state of continuous interaction. Yet, this larger context also contains competing paradigms of ideological and/or cultural viewpoints which serve as the instrument that shape contrasting interpretations and perceptions of schooling and education. The debate about what schools ought to teach emanated from ideological disparities. These differences on ideologies, on the other hand, resulted from the diverse assessment concerning the critique of the traditional belief of schools as an educational institution. This long-established principle holds that schools taught fundamental skills and basic knowledge of the societys culture and institution, promoted cognitive development, and fostered such essentially modern attitudes and values as tolerance, respect for rationality, and openness to new ideas (Hurn, 1993, p. 270). This view was challenged by three major educational ideologies: the conservative, the liberal or reform and the radical or reconceptualist. The conservative educational ideologies, as expounded by Reitman (1981), strive to perpetuate the socioeducational status quo. Herein lies three rationales, provided by Reitman (1981), that explain education in the angle of the conservatives. The first one is the ideological view of education as human engineering. It explains schooling as a utility designed at making students just the way the society requires them to be and not the other way around by which these students would likely become the critics of that society. This ideology is greatly exhibited in the schools pedagogical measures and curricula such as career education, behavior modification, accountability, the competency movement (which subsumes competency/performance-based teacher education), programmed instruction and teaching machines, behavioral objectives, and performance contracting. The next rationale under the conservative ideology is centered on education as revival of the fundamentals. The idea of revivalistic fu ndamentalism fosters the back-to-basics principle such that supporters of conservatism eagerly demand for stricter school policies (i.e. hair and dress codes) as well as tougher academic standards and grading system. Such creed of conservatives is too extreme such that they even argued that new curricula and progressive teaching methods tend to undermine basic skills which may lead to educational decline and decay (Hurn, 1993). The third and last conservative belief is education as knowledge for the sake of knowledge. As the phrase implies, it basically advocates schooling as a tool directed towards guiding the students in their pursuit of personal intellectual development. To further understand the conservative educational ideology, its basic difference to radical ideology would be helpful. Hurn (1993) stated that most of the arguments asserted by the conservatives negate the claims of the radicals. For instance, radical theorists argue that schools are major props of the established order while conservatives opposed it by claiming that schools, in fact, promote cultural and moral relativism which lead to the disintegration of the homogenous set of cultural and moral ideals of schools such that it further caused the decline of their authority cajole or inspire the young to learn what they have to teach (Hurn, 1993). Adding evidence to the divergence of both ideologies, Freire (1921) in his language of crisis and critique averred that conservatives claim that schools fell short in realizing its purpose to meet the demands and imperatives of the capitalist market economy, thereby, implying that conservatives preserve the status quo of the society, being capitalist in nature. Conversely, schools which act as reproductive sites that smoothly provide the knowledge, skills, and social relations necessary for the functioning of the capitalist economy and dominant society are merely reflex of the labor market in the viewpoint of the radicals (Giroux, 1985). In such image of schools, the means for critical thinking and transformative action are not embodied in the education they provide. The second educational ideology was the liberal or reform type. Reitman (1981) categorized four conceptions about education under this ideological perspective which all seek to modify society as it changes continuously through time via educational processes. These are basically different from the conservatives in terms of their approach regarding norms and values that appear to be obsolete as time passes. Liberals or reformists prefer to preserve them and to integrate improvements for their continuity in contrast to conservatives who will insist in reviving such forgotten customs (Reitman, 1981). The first one among the liberal/reform conceptions is the view of education as ethnic revitalization. This caters developments such as ethnic studies, multicultural education, bilingual education, and community control so as to represent schools as venues for the unification of the diverse nature of a pluralistic society in terms of ethnic differences. Next in line is the second belief which is education as social reengineering. Although this is somewhat similar to the notion of human engineering feature of education employed by the conservative theorists, liberals social reengineering boil