To what extent can human resource policies and practices promote Essay

To what extent can human resource policies and practices promote gender equality - Essay Example the representation of women in management positions in firms across Europe reveals that gender equality is still a problem for businesses of all sizes. Moreover, it seems that the number of women in lower and middle management positions is gradually increased, in opposition with the top management positions, which are likely to be occupied by man (Stahl and Bjorkman 2006, p.506-507). In 2002, the percentage of firms that employ only men at lower and middle management positions was estimated to 44%, decreased from 1996 when the above percentage was 50% (European Business Survey 2002, in Stahl and Bjorkman 2006, p.506). The figures presented above denote the ineffectiveness of HRM to secure gender equality. At the next level, Stahl and Bjorkman (2006) note that the level at which HRM policies focus on gender equality is often depended on ‘the level at which women are represented in HRM’ (Stahl and Bjorkman 2006, p.507). In other words, in firms where the number of women wo rking in the HRM department is high, the promotion of gender equality is expected to be more intensive compared to firms that tend to employ men in their HRM department. In this context, HRM policies are likely to emphasize on gender equality mostly when female HR managers plan them, a fact that reveals the inability of modern firms to secure equality in the workplace. The potential use of HR policies for promoting gender equality is highlighted in the study of Durai (2010). Reference is made specifically to Infosys, a global firm in the area of IT consulting. The particular firm has promoted gender equality through an appropriately customized network, the Women Inclusivity Network, which ‘secures gender equality by mentoring women employees to take up challenging working assignments’ (Durai... Gender equality is still an important problem for organizations worldwide. The development of initiatives by the states and by international organizations, such as the United Nations, has helped towards the limitation of the problem. Still, the success of firms worldwide in promoting gender equality is rather low. The literature presented above has revealed that firms can choose among different policies for promoting gender equality. In this context, it would be expected that phenomena of gender equality in the workplace would be limited, a fact that has not been verified. The ‘Convention on the Elimination of all Forms of Discrimination against Women (CEDAW)’ (Rao et al 2009, p.7) seems to be the key text initiating the elimination of inequality in the workplace. However, in practice, the promotion of gender equality in the workplace is often problematic, as explained above, mostly because the relevant initiatives are not adequately supported, at least not as other orga nizational plans. The need for the active support of these initiatives by the state is quite clear.

Financial Crisis and Recovery Essay Example | Topics and Well Written Essays - 250 words

Financial Crisis and Recovery - Essay Example As a result of higher spending, the US had significantly expanded the economy to be much longer and stronger than before. However, it can be argued that the structural change in the US economy did not influence the recessionary periods to be shorter and milder (Tseng, â€Å"Follow Canada? Only at Your Own Risk†) For instance, the US economy had to witness eleven recessionary instances since the great depression. Consequently, the average GDP growth for the ten recessionary instances until 2001 was recorded as -0.7% which signifies that the economic recession in the US was not at all mild. However, the records depict that the longest recession was witnessed by the US in 1973 and 2007 which continued for two years. This signifies that even though the US economic recession was shorter, the frequency of such instances had increased substantially (Federal Reserve Bank of Atlanta, â€Å"The Financial Crisis and Recovery: Why so Slow?†). According to Keynesian theory, when the spending of an economy increases, the earning of people also increases. The basis of the theory is that whenever an individual spends a portion of his/her earning, it is likely to support the earning of other individuals (Greiner, â€Å"Models of Economic Growth†). This cycle of earning and spending can enable an economy to sustain its expansion. In response to the reason for slow growth of economy according to Keynesian theory, it can be stated that after the recession of 2007, the banks and the financial institutions had faced significant problems which had interrupted the flow of credit. In order to deal with the economic recession, the financial regulations in different nations have become much tighter and stricter than before, resulting in low access to finance.  

Non Print Media On Education Education Essay

Non Print Media On Education Education Essay The positive impact of non-print media on education is increasingly important among students who are struggling to learn English in school settings. As Aufderheide (1993) claims, media influences peoples understanding of social reality. In particular, non-print media has a close relationship with contemporary technology which students have access to in their daily life. The value, belief and understanding of the world views may be constructed from non-print media. For example, the first point is that their participation in online chat provides a precious opportunity to communicate with people in the whole world so as to improve their language expression and construct the world views. Secondly, commenting on fan fiction processing and evaluating online information are beneficial for students to share opinions and develop critical thinking. Thirdly, playing video games, in some ways, develops students narrative thoughts, which is helpful for improving their written compositions. Theref ore, we need to recognize the genuine pleasures and benefits students receive from non-print media. Compared with the previous blog 3, I place an emphasis on the teachers input this time. The teacher will teach students language structures which will be used in photo captions and utilize non-print media such as movie segments and photos to guide students. When students understand what they need to do in the final presentation, they will pay more attention to non-print media effectively in the preparation stages and gradually find non-print media assisting their language learning. Barthes (1968) indicates that a writerly text has various meanings, and it requires people to actively explore and appreciate it. Students are asked to make photo albums and recreate or delete one character based on the original movie they choose. In the preparation stage their abilities of innovative thinking and language proficiency are gradually developed. For example, in my activities, the teacher gives examples of how to use language structures to write photo captions. It is a helpful way to construct students basic knowledge. When students understand the instructions, they can take the initiative to discuss, search for useful information and work in cooperation with each other. Task 2 requires students to recreate or delete a character and this part is not taught in class but needs students active exploration and appreciation. In the presentation, students need to do reasonable assumptions and give detailed explanations. In my activities, formative assessment will be used to monitor students learning progress and score their final presentation because formative assessment is an effective tool to adapt the teaching to meet students need. There are some reasons why I use formative assessment. First, it helps the teacher to know what students learn at a particular period and modify the instruction accordingly. For instance, when students ask the teacher questions or present what they have done, the teacher will know current status of their language ability and give them advice. Because of effective feedback from the teacher, students may find opportunity to revise and rethink their learning. I think students need to ask themselves what I have done and what I need to improve in every step. Second, it helps students to reduce pressure. Formative assessment is an ongoing assessment and it focus on process rather than results. In every stage, students may receive the teachers feedback and other peers sugges tion, so they may have clear direction how to do better in the final presentation. To a certain extent, it releases students pressure. Their participation in discussion and feedback time also gives them chances to modify and replan the upcoming presentation because the role of formative assessment is to improve learning. So the purpose of using formative assessment is to help the teacher and students clearly know learning improvement in every stage. A students feedback form will be designed as one part of formative assessment because I think students self-reflective process is very important. When filling in the feedback form, they may rethink what they have done, where they should improve and what they learn from this cooperation work. Students feedback form helps the teacher to modify the instruction, and create appropriate lessons and activities next time. Teaching material and Assessment Target group: F.6 ESL students with high English proficiency Class Size: 6 groups of 4 students (24 students) Learning Objectives:  ·impart basic knowledge of language structures  ·improve communication and cooperation skills by using non-print media  ·develop critical perspectives on movie characters adaptation  ·improve their confidence in speaking English Non-print media involved:  ·Photo  ·Movies  ·Electronic Magazine  ·Facebook  ·Websites Requirements:  ·Students work in groups of 4.  ·Each group needs to make a photo album and the photos (not more than 15) need to be chosen from the movie they watch. Task: 1 Present photo captions (15 minutes each group) by using certain language structures (the teacher will give the input before the presentation). Every student need to attend the presentation. 2 Based on the original movie, recreate or delete one character and state reasons. Date Duration Input Output Sep 4th Lesson 1 40 minutes Break 15 minutes The teacher needs to 1 teach students some language structures which are used in photo captions 2 tell students what content and features should be involved in captions The students will 1 understand how to use a one-sentence or two-sentence description in a photo caption 2 know how to use a photo caption to best present the movie theme Lesson 2 40 minutes 3 show some movie segments and choose photos which best present the theme 4 give the examples by using language structures to describe photos Students preparation stage 1 Students review what they learn in class individually. 2 Students discuss which movie they want to choose and what photos best represent the theme. (Remarks: Students can share ideas after class or use online tools such as Facebook because it functions as a discussion board and photo sharing platform. 3 Students can read some electronic magazines because they include the latest news of movies and characters, a great number of photos and film reviews. 4 If necessary, students can ask the teacher questions when they meet difficulties. 5 Each group spends some time rehearsing the presentation. Date Duration Students The teacher Sep 16th Lesson 3 50 minutes Break 15 minutes Continuous 50 minutes 1 play some movie segments and briefly introduce the main theme and content 2 show photos album and use certain language structures to describe the photos 3 Illustrate the reasons why your group recreate or delete one character 4 Other groups students can ask questions if necessary 1 assess each groups presentation 2 ask questions after the presentation Feedback Form: Presentation Group ___ Group members name:___________________ Grade:________ Assessment items Needs improvement Satisfactory Good Excellent Ideas and organisaiton 1 Can use certain language structures to describe photos 2 Can link the movie theme and supporting details to photos 3 Can express reasons why recreate or delete a character 1 1 1 2 2 2 3 3 3 4 4 4 Language 1 Can use appropriate words and expressions 2 Can use grammar structure clearly 1 1 2 2 3 3 4 4 Pronunciation and delivery 1 Can pronounce words clearly and accurately 2 Can speak at a measured pace 3 Can make the voice heard satisfactorily 1 1 1 2 2 2 3 3 3 4 4 4 4 Communicative strategies 1 Can use appropriate body language (i.e. eye contact, movements, gestures) 2 Can use the available time to cover the main point 3 Can finish the presentation in the regulated time 1 1 1 2 2 2 3 3 3 4 4 4 Cooperation and Responses 1 Can cooperate with group members fluently 2 Can answer the teacher and other students questions immediately 1 1 2 2 3 3 4 4 Comment Students feedback form Non-print Media Less use Appropriate use Usually use More often Photo Movies Electronic Magazine Facebook Websites Do you think non-print media is useful in your language learning? If Yes/No, state some reasons. _______________________________________________________________________________________________________________________________________________________________________________________________________________ What difficulties you meet when you start your group work? __________________________________________________________________________________________________________________________________________ In your mind, what do you need to improve in your final presentation? __________________________________________________________________________________________________________________________________________ What do you learn from this group work? __________________________________________________________________________________________________________________________________________ Do you have any suggestion for the next activity? __________________________________________________________________________________________________________________________________________

The Trials Of Toilet Training :: essays research papers fc

The Trials of Toilet Training Toilet training is difficult for both parent and child. Based on the research of two psychologists, Nathan Azrin and Richard Foxx, the average child can be fully trained in less than four hours. They began their training with mentally handicapped adults and successfully taught 95% in three days. With the added emphasis on language and verbal rehearsal they attempted to teach children and were astounded at the results. Their methods eliminate the fear damaging the child's psyche by making toilet training a pleasant experience. The child is not simply toilet "trained", he is toilet "educated", that is, the complete process from knowing it's time to emptying the pot and flushing the waste down, all unsupervised. Any parent would agree, this is incredible. They use a combination of the same principals used in Practical Applications of Psychology. The overall objective is to teach the child to toilet himself with the same independence as an adult without the need for reminders, continued praise, or assistance. This method is rapid because of the variety of learning techniques. Learning by imitation, learning by teaching, a partial reinforcement schedule with rewards that increase the need and the negative reinforcement of disapproval are all employed. Children learn best by imitation and teaching with the aid of a hollow doll. The child gives the doll a drink then is told the doll has to "peepee" and he must help her. After the child assists in removing the doll's pants, the liquid is released. The child must observe the flow of liquid. into the potty chair. The adult and the child then praise the doll and the child then assists the doll in redressing and emptying the pot in the standard toilet and flushes. Then the child is instructed to ask is the doll is dry and feel her pants. If they are dry the doll gets a treat. The child is then asked if he is dry; if he is, he can then eat the doll's treat. After two or three drills, distract the child and cause and 'accident' by spilling some liquid on the doll's pants. When the child discovers the wetness, use instructions and guidance to help the child correct the doll. First, let the doll know he is displeased, "Big girls don't wet their pants." Second, the child helps the doll practice again on the potty then back to the scene of the accident. Since the pants will still be wet, this can be continued three times. Then have the child feel his own pants, and if they are dry he is rewarded with

Refugees, Migration and the Need for the Emergence of an Appropriate Moral Vision

In this essay I will discuss the problems that refugees and people who migrate. I will typically focus on South Africa and its people and in addition I will be supporting my suggestion that a new moral vision has to emerge by drawing on articles from various sources. First it is imperative that we have a clear understanding of what a Refugee is. â€Å"A Refugee by definition is a person who is outside their country of origin or habitual residence because they have suffered or fear persecution on account of race, religion, nationality† (Wikpedia).Now in South Africa one could say that we are basically the ‘Homeless Shelter’ of the African continent because of the high number of refugees and migrants that come to our shores annually. Local citizens however are far from pleased about this situation though. There is obviously a fear that along with the refugees come an increase in crime, job demands and they feel as if the refugees are steeling opportunities from them etc. This would be quite understandable if it were entirely true though.When refugees flee their home countries for various reasons, they do it with a hope, with a genuine belief that they will make a better life for not just themselves but for their families too. That to me sounds like they carry with them a vision for a good society, a vision that WE ALL should share. A new moral vision has to be brought forth. Refugees are people too. They deserve a chance at a better life, a chance to make something more of themselves, it is a basic human right and we as humans have to ensure that this is carried out.I envision a society where equal access to services and opportunities should be given, irrespective of where you’ve been or come from. I think what we need to see from government is a sort of reshuffling of ideas and strategies. They need to rethink the old ones and at the same time implement some new ones so refugees and migrants alike can have a fair shot at bettering thei r lives. The current situation is unacceptable and much is always said about wanting to build a good and equal society but too little has been done up until this point.We need to see some empathy and understanding from the local communities towards our African brothers and sisters. How would we feel if we were in their position? What would we do if we were exiled or had to flee for our lives? We as a people, as humans need to show compassion towards one another and not be the first to judge and point fingers. Refugees leave one hostile environment only to encounter another when they settle down here. It needs to be understood that these refugees and particularly migrants contribute to the economic growth and human development.As an added bonus they also enrich societies through cultural diversity, which helps create empathy and understanding amongst the communities. In a way migration helps some to realize their basic human rights. For example there is a group of Pakistani barbers i n my area, they make an honest living cutting hair, they pay rent and taxes just like every other South African and they are the nicest people you will ever meet. Their only intention in this country is to make enough money to send back to their poorer family members back home.Migrants can often be found doing the hard strenuous and often dangerous labor that the locals often try and avoid. Fact of the matter is that these migrants and refugees work much harder than the local citizens who blame apartheid for everything and expect everything to be handed to them as a result of it. We as a society, as humans need to catch a wake up. Rome wasn’t built in a day yes, but surely we can do something to change our train of thought towards this particular situation. Our sense of humanity needs to be EXPANDED.For some, migration is a positive and empowering experience, but for many they only face a life of discrimination, exploitation and even human rights violations. In order for this new moral vision for a good society to succeed the government and its citizens have to make promoting and protecting the human rights of all migrants one of its priorities. â€Å"Governments have obligations to ensure that xenophobic violence, racism and related intolerance against migrants and their communities have no place in their societies† (Navi Pillay) The way forward as I see it is to include these Migrants and refugees in elevant national action plans and strategies, like housing implementation and measures to counteract discriminatory and unfair treatment like xenophobia. Special committees and unions should also be set up specifically for migrant, migrant workers and refugees. Migration can be managed and tolerated by all whilst respecting human rights laws, ensuring a peaceful and better society for all. In conclusion I would like to end off with the statement that, all human beings are born free and equal in dignity and rights, and that everyone is entitled to a ll the rights and freedoms set forth therein, without distinction of any kind.And therefore it is only through ourselves that we can make the necessary changes to successfully implement the new vision(s) of a good society. Bibliography 1) Wikipedia http://en. wikipedia. org/wiki/Refugee 2) High Commissioner for Human Rights Navi Pillay: http://www. ohchr. org/EN/Issues/Migration/Pages/MigrationAndHumanRightsIndex. aspx 3) Conradie, E. M. (2006). Chapter 2: Pp. 19. In: Morality as a Way of Life: An Introduction to Ethical Theory. Stellenbosch: SUN PreSS.

Department for culture Essay

In the United Kingdom sport is provided throughout many different ways and is funded through government Lottery and private sources. Maria Miller who works through a DCMS select committee will. There are National governing bodies and another type of organisation called â€Å"QUANGOS†. According to BBC (2010) a quango is an organisation that is funded by taxpayers, but not controlled directly by central government. These are run away from the government In order to give a service to the public. This will be across a range of sports and can range from providing funding for teams to building new facilities in the area. Sports England is the organisation that will be written about in this assignment. According to (Sewell 1999:151) â€Å"many SDO’s and deliverers of sport development programmes more prosaically have identified a lack of funding as the major obstacle to achieving equality of opportunity† this view on sport in England has drastically changed. Sports England is in control of the direction that sport is going in England they have the support from the government. â€Å"Local authorities are the single biggest supporter of community sport and currently investing over ? 1bn every year through sport development activities, facilities and supporting local sporting clubs† (Sports England 2012) this shows how Sports England have the financial power in order to make change and back there projects to become successful and bring out result in participation levels. Sport England look to provide opportunity’s through them now recognising over 100 Sporting Organisations. Which consist of Archery GB, UK Athletics, British Cycling, The Football Association and England Netball . They provide support and funding to them in order to deliver sports to their audience. Through backing sporting organisations Sport England believe they will be â€Å"Improving health and community safety, increasing skills, employment and economic growth, and providing new opportunities for children and young people† (Sports England 2012) this aim of Sport England can be achieve from them building facilities in their area and making sure the clubs are provided with a solid financial backing. Sport England focus on increasing sports participation â€Å"Every one of the 4,000 secondary schools in England will be offered a community sport club on its site† (Sport England 2012) through them doing this will be able to have children involved in sport at an early age â€Å"Creating a sporting habit for life† (Sports England 2012) if Sports England can achieve their goal of creating all the facility’s. Then making them available to the schools they will help increase a young nations view on fitness and provide the schools with a chance to help promote this. â€Å"Young People continue to appear to have strong beliefs in the value of activity† (Sports England 2005, Sport in the UK pg. 11) this statement from Sport England provides what they want to achieve. This will be achieved through sports England’s funding to be drafted â€Å"We will invest over ? 450 million in work with national governing bodies of sport (NGBs). Young people (14-25 years old) will benefit from 60% of this investment. † This means that sports England will be investing ? 270 into keeping this age group involved in sports so they don’t stop participating. Sports England use a playground to podium scheme where they use their partners to run there schemes. â€Å"it comes following a consultation of landscaping partners Youth Sport Trust, Paralympics GB , UK Sport and a review of existing programs and initiatives. Athletics, Boccia, Football, Swimming, Table tennis, Wheelchair and basketball† Sport England (2012) these are the sports that Sport England will let other authority’s take Control of their sport and aim towards the goals set by Sport England and will have to aim to achieving them in order to receive funding at later dates. Quangos Definition http://www. bbc. co. uk/news/uk-politics-11405840 [07-12-12] Sports England http://www. sportengland. org/about_us/what_we_do. aspx [07-12-12] http://www. sportengland. org/support__advice/local_government/in_it_for_the_long_run/challenges_and_opportunities. aspx [07-12-12] Leona Trimble, L. etal (2010). Sport in the uk . Great Britain: learning matters ltd. 23. Sport England http://www. sportengland. org/about_us/what_we_do. aspx [07-12-12] Sewell (1999) Sports Development policy, process and practice http://www. sportengland. org/support__advice/playground_to_podium. aspx [ 13-12-12].