Observation Of One Child s A Natural Setting - 1767 Words

The following paper will summarize the observation of one child in a natural setting, captivating in typical behavior and make an examination on what stage of development the child was in based on the observations. Observations took place twice a week over a four week period for about two hours each time. One child was observed, Summer age 7 over this four week period. The first observation took place at Summer’s home. I have visited Kelly and Summer’s house a few times prior to doing my observations. I have known Kelly for about 2 years and not long after we met we became really good friends. In the living room, I observed Kelly reading a book to Summer about The Three Little Pigs and she made Summer give her a summary of book after she was done. Not long after that Kelly set up a little paly house in her living room for Summer to play with her toys. She played with some ABC blocks, a baby doll, and she had a play cell phone that she used to act like she was makin g a phone call. This was the end of the first observation. The second observation took place at Lawtell Elementary (Summer’s school). When I arrived in Summer’s classroom she ran up to me and immediately gave me a hug. I then sat down in the back of the class and observed Summer. As I was sat down I could here Summer whispering to another classmate but I couldn’t make out what she was telling her. She then turned around and looked me and I told her to be quiet while the teacher is teaching. Not long after, IShow MoreRelatedThe Outline Of Attachment Theory By Mary Ainsworth1359 Words   |  6 Pageswas the first to provide a detailed description of maternal sensitivity. Maternal sensitivity is a mother s ability to perceive and understand the meaning behind her infant s behavioral signals, and to respond to them quickly and appropriately. 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Jean Piaget is one theorist whom believed that thought developed from actions. Piaget had four stages of development, these are sensorimotor, preoperational, concrete operational and formal operational. The sensorimotor stage is right at the start of our lives. Piaget stated that babies are born with many means of interacting and exploring their environmentRead MoreRole Of Teacher : The Montessori Classroom Essay1458 Words   |  6 Pagesâ€Å"We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the chil d acts on his environment. The teacher s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.† It takes a very special person to become a Montessori Teacher. The Montessori teachingRead MoreResearch Methodology: Qualitative Methods of Data Collection Essay1720 Words   |  7 Pageshealthy eating promotion in schools. The three types of data collection I plan to use are: direct observation, focus groups and a questionnaire. These methods will be clarified later in this chapter. Rationale for Qualitative Methodology Qualitative research is an approach that attempts to situate an activity that locates the observer in the world by providing the study to occur in their natural setting and by attempting to make sense of, or interpret information (Denzin and Lincoln, 2005). A characteristic

School Assemblies How to Plan a Successful Event Free Essays

School Assemblies – How to Plan a Successful Event! If you are given the task of picking school assemblies for your school, the job, though exciting, may have some questions that may be difficult for you to answer. How do you know which programs and how many presentations to do for your school? This is a question which comes up with any Elementary school or Middle School looking for ideas for school assemblies. Well, as famous detective Sherlock Holmes used to say: â€Å"Elementary, my dear Watson! , Elementary! † Have you talked to a twelve year old lately? Have you tried to read a bedtime story to them from a book designed to be read to a 6 year old? How did that work out for you? Not so good, huh? Kids minds change as they age. We will write a custom essay sample on School Assemblies: How to Plan a Successful Event or any similar topic only for you Order Now Well, that is a profound statement, right? Of course they do! And what appeals to and entertains the mind of a student in Kindergarten is radically different from what entertains a seventh grader. Even the differences from Kindergarten to 3rd grade are profound. And yet, many schools think nothing of arranging a school assembly program for an audience of all grades, from Kindergarten through eighth grade! It always amazes me! Sure, there are presenters who can pull this off and the school may think that they had a good show. But what they do not realize is how much better the results would have been had they simply split the audience in half according to age. They might have had a great show instead! When all grades are combined, the performer of a school assembly has to become somewhat schizophrenic, addressing first the needs of one age group, then turning away from them to address the other half. The alternative is to simply present to one half and let the other half struggle. Or to shoot for the middle and ignore the extremes. Whichever way you try, it’s basically a compromise that rarely please everyone. From the perspective of most school assembly performers, elementary school enrichment programs basically have three comfortably similar audience levels, with some overlap among them. The first, or Primary audience, starts with pre-K and continues up to roughly 3rd grade. The second, or Intermediate audience, can begin as early as 2nd grade and continue through 6th grade. The oldest, or Middle school, audience, begins at 4th grade and continues usually up through young adult. When audiences are split this way the presenter can change the style, vocabulary and content of the performance to best meet the needs and likes of that particular audience. It is one thing to consider whether a school assembly program is appropriate for all grades combined, but one must also ask if a particular program is indeed suited for a particular age group at all. For example, some school assemblies, when split into different performances, are quite good for all elementary school grades, but fare poorly in Middle Schools. Other school assemblies play wonderfully for Middle Schools but fly right over the heads of primary school audiences. It is wise to ascertain before scheduling a program whether or not the program is indeed appropriate for all the grades you wish to involve. Finally, one may also consider arranging different programs for different grade levels. For instance one might have a historical character for the 4th Grade, a science show for the 3rd grade, a live animal program for the 2nd grade and so on. This way everyone gets exactly what they want according to their needs. However, this supposes that cost is of little concern to you, and, sadly, we all know that cost is almost always a concern. Obviously, multiple performances will be more expensive than a single, all encompassing performance. But one should remember that â€Å"one size never really does fit all†! If you are going to spend the money to bring in a presentation it is worth making sure the experience is the best it can be. And most assembly companies and performers charge less per show for the second and third presentations, and sometimes considerably less. It is worth checking. There is really nothing worse than having a program fail and realizing after the fact that a little extra planning and a few more dollars would have turned a sad experience into something great! Geoff Beauchamp is the Regional Manager of Mobile Ed Productions where â€Å"Education Through Entertainment† has been the guiding principal since 1979. Mobile Ed Productions produces and markets quality educational school assembly programs in the fields of science, history, writing, astronomy, natural science, mathematics, character issues and a variety of other curriculum based areas. In addition, Mr. Beauchamp is a professional actor with 30 years of experience in film, television and on stage. He created and still performs occasionally in Mobile Ed’s THE LIVING * School Assembly Presentations 1. Organized and presented four class assemblies with Grades 5 7 around environmental/spiritual themes using songs, chants, circle story telling, drama and poems. 2. Screened a short documentary ‘Give Us a Life Please’ showing the dangers of toxic waste and other environmental pollution on Indian children’s health. . Arranged the purchase, introduced and displayed ‘Herbotique’, a herbal, multi-purpose floor wash and cleaner and the chemical cleaners our school has been using up to this time with a full-explanation of the environmental and health effects of both. Arranged for empty containers to be available at the Tuck Shop so teachers and staff can purchase it by using our bulk order. 4. Arranged and anchored a student-led visual pr esentation to educate the school body about garbage separation. 5. Organized and presented a four-day ‘Climate Change Week’ to help inform the entire school body about this global threat and how it is connected to our daily lives. Five sets of six posters especially created for schools by TERI were placed on notice boards around the school including in the staff room. Four extended morning assemblies, each of 45 minutes duration, covered the following: (Saturday): First clue of ‘Climate Change Challenge’ Treasure Hunt) was given at the end of the morning assembly. Attention was drawn to the 20 ‘True or False’ statements placed on the walls around the assembly hall and to the posters around the school. Monday): Screening of a narrated Power Point Presentation introducing Climate Change and highlighting its cause and effects. (Tuesday): Screening of a video ‘Global Warning’ which focused on the possible effects of Climate Change on various regions of India. (Wednesday): ‘Quiz Results Dayâ€℠¢. a. Students were asked to raise their hands regarding the truth or falsity of the statements placed around the assembly hall giving reasons for their choices based on†¦ [continues] Read full essay Planning a School Assembly Checklist Planning a school assembly is fun but hectic at the same time for teachers. The dos and don’ts of planning a school assembly are to be well considered before organizing one. No matter what the event is, the basics always remain the same. Therefore, every teacher must have a school assembly checklist to ensure the success of the whole event. Firstly, to organize a proper assembly it is imperative to classify the responsibilities into three categories; tasks to be undertaken before the event, tasks during the school assembly and activities to carry out right after the assembly. Categorizing your tasks will make it easier to organize the event. Checklist for tasks before the event: Here’s a school assembly checklist for tasks you should perform before the event: * Choose a single theme for the event to get administrative approval if necessary. Select a date that is convenient for the staff and students. Make sure the date does not conflict with any other events held by the school. * Develop a set of rules for the event that should include the time limit, attire to be worn, the dos and don’ts for students and teachers, etc. * Make a list of guests – students, teachers, principal, and any outsider if permitted. Create invitation cards for special guests – You can have your students make them as a fun activity. * Create a management plan of how to carry out the activities on the day of the school assembly. Checklist for the day of assembly: The following is a list of tasks and considerations teachers need to make for the day of assembly: * Before the assembly starts, check whether everyone is ready for the activities they are carrying out. * Check the audio and visual equipment thoroughly to avoid any mishaps. * If any special guests are invited, make sure that you and the principal are ready to welcome them. Distribute lists of the activities to be held to parents, students and guests. * Distribute questionnaires to guests and parents afterwards to know their comments about the event. * Check if the refreshments are ready to be served on time. * Make sure the welcome speech is ready. Let the guests, students, and parents know in the welcome speech about the purpose of the event and the activities once again. After the School assembly checklist: It is important to create an after school assembly checklist to make sure that everything runs smoothly. Here are some tips for that: * Most important  Ã¢â‚¬â€œ make sure all the guests are taken care of properly once the event is over. * Make sure all the equipment used are unplugged and kept safely. * Make sure to acknowledge everyone – guests, sponsors, performers, etc. * Create a file of activities that were carried out, guests who came, sponsors, etc. for next year. * Take all suggestions in writing from guests, parents, and others involved. For More On School Assemblies Visit 1. Academic Entertainment- K-12 school assembly programs through quality entertainment. 2. Assemblies- Assemblies is a bank of over 100 resources written by teachers for teachers. They should save you time when creating and preparing assemblies for use with your class, year group or school. 3. The assemblies website- United Kingdom site. 4. Circus of the Kids- Provides programs for K-12 schools or organizations. 5. National Theatre for Children- Develops programs that tour elementary and middle schools teaching kids about societal issues. 6. The Puppet Showplace Theatre- A non-profit performing arts organization committed to excellence in puppetry for all audiences. 7. Royalty Theatre, Sunderland- Amateur theatre group site with information about their history and past and present productions. 8. School Assemblies for Busy Teachers- A site where teachers can freely download and submit assembly, ideas, scripts, and links. 9. SchoolGigs. com 10. School Shows. com- A nationwide directory of school shows, assemblies, workshops, and residencies. Please note:  The performers in this directory are solely responsible for the content of their listing. 11. Storyteller. net- â€Å"You can search here for a teller in your own neighborhood or even around the world! If a state or country is not listed we have no tellers from that state/country. † How to Set Up a Great School Assembly Program Over the last few decades school assemblies, or school shows have become a staple of the day to day life of many schools across the United States. Once a simple burst of entertainment to break up the year, usually in the form of a magic show or a juggler, school assemblies have blossomed into an entire industry, filled with a magnificent array of options ranging from entertainment to education and with pretty much everything in between. Knowing how to select what is right for your school can be a difficult job! It is important to decide what you are looking for, then track down the types of programs which will best serve your needs. Traditional â€Å"entertainment† shows,   while fun for the kids, have given way over the past few decades to educational programs which often provide a cost effective alternative to field trips. Newer programs are designed to strictly adhere to and support the educational standards of your state, and thus to augment the educational process, while providing every bit as much entertainment and fascination for the kids as do the shows which focus strictly on entertainment. There are many school assemblies available which focus on one or more areas of science. You may opt for a program on chemistry, or a visiting planetarium, or or a natural science assembly taught through the introduction of live animals. Social studies are also represented in the form of living history characters such as Abraham Lincoln or Harriett Tubbman. Fine Arts programs abound, and it is possible to schedule visits from dance companies, bands and orchestras, strolling individual musicians and various applied arts programs as well. And in the field of writing the option exists to arrange for a visit from an author or from a performing artist who will present performances of stories written by your students. Once you have determined which area is of interest, the next task is to locate the appropriate artist. If you live in a major metropolitan area such as Chicago or New York, you may have access to an assembly showcase. These are good options for getting ideas, but leave out many able presenters who may not have the option of traveling to the showcase, but who are, nevertheless, available to your school. The internet is a good place to start, and a simple search under â€Å"school assembly programs† or school assemblies† and including your state, will often yield good results. It is important to add your state, as many performers are only available on a local basis, though there are also major and very reputable companies that are available nationwide. Often your school will keep a file of brochures that have been mailed to the school. And you may also want to contact other schools in your area to see if they have recommendations. Some school show presenters are totally independent and must be contacted personally. This can be challenging as these independent â€Å"acts† are often busy performing when you call so patience is required. You may need to wait a day or two until they can reply to your inquiry. Others are represented by agencies or perform programs on behalf of companies. In these cases there is usually a staffed office available with customer service to assist you, on your schedule. Writers and authors are usually contacted through the auspices of a literary agent. Fees will vary widely. Programs may range from free up to thousands of dollars. Some authors can be very expensive. Science Museums often have outreach programs but these are also oftentimes very costly. On the other extreme, simple but effective programs can be found for free. Hospitals may provide a bike safety program. Ronald McDonald has programs in some areas for which the school pays nothing. But most presenters will charge some kind of fee. A common price range may start at $200-300 but range up from there quickly according to the number of performances. This touches on another area needing planning. As anyone who has ever shopped for clothing will tell you, one size never fits all. If your school has 400-500 or more students, that is usually too many for a single performance. This is especially true when the performer is asked to address many different grade levels simultaneously. The needs of a first grader are different from the interests of a fifth grader. Skilled presenters know how to address these needs in different, age-appropriate assemblies. So make sure to schedule enough presentations. Be sure to also ascertain whether additional fees are involved. Many performers will tack on fees for travel or accommodation. Others will require non refundable deposits, and charge the school for weather cancellations. Some will even require you to convince other local schools to also book a date before they will allow you to schedule your own. Make sure you are clear on everything that is involved! Finally, you will be ready to schedule your dates. Try to obtain programs at times of the year when the content is aligned with what the students are studying at that time. Examples might include hosting an Abraham Lincoln impersonator during February, or a science program to kick off the period leading up to your science fair. Avoid bringing in programs just before or during state mandated test windows or you will certainly incur the wrath of your teachers! Parochial schools may want to have a program during Catholic Schools week. Some schools like to look for something to highlight anti-substance abuse issues during Red Ribbon Week. There are many options available to you. But don’t wait too long. Try to schedule far in advance! While it is sometimes possible to get lucky and be able to arrange a program at the last minute, more than likely if you wait you will be disappointed. The best programs will fill in. And often, programs may only be in your area of the country at certain times. It is wise to begin your planning for the upcoming school year during the previous Spring. Regardless of what you choose, prepare to have a good time. There is nothing as rewarding a the sound of a gymnasium full of students erupting with laughter and awe from a performance you helped to bring to them! How to cite School Assemblies: How to Plan a Successful Event, Papers

The Research Proposal of Dementia †Free Sample Assignment

Question: Does physical activity reduce cognitive impairment in the elderly with dementia? Answer: Abstract The research proposal aims at conducting clinical study for evaluating the influence of physical activity on the cognitive impairment of elderly patients affected with dementia. Indeed, dementia prevalently occurs in aged population and treatment requires heavy investment for reducing the clinical manifestations. Limited research conducted until date for identifying the patterns of life style changes and physical exercise for reducing the cognitive manifestations among patients affected with dementia. However, the evidence based research literature reveals the effectiveness of physical activity in reducing the risk of cognitive impairment across elderly population. The proposed clinical study intends to record the physical activity of elderly demented patients affected with cognitive decline and over the course of time the brain activity of elderly patients effectively captured through EEG and MRI interventions followed by the clinical interview to determine the influence of the prop osed physical activity on the mental enhancement of the target population. The proposed qualitative research study requires execution for tenure of three months in the clinical setting under the supervision of clinical investigator. Indeed, 200 randomly selected patients suffering from dementia and cognitive impairment require undergoing systematic exercise sessions assisted by physiotherapists and the outcomes of the sessions require effective recording by the healthcare professionals facilitating the clinical study. The findings of the clinical study require strategic meta-analysis with the application of SPSS software for potentially identifying the impact of the physical activities in reducing the cognitive decline among the demented patients. The research findings will validate the contention advocating the positive influence of physical activity on the reduction in cognitive decline of the affected patients. Introduction The evidence based clinical literature advocates the contention indicating the positive influence of physical activity in reducing the risk of cardiovascular and cerebral manifestations (Wahlund, Erkinjuntti Gauthier, 2009, p. 159). Therefore, the potential influence of physical activity on the neurophysiological status of individuals in terms of enhancing patterns of cognition and intellect require prospective analysis for devising clinical strategies in reducing cognitive impairment. Clow and Edmunds (2014, p. 188) describe physical activity as non-pharmacological intervention utilized for mitigating manifestations of Alzheimers disease and Dementia. Martin and Preedy (2015) describe the concomitant existence of cognitive decline with the patterns of dementia among affected patients. Therefore, the direct influence of physical activity on the cognitive impairment of demented elderly patients requires conducting prospective qualitative research study in controlled environment acros s clinical setting. The clinical study in the controlled environment requires prospective execution in a UK based hospital by a team of neurophysiologists for comparing and contrasting the neurodegenerative patterns, cerebral atrophy, white matter changes and small vessel disease before and after inducing physical exercise among the study subjects. The effective tracking of these clinical findings followed by the clinical interview with study subjects will determine the extent of behavioural and cognitive modification following the consistent physical activity sessions conducted throughout the tenure of research study. The organization of the study across hospital environment will ensure effective tracking of the study findings by clinicians and radiologists in the controlled environment. The random selection of study subjects will ascertain minimizing study bias and reducing inaccuracies in the clinical outcomes. The study findings will undoubtedly assist the research community in improvising non-thera peutic interventions and physical exercise sessions for improving the patterns of cognition among elderly patients affected with dementia episodes. Background The evidence based clinical literature describes the patterns of cognitive decline among individuals of higher age groups affected with normal aging or episodes of vascular dementia (Panza, Solfrizzi Capurso, 2004, p. 15). Tuokko and Hultsch (2006, p. 64) describe the contention revealing the development of mild cognitive impairment among elderly individuals under the absence of dementia episodes. The research findings reveal the pathophysiology of cognitive impairment under the influence of advancing age with or without the presence of dementia patterns or other developmental abnormalities of brain. The cognitive impairment also relates with the development of Alzheimers disease, brain trauma and cerebrovascular accident as evidenced by the clinical literature. The manifestations of cognitive impairment attribute to the patterns of visual disturbances, memory loss, judgemental problems and behavioural alterations. Indeed, definitive therapeutic interventions warranted for treating cognitive manifestations in accordance with the mental abnormalities. However, the determination of direct influence of lifestyle changes and physical activity on cognitive manifestations still requires conducting prospective clinical studies in controlled environment in terms of evaluating mental outcomes and modifications in the brain physiology of the target population. Biddle, Mutrie and Gorely (2015, p. 135) describe weaker links between the impact of physical activity on the cognitive impairment of the younger population. Some research studies reveal the probable enhancement in academic achievement following the physical exercise among population pertaining to younger age groups; however the evidences are yet inconclusive and warrant conducting further studies for re-evaluating the contention. The causal association between physical activity and predisposition of older population toward developing cognitive decline supported by research studies; however, the improvement of cog nition under the influence of physical activity among demented elderly people yet requires conducting prospective studies for devising non therapeutic treatment strategies in controlling dementia manifestations. Indeed, the significant aspects of the influence of types of physical activities on physical fitness and the mode of action of physical activity on the reaction time and cognitive adaptability require effective validation while determining the influence of physical activity on the mental enhancement of demented patients. Furthermore, the impact of the social and physical environment of the individuals on the patterns of physical activity and its subsequent influence on cognitive function need evaluation in the controlled environment for evaluating the different aspects of cognitive enhancement of patients population. The differential analysis between the positive influences of physical activity on various disease conditions, cognitive dysfunction and predisposition toward de veloping cognitive decline require effective validation to explore the non therapeutic aspects of cognitive impairment among patients affected with various mental conditions. Lazarov et al. (cited in Yaffe, 2013, p. 188) describe the significance of physical activity in enhancing the patterns of neurogenesis across the elderly brain. The preclinical studies also contend the partial reduction in age associated neurogenesis with the enhancement of physical activity among the target population. However, these research studies exhibit inconsistencies in terms of variations in cognitive improvement measured between target populations of various age groups in controlled situations. The influence of physical activity on the clinical outcomes of dementia in terms of sustained alteration in anti oxidative defense pathways of brain need in-depth analysis while determining the its actual influence on cognitive decline among elderly demented patients. Indeed, exploration of biochemical mechanisms related to the patterns of physical activity on the cognitive function, mental health and predisposition toward developing dementia would open up new gateways to strategize the non-therapeutic treatment interventions for mitigating the adverse cognitive outcomes in elderly patients affected with cognitive reduction under the influence of pre existing dementia. This would further require analysing the cumulative effect of other clinical comorbidities including metabolic syndromes, cerebral inflammation, oxidative decline and vascular disorders on impairment of memory and cognition among the elderly demented patients. The analysis of the cerebral mechanisms indicating enhancement of cerebral vascularity and hippocampal volume with the initiation of physical activity will identify new paradigms in terms of devising patterns of physical activity for treating various mental conditions including cognitive decline and dementia. McNamara (2011, p. 78) evaluates the findings from clinical studies indicating the reduced predisposition among elderly individuals in terms of developing dementia under the influence of physical activity. Another contention revealin g the influence of physical activity during middle age on the cognitive decline in later stages of life explored through various clinical studies revealed evidences advocating the potential influence of physical exercise in early stages of life in reducing the predisposition toward cognitive impairment in later stages. However, the age specific variations in cognitive improvement under the influence of physical activity require further exploration in terms of prospective clinical studies. Indeed, the concrete clinical evidences indicating the direct improvement in cognitive adaptability and predisposition, or delay in cognitive impairment are still missing in evidence based clinical literature and require conducting prospective studies for exploring the clinical outcomes. The evidence based clinical literature reveals the multifactorial complex mechanisms attributing to the influence of physical activity on the cognitive enhancement of elderly population. Indeed, the reduction of v ascular disruption with the exercise induced neurotrophic enhancement of brain activity facilitated by neurophysiological repair processes improves cognition among demented patients as evidenced by the research studies. The moderate evidences in relation to the influence of physical activity on the cognitive enhancement of elderly demented population warrant the need of conducting qualitative research studies on the larger scale for preventing the state of cognitive decline and predisposition toward developing dementia in the older ages. The evidence based clinical literature demonstrates the influence of cardiovascular comorbidities on the cognitive status of the demented population (Mancia, Grassi Redon, 2014, p. 185). However, direct causal relationship between the influence of physical exercise and reduction in cardiovascular predisposition provides some insight in terms of conducting clinical trials for exploring direct linkage between the potential effects of physical activit y and cognitive enhancement of elderly demented population. Acevedo and Ekkekakis (2006, p. 47) reveal the positive impact of physical activity training on the executive control processes of the aged population. Indeed, the executive control procedures include the activities pertaining to scheduling, task coordination, working memory, interference control and planning. The evidence based literature further describes the consistent decline of these processes among human population with the progression of the aging process. The effective delineation of the substantial decline of these executive cognitive functions due to age vs. dementia highly required for devising mitigating strategies in reducing cognitive reduction resulting under the influence of dementia episodes across the elderly population. Further clinical studies reveal the protective influence of physical activity on the cognition and verbal memory of the middle aged individuals; however, the degree of brain fitness enhanc ement from physical activity among elderly individuals require further exploration in terms of clinical studies for recording the improvement in brain potential through EEG following the physical activity. Research Question The research objective in the context of evidence based clinical literature relates to identifying the effect of physical activity on cognitive impairment of the elderly demented individuals. The interference of physical activity on dementia and cognitive impairment in terms of improving the mental outcomes and positive influence on white matter changes requires effective evaluation in the clinical setting under controlled conditions. The Research Design The qualitative randomized clinical study will focus on performing multifactorial analysis of the influence of physical activity on the cognitive outcomes of the demented patients in the controlled environment. Indeed, 200 study subjects suffering from dementia and cognitive impairment, and pertaining to age groups between 65 75 years require prospective selection randomly from various multispecialty hospitals across United Kingdom. The degree of dementia and cognitive impairment need thorough analysis with the application of MRI and EEG interventions. The brain potentials and white matter changes of the selected subjects require analysis and initial findings need to be captured in clinical database with the commencement of the study. Three months of regular physical exercise sessions for the research subjects require effective organization in clinical setting for a tenure of three months following which the MRI and EEG investigation repeated and contrasted with the initial findings . Furthermore, the clinical interview requires to be conducted at the time of enrolment of participants for evaluating their executive status and dementia rating. Indeed, the formal cognitive assessment through the clinical interview will focus on evaluating the orientation, attention, memory, language, executive function, praxis and visuospatial orientation of the target population (Cooper and Greene, 2005). The comparative analysis of both clinical assessments will indeed assist in determining the changes in memory and cognition of the target population following the exercise/physical activity intervention during the clinical study. The study subjects require random bifurcation into two equal groups A and B; however, group A will actively undertake physical activity session contrary to group B that will remain under observational mode throughout the study. The comparative analysis of the clinical findings between both groups will assist in determining patterns of cognitive alterat ions following the exercise induction among the target population. Methods Participants The rationale of the clinical study follows the effective evaluation of the influence of physical activity on the cognitive impairment of demented patients. The inclusion criteria of the research study follows the below mention convention: The prospective participants correspond to age groups between 65 75 years. The participants undergoing treatment for Dementia under various medical specialties. The sustained level of cognitive decline observed in the research participants and evident through clinical interview and MRI/EEG interventions. The research participants must be capable of effectively performing activities of daily living without any external assistance. The exclusion parameters contend the following pre-requisites: Patients suffering from cardiovascular comorbidities. Patients affected with gastrointestinal and cerebral malignancies. Physically disabled patients. The qualitative nature of clinical study ascertains the accuracy in clinical findings with added flexibility in research configuration. The findings by Willis, Inman and Valenti (2010, p. 223) reveal the utilization of multiple-methods, critical multiplism, theoretical pluralism and interdisciplinary approaches in qualitative research models. The proposed clinical study also intends to employ the blend of clinical approaches including comparative analysis between MRI, EEG and clinical interview findings to track and evaluate the improvement in cognitive decline following the exercise intervention. Indeed, obtaining informed consent from each research participant is a prerequisite for initiating the clinical study. Chin and Lee (2008, pp. 28-29) describe the significance of informed consent in clinical studies for retaining the autonomy and dignity of the research subjects. The proposed study requires attaining informed consent from all participants for avoiding any kind of bias during the tenure of the clinical investigation. Indeed, informed consent is the preliminary ethical requirement for retaining patients autonomy in the clinical study (Ravina, 2012, p. 187). Data Collection The clinical data requires collection electronically in medical database for its effective retrieval following the research intervention. The database requires funding from the sponsoring authorities for configuring site based electronic health records. The evidence based clinical literature documents electronic health records and government payer administrative data sets as preliminary sources of data for recording the clinical trial information (Institute of Medicine, 2010, p. 91). The acquisition of informed consent will also facilitate the ethical approval of research study in accordance with the international ethical standards. The following clinical parameters retrieved through clinical interview require recording in medical database for their prospective analysis following the accomplishment of research study: Clinical Findings Manifestations Status Executive Function Poor/Average/Good/Excellent Memory Poor/Average/Good/Excellent Mental Speed Poor/Average/Good/Excellent Letter Fluency Poor/Average/Good/Excellent Motor Speed Poor/Average/Good/Excellent Mental Processing Speed Poor/Average/Good/Excellent IQ Poor/Average/Good/Excellent Cambridge Cognitive Examination Poor/Average/Good/Excellent MRI Brain Findings Manifestations Intensity White Matter Lesions Minimal/Mild/Moderate/Severe Dementia Scale Minimal/Mild/Moderate/Severe Temporal Lobe Atrophy Minimal/Mild/Moderate/Severe Cambridge Minimal/Mild/Moderate/Severe Birth Defect Minimal/Mild/Moderate/Severe Old CVA Minimal/Mild/Moderate/Severe Intracranial Haemorrhage Minimal/Mild/Moderate/Severe Multiple Sclerosis Minimal/Mild/Moderate/Severe Stroke Minimal/Mild/Moderate/Severe Pituitary Tumor Minimal/Mild/Moderate/Severe Brain Abscess Minimal/Mild/Moderate/Severe Cerebral Atrophy Minimal/Mild/Moderate/Severe TIA Minimal/Mild/Moderate/Severe Visual Memory Minimal/Mild/Moderate/Severe Neurophysiological Function Minimal/Mild/Moderate/Severe Small Vessel Disease Minimal/Mild/Moderate/Severe Neurodegenerative Disease Minimal/Mild/Moderate/Severe EEG Findings Attributes Clinical Description Tonic Changes Alpha Frequency Theta Frequency Cognition Data Analysis The comparative analysis of study findings between both groups of participants prior and after the study will track and identify the changes in mental function, cognition and vascular activity of brain following the systematized exercise sessions executed during the clinical study. The clinical findings among group A will determine the extent of cognitive improvement under study subjects following the physical activity; however, the findings with group B will indicate the cognitive stability or decline over the course of time in the absence of physical activity. The comparison of findings between both age groups will precisely identify the intensity and scope of cognitive alteration following the physical activity. The clinical variables require evaluation with the application of SPSS software for deriving the final conclusion. Verma (2013, p. 10) elaborates the capacity of SPSS software in effectively detecting data errors with the application of its descriptive statistics. The regr ession analysis, logical checks, standard deviation and minimum vs. maximum score pertaining to clinical findings will assist in statistically evaluating the percentage of cognitive improvement among demented patients under the influence of physical exercise. The analysis of confidence intervals and p values will determine the authenticity of clinical study in evaluating the study findings. Practical Considerations The proposed timetable for undertaking the research study categorically bifurcates each phase of study in accordance with the following convention: Task Q - 1 Q - 2 June 2015 July 2015 August 2015 September 2015 Planning Scheduled Ethical Approval Procedure Scheduled Clinical Study Scheduled Scheduled Scheduled Evaluation Publishing of Results Scheduled The estimates cost incurred in executing the study attributes to $ 50, 000 in accordance with the expenses related to patients enrolment, clinical investigations, physical activity sessions, deployment of health care staff and other miscellaneous considerations. Conclusion The proposed research study will indeed track and evaluate the clinical links between the physical activity and its potential influence on the patterns of cognitive deficit among elderly patients affected with dementia episodes. The study protocol will undoubtedly define systematic patterns in context to the intensity of physical activity warranted to generate the clinical goals in terms of enhancing the cognition and mental capacity of the aged people suffering with dementia. The study will also delineate the cognitive decline under the influence of age advancement from the cognitive impairment resulting from sustained patterns of dementia among the target population. This will further facilitate the configuration of non therapeutic clinical interventions (including diet management and exercise) for mitigating the cognitive manifestations among elderly population for prophylactically treating them to prevent the progression of dementia episodes. The particular focus on the improvem ent of demented patients executive functions by physical activity will indeed define new realm of medical therapeutics for treating the cognitive manifestations with the acquisition of minimal invasive techniques. The clinical findings from the proposed study will enhance the scope of prospectively conducting qualitative and quantitative studies to validate and explore the definitive relationship between various types of physical activities and enhancement of brains vascularity and functional capacity in the community environment. The proposal holds promise in effectively identifying the influence of physical activities on the vascular enhancement, increase in the volume of grey matter, neurophysiological performance, plasticity, size and amyloid deposition in human brain. References Acevedo, E.O. and Ekkekakis, P., 2006. Psychobiology of Physical Activity. USA: Human Kinetics. Biddle, S.J.H., Mutrie, N. and Gorely, T., 2015. Psychology of Physical Activity: Determinants, Well-Being and Interventions (3rd ed). New York: Routledge. Chin, R. and Lee, B.Y., 2008. Principles and Practice of Clinical Trial Medicine. California: Academic Press. Clow, A. and Edmunds, S., 2014. Physical Activity and Mental Health. USA: Human-Kinetics. Cooper, S. and Greene, J.D.W., 2005. The clinical assessment of the patient with early dementia. J Neurol Neurosurg Psychiatry. Vol. 76, pp.15-24. Institute of Medicine., 2010. Clinical Data as the Basic Staple of Health Learning:: Creating and Protecting a Good School. USA: The National Academies Press. Mancia, G., Grassi, G. Redon, J., 2014. Manual of Hypertension of the European Society of Hypertension (2nd ed). USA: CRC Martin, C.R. and Preedy, V.R., 2015. Diet and Nutrition in Dementia and Cognitive Decline. UK: Academic Press. McNamara, P. (2011). Dementia: Treatment and Developments. California: ABC CLIO. Panza, F., Solfrizzi, V. and Capurso, A., 2004. Diet and Cognitive Decline. New York: Nova Science. Ravina, B., 2012. Clinical Trials in Neurology: Design, Conduct, Analysis. New York: Cambridge. Tuokko, H.A. and Hultsch, D.F., 2006. Mild Cognitive Impairment: International Perspectives. USA: Psychology Press. Verma, J.P., 2013. Data Analysis in Management with SPSS Software. Springer: New York. Wahlund, L.O., Erkinjuntti, T. and Gauthier, S., 2009. Vascular Cognitive Impairment in Clinical Practice. New York: Cambridge. Willis, J., Inman, D. and Valenti, R., Completing a Professional Practice Dissertation: A Guide for Doctoral Students and Faculty. USA: IAP. Yaffe, K. (2013). Chronic Medical Disease and Cognitive Aging: Toward a Healthy Body and Brain. New York: Oxford.

Stateless Nation Essay Example

Stateless Nation Paper The History and Geography of Gypsies Generations of homeless wanderers known as Aroma/ Romania, or gypsies, currently traverse the vast and varied landscapes of Europe, making up one of the large SST minority groups in that realm. This research paper uses the disciplines of physical, historical a ND cultural geography to explore the migration of Romania, as well as to explain the Cohoes on of gypsy society. Unfortunately, as history will show, the story of the gypsies is one of e exploitation and persecution, a tradition that endures even to the present day. Why did God even create us, if gypsies are to live like this? asked one male g yaps, Abaca, in response to the news that he and his family were having their prop retry destroyed. This story comes out of France, and it demonstrates the major conflict between Or ma and the rest of the European community: citizenship. Government constructs and bureaucrat ICC procedures which evolved to provide security to Europeans have caught one ethnic group in a p replete limbo, keeping them ever on the move after several hundred years. Without a state t o call their own, the Aroma erect encampments wherever opportunity exists. In the case of Abaca and his friends, opportunity existed in Generalities, France. We will write a custom essay sample on Stateless Nation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Stateless Nation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Stateless Nation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer French leaders have taken a staunch opposition to the insurgence of gypsy e encampments, both for their appalling sanitary conditions and for the rising rates of crime w which accompany them. Thus, you encounter men like Abaca, whose camp now lies in upheaval after the bulldozers cleared out the shopping carts and tents that had sustained his co immunity. Turning he page on the camp in Generalities, these gypsies now have three options: they can stay in France and continue to beg. The second option is to accept a gift of 300 euros from the French government in exchange for the voluntary return of the gypsies back to Aroma Nina. The powerful poverty in Romania often makes this offer hard to accept, besides the fact that t most gypsies are not even truly from Romania, and many will prefer to stay in France, begging, or they will choose the third option: to move onto another territory, a destiny which pres .NET a very familiar flavor in the mouths of these gypsies. Where they originate and why the gypsies have lived migratory lives for so mum chi of history was once shrouded deeply in mystery, due mostly to improper record keeping. Genetic testing and linguistic research eventually lead geographers to the conclusion t hat gypsies originated in the Punjab region of India, escaping into the Balkans in the 1200 sass to avoid religious persecution. The area inhabited by the Aroma of early India was under r constant attack by Sunnis and Shiite militants from Afghanistan, and eventually a small group of the affected Indians fled west into Europe. These Indians made up the Romania Diaspora w which exploded out of southeast Asian and middle eastern ancestry, entangling with European D AN during the flight of Romania away from Punjabi. The current makeup of Europe presents pocket s of gypsies all over the region, particularly in France, Germany, Italy, Spain, Portugal, and the Balkan states. Leaving India did not bring bluer skies as the gypsies might have hoped, and a pattern soon emerged whereby the Aroma were being pushed out of territory after term rotors, constantly setting up and tearing down. The churches, which had once offered gypsies a room sis of safety as they traveled freely between the European territories, came to distrust the carefree immigrants, especially as they were traveling in and out of Turkey, a home to many enemy sees of the Catholic church. King Ferdinand and his wife, Queen Isabella, began passing laws in Sp main during the 14005 which forbade the free travel of Romania people. According to an essay by Amy Motor, laws in Spain between 1499 and 1 783 passed back and forth bet en aggressive and encouraging, either attempting to expel the gypsies or facilitating their sashimi action. A wave of indignity legislation rippled through the whole continent of Europe, forcing R Oman to travel hundreds of miles in search of territory where they could live and express the messes freely. Things continued on like this for centuries, and during the second World War, gypsies constituted roughly 25% of Germanys holocaust victims. A common ensconce option is that gypsies are wanderers due to a cultural calling, but this practice Stems more a accurately from the fact that gypsies were not allowed to settle. The revulsion towards gypsies comes from deep cultural differences that are often difficult to reconcile. Forced into theft because of their widespread poverty an d lack of resources, gypsies have earned a reputation as thieves who one ought to avoid. This see d of distrust blossomed into a wealth of fables and myths which depicted gypsies as main cal heathens hell-bent on disrupting the fabric of society. Storytellers and magicians, Aroma were labeled liars and witches throughout their early travels, said to spread heresy and devils AK, pulling the rug of morality out from under the feet of otherwise good and wholesome people . It was rumored hat if parents did not keep steady watch over their children, then the children n might just find themselves the victims of a kidnapping by gypsies. Further, the Aroma were a v ere tightening group wherever they wandered, increasing speculation and suspicion relative to the mystery that they let surround them. Documents which convey racist sentiments towards t he darkening Romania have also been uncovered. Centuries of hatred have ultimately culminated in the Romania doing the same thing today that they were hundreds of years ago: wandering. Without any home to call t Eire own, the gypsies are one of the largest stateless nations in Europe. An article published by the Daily Mail in 2013 cites Manuel Balls, Frances Interior minister, demanding that gypsies return to either Romania or Bulgaria after their failure to integrate into French society, and tall KS of denying these two nations of interstate passage have circulated around the countrys political sphere. The inability of Romania to integrate is due largely to the fact that they are pro habited at every avenue from the opportunity to advance in society. Gypsy children are not allowed to tend public schools without any papers, and the parents Of these children a re likewise unalloyed to find jobs. Begging earns enough to buy food in most instances, but this profession carries no illusions of being especially lucrative. Moreover, the stigmas which surround Romania cause friction still between this thoughtfully group and the rest of their Europe mean neighbors, leading to the largesse evictions and deportation methods to who ICC many p Laotians resort. Too, the Romania represent any collaboratively group of people, having no w Ritter records since their departure from India. While many outspoken individuals within the European Union have condemned the deportations for targeting a specific ethnic group, the E Us only recourse exists in threats of sanctions against the nations that impose such policies on their gypsy populations. Unlike France, there are countries that have adopted policies meant to stabilize e the Romania. Graces government created a commission to research alternatives to deporting Aroma, investigating social programs that might foster the continued growth of the gay skies to be a stable and beneficial addition to Greek society. These programs focus attention on c hillier primarily, diving headfirst into the issue of providing them with the access to education necessary to their development. Members of gypsy society are beginning to find a media present CE as well, predominantly in the musical arts. As more and more people learn about the Aroma and their heritage, this demographic becomes a more identifiable and relatable group of individuals, and this reliability will eventually inspire the empathy that is long overdue the gay skies. Bibliography 1. Heathen, Evasive. Romania Culture in America. Cleveland, Ohio: Cleveland Cultural Center, 1985. This source looks at the blending of assimilated Reincarnations and drag conclusions from history about how certain cultural idiosyncrasies developed for the gypsies. . Herdsman, Vladimir. Romania Americans. Every culture, 2014. Web. October 2014. This one is an online source which provided many other good places to look f information. It also gives an overview of the conflicts which led to the Gypsies being pursued out of every place that they decided to call home. 4. Roomer, pericardia. Romania studies. The Gypsy Lore society, 2000. Web. Cot beer 2014. This is a source written by people who were born and raised in the current y Romania culture. It goes over the history of the Romania people, as well as providing vial able information on the state of affairs for gypsies today. 5. Government of Greece. I integrated programmer for the Social Inclusion Of Aroma : Greece. May, 2009. This source is a government document which looks at the issues faced by Or main people as they try to practice their culture across a Europe that is still largely cautious of the gypsies.

Animal Farm Study Guide

Animal Farm Study Guide Published in 1945, George Orwells Animal Farm tells the story of a group of farm animals who stage a revolution and take over their farm. The revolution begins with principled idealism, but its pig leaders become increasingly corrupt. They soon turn to manipulation and propaganda in order to maintain power and control, and the farm becomes a totalitarian regime. With this narrative, Orwell creates a searing political allegory about the failures of the Russian Revolution. Fast Facts: Animal Farm Author: George OrwellPublisher: Secker and WarburgYear Published: 1945Genre: Political allegoryType of Work: NovelOriginal Language: EnglishThemes: Totalitarianism, corruption of ideals, the power of languageCharacters: Napoleon, Snowball, Squealer, Boxer, Mr. JonesFun Fact: Inspired by the cynical donkey in Animal Farm, George Orwell’s friends gave him the nickname Donkey George. Plot Summary Old Major, an elderly boar living on Manor Farm, gathers all the other farm animals for a meeting. He tells them about a dream in which all beasts are free, and he encourages them to organize and rebel against humans. A few days later, when the the cruel and incompetent farmer Mr. Jones abuses the animals, the animals organize a revolt, led by two pigs named Napoleon and Snowball. They succeed at driving Mr. Jones off of the farm. Initially, Snowball and Napoleon work together. Snowball establishes the philosophy of Animalism, and the seven animal commandments (including All animals are equal) are painted on the side of the barn. When Mr. Jones returns with some human allies in an effort to reclaim the farm, the animals, led by Snowball, drive them away in a glorious victory. The power-hungry Napoleon begins to undermine Snowball and eventually chases him away altogether. Napoleon slowly takes on the corrupt behaviors and habits of the humans that the revolution once opposed. Squealer, Napoleons second-in-command, alters the commandments painted on the barn to reflect these changes. A simple-minded, hardworking draft horse named Boxer works so hard to support the revolution that he collapses. Napoleon sells him to a glue factory. The other animals are upset until Squealer, a skilled propagandist, convinces them that what they saw with their own eyes (the glue factory truck) isnt true. Life gets worse for the animals living on the farm. Meanwhile, the pigs move into the old farmhouse. They begin walking on their hind legs, drinking whiskey, and negotiating with human farmers. By the end of the novel, the animals cant tell the difference between the pigs and the humans. Major Characters Mr. Jones. The incompetent and cruel human owner of Manor Farm. He represents Czar Nicholas II of Russia. Napoleon. A pig who becomes an early leader of the revolution. Napoleon is greedy and selfish, and he slowly abandons any pretense of revolutionary fervor. He represents Joseph Stalin. Snowball. Another pig who becomes an early leader of the revolution, as well as as the intellectual architect of Animalism. Snowball is a true believer who attempts to educate the other animals, but power-hungry Napoleon drives him away in order to consolidate power. Snowball represents Leon Trotsky. Squealer. A pig who serves as Napoleon’s second-in-command. Squealer is skilled at lying, creating altered historical accounts, and disseminating propaganda. He represents Vyacheslav Molotov. Boxer. A strong, powerful draft horse who is dedicated to Animal Farm and the revolution. He works himself to death for the cause. He represents the workers of Russia who supported Stalin. Major Themes Totalitarianism. The revolution begins with principled ideas, but it is quickly co-opted by a power-hungry leadership. The pigs frequently lie and spread false historical accounts in order to increase their power. Ultimately, they rely on the ignorance of the masses in order to stay in control. Orwell uses this narrative to argue that without an informed and educated population, tyranny and despotism are inevitable. Corruption of Ideals. There are two kinds of corruption on display in Animal Farm. The first kind is the overt corruption of Napoleon and the other pigs, who become increasingly greedy as they acquire more power. The other kind is the corruption of the revolution itself, which loses any semblance of principle due to the other animals worship of Napoleon’s cult of personality. The Power of Language. Animal Farm  explores how language can be manipulated to control others. The pigs invent stories, spread false historical accounts, and popularize propagandistic slogans in order to remain in control of the other animals. Literary Style Animal Farm is an allegorical novel about the Russian Revolution. Nearly every element of the novel represents a person, group, or event from the Russian Revolution. Within this political allegory, Orwell infuses a great deal of humor. His use of animals as stand-ins for historical figures sometimes has a comical, caricature effect (i.e. the representation of Stalin in the character of a pig). In addition, Orwell uses irony to demonstrate the ridiculousness of propaganda when viewed from an informed perspective. About the Author George Orwell was born in India in 1903 during the period of the British Raj. He was one of the most influential writers and thinkers of the 20th century and beyond. Today, Orwell is best-known for his novels Animal Farm and 1984, as well as his voluminous essays on politics, history, and social justice. Orwell’s influence is so significant that the word Orwellian is used to refer to anything thats dystopian and totalitarian in a similar way as the setting of 1984. Many of the concepts Orwell introduced have also entered the common vocabulary, including the well-known term Big Brother.

3 Stories That Prove Nursing is Worth It

3 Stories That Prove Nursing is Worth It Nursing is not a career for the faint of heart. From managing challenging patients to dealing with emergency situations, it’s a field that demands a lot from those who choose it. For many nurses, though, the breakthrough moments that make it all worthwhile show why so many women and men find nursing as their calling. Patients can change your life in unexpected ways.While part of being a healthcare professional is caring for people you may never see again, sometimes the fates align, and you find that there’s a patient to whom you just can’t say goodbye. Nurse Amber Boyd, from New Mexico, found this to be the case when she cared for a newborn baby girl who suffered from severe birth defects. The baby’s parents were out of the picture, and Boyd realized that she could provide the love and care that baby Nicole needed. â€Å"Right around her first birthday, she was making progress, [but] her needs were beyond anything anyone could’ve accommodated at ho me. Her biological parents, their rights were taken away and her twin sister had already gone home with another family. They just weren’t medical professionals and she essentially needed ICU care at home. [The hospital] was looking into medical foster care†¦.I said, ‘Well, that’s something I could do from home†¦But then I said, ‘This is crazy, am I crazy?'†Little things can matter as much as big ones.From NurseTogether.com comes the inspirational story of a nurse whose above-and-beyond took very little time out of the daily routine, but paid many dividends for one patient.â€Å"One of the women living there had night terrors. She was never able to name that which she feared, but woke every few hours screaming in panic. Her confusion and fear touched my heart as I tried to imagine experiencing her quality of life. I immediately discovered that she would calm down and return to sleep if I spent 10-15 minutes talking to her. Soon thereafter, I discovered that if I came to work 20 minutes before my shift started, held her hand, and talked with her she slept peacefully the entire night through. 20 minutes a day, five days a week out of the life of a student nurse was a small price to pay for her peace of mind.†Sometimes nursing life is just plain funny.From NursesAreAngels.com: â€Å"I was performing a complete physical, including the visual acuity test. I placed the patient twenty feet from the chart and began, ‘Cover your right eye with your hand.’ He read the 20/20 line perfectly. ‘Now your left.’ Again, a flawless read. ‘Now both,’ I requested. There was silence He couldn’t even read the large E on the top line. I turned and discovered that he had done exactly what I had asked; he was standing there with both his eyes covered.†If you too have a nursing tale that is funny/inspiring/illuminating/nursetastic, we’d love to hear it!

Organisational Behavior and Analysis Essay Example | Topics and Well Written Essays - 2000 words

Organisational Behavior and Analysis - Essay Example Through motivation, employees strive to perform at their best. Motivating employees is definitely a challenging task for any organisation. Hence, the financial rewards deliver an actual method to inspire and compensate the employees and tap them for better and exciting activities (Kohn, 1999). Rewards According to Janet Spence (1971), rewards tend to have a positive impact on motivation which involves the performance of employees to a large extent. Rewards serve as motivations for employees in an effort to inspire them in various methods such as altering job positions, reorganising job plans, developing working situations, and ranges of other activities (Kohn, 1999). The idea and prerequisite for motivation has been enticing much attention in the continuous change of business situation, altering technologies in the area of business and increasing difficulties. These aspects generate interference on the performance and on the level of proficiency of employees. Therefore, motivation he lps to maintain the level of proficiency as well as improve and even develop the performance of the employees to a significant extent. ... and Extrinsic Motivation Intrinsic motivation is demarcated as conducting an activity for intrinsic fulfilment rather than some distinguishable significance. When the employees are motivated intrinsically, they begin to act for excitement or challenge involved in their assigned tasks rather than due to external reasons, stresses or rewards. According to Hull (1943), a type of employees’ behaviour is the consequence of the motivation that was delivered by emotional forces, and the intrinsically motivated activities were specified to be those activities which offered satisfaction of the intrinsic emotional requirements. Employees have been witnessed to be motivated by satisfying their individual and inner requirements such as requirement for liberation, skill, positive relationship and better working environment in organisation (Ryan & Deci, 2000). Intrinsic motivation is a vital instrument for open-ended intellectual improvement as it is the driver of impulsive assessment and c uriosity. Intrinsic form of rewards can be stated as internal procedure of rewards which is experienced by an employee while undertaking a particular task such as new challenges, modification of work or task on the positive achievement of objectives, positive gratitude and sympathetic attitude of the company. To some extent, the financial contemplation or pay benefits does not work well as a motivator after surpassing a certain level of survival. In those conditions, the intrinsic features or elements swap the extrinsic aspect and act as robust and efficient motivators for employees (Ryan & Deci, 2000). On the other hand, extrinsic rewards are denoted to those rewards that appear in the form of material and are recognised as external with respect to task accomplished or implemented. The

Traditional and Nontraditional Family Structure Assignment

Traditional and Nontraditional Family Structure - Assignment Example Thus nontraditional family forms include single parenthood, singlehood, cohabitation, Gay-Lesbian-Bisexual- and- Transgender (GLBT) relationships and even polygamy (Grant, 2012). Inasmuch as single parenthood do existed even prior to the 20th century due deaths of spouses, by then, single parenthood was surrounded by a certain level of stigma (Grant, 2012). This is contrary to what is happening now; where single parenthood is considered more acceptable. Additionally, unlike in traditional family set up where single parenthood mainly resulted from death of a spouse, today divorce and woman’s decision to have a child alone are key drivers. For instance, Artificial Insemination has become an option to have a child while single. Cohabitation is also a form nontraditional family (Bornstein, 1991). This is where a housed is shared by unmarried couple. It is normally taken to be an alternative form of marriage which has continued to gain popularity in the U.S. Some couple cohabitate with a claim that they are testing their compatibility in marriage. Besides, families created and the relationship formed by GLBT, may also be considered as a structure in the nontraditional family set up. Unlike traditional structure where a family is mainly husband, wife and children, nontraditional structure presents more complicated structure including even people of the same gender. Nontraditional families’ influence on spots participation depends on the nature of the family and the nature of the stakeholders (Bornstein, 1991); influence may either be negative or positive based on that nature. For example, in a single-parenthood family, a child or children may be actively involved in sports or otherwise; the determining factor being the nature of the parent (Bornstein, 1991). If the parent supports child’s involvement in sports or even himself/herself participates, the participation will be raised, and vice versa

Courage in To Kill a Mockingbird Essay Example for Free

Courage in To Kill a Mockingbird Essay The book, To Kill a Mockingbird, is told from the point of view of a girl named Scout Finch. The story is set in a predominantly white neighborhood. Scouts father is a lawyer, and the story begins when he is tasked to defend an African-American wrongly accused of raping a white woman (Lee 2002). The involvement of Atticus Finch in this case brings upon them verbal and physical abuse, such that Scout almost fought off her aggressors in school with her fists (Lee 2002). Her father, Atticus, tells her not to be provoked, to keep out of trouble, as they should not mind what other people are saying (Lee 2002).   This shows what Plutarch is saying regarding courage: â€Å"Courage consists not in hazarding fear, but being resolutely minded in a just cause.† For sure, Atticus is fearful for his strong-willed daughter and son; however, he is resolute on defending Tom Robinson. Atticus courage is not about skirting fear, but seeing only the justification for taking on Tom Robinsons case. Like a horse with blinders, Atticus is focused on the case. This is why he does not want Scout or Scouts brother Jem, to fight other people when they taunt the children regarding the case: other people do not matter. As long as Atticus knows that what he is doing is right, opinions of other people should not bother him. This is what he is trying to instill upon his children. He is also trying to teach them that courage does not only come from ones fist or the barrel of the gun; courage is being deciding to follow through with a decision whatever it takes, regarding the insurmountable challenges. This for me is one of the aspects of courage. It is important to be resolute on a decision. As people say, obstacles occur when our mind is taken off the goal. It also takes courage to keep ones eyes on the goal, to ignore the obstacles in our peripheral vision. No matter how insurmountable the challenge is, we still have to go for it, especially if we believe it to be right. Our world is shaped by people faced with impossibilities, yet they did not give up. These people caused the French Revolution, invented light bulbs, fought for womens suffrage. We all live in a better world today because of them, and they did it because they had courage.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Courage I feel, is also found in everyday decisions. Obviously, it takes courage to sign the document that would start the Manhattan project, but courage is also involved when one befriends a stranger too. Scout does this in the book, befriending and trying to see what the world is like for Boo Radley (Lee 2002). Other people shun him, and make up horrible stories instead, but Scout has the courage of a child not yet corrupted by the world. In the end, she realizes that he is a good person. This is a courageous act, admitting your mistake, and accepting someone ostracized by society. Scout may not be aware of the implications of her action, but she flouted her neighborhoods notion of propriety (just like her dad), and reinstating the fact that humans are above the standards we set for ourselves. This is courage too. And I believe that this is the hardest of all to do. To fight injustices in your everyday life is not only exhausting but harrowing, yet this is one area you will be able to do your most. Everyday decisions require staunchness of decision; these decisions are not â€Å"one-time big-time† deals. You will live with the effects of these decisions for every single day of the rest of your life, and the effects will be magnified.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Courage also must precede all other qualities. If one does not have the courage to do what is right, even if one has a sense of what is right and wrong, this knowledge will not be put to use, because fear will convolute ones sense of right and wrong. Winston Churchill once said, â€Å"Courage is rightly esteemed the first of human qualities because it is the quality which guarantees all others.† In the book, Atticus was courageous enough to follow through with his conviction that Tom Robinson is innocent (Lee 2002). He knows he will inevitably lose the case, as the jury is all-white (Lee 2002). Yet, he forges on. If he did not push through with his decision, or if he wavers, we would not have seen his other attributes: a responsible and loving father, an understanding neighbor, an upright man. If he had let himself be dwarfed by fear, we would not have seen the other qualities, as these have all been dwarfed by fear.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is another aspect to courage I must point out: courage is not being able to not know fear while undertaking a difficult task. Courage knows this fear, even before one accepts the task, and yet goes on with it anyway. Courage, for me, knows fear, of being fully aware of the implications of your decision, and you continue because you will not forgive yourself if you did not do the right thing or if you continue so that those who come after you will not be placed in the same situation. This for me is the essence of courage: of making a decision, and acting upon it, so that other people will not have to make the same decision because you have made the world a better place to live in. Courage prefers to go out like a blaze in the night. It is, to quote Dylan Thomas, to go not gently into the night, and to rage, rage against the dying of the light.

Lawsuits and the End of Sanity in America :: Exploratory Essays

Lawsuits and the End of Sanity in America Not having experienced much of the past is a mixed blessing. What's grotesque, shocking and unheard of to older Americans might seem normal, perhaps just a bit curious, to younger Americans. For example, last year New Orleans Mayor Marc Morial brought suit against gun manufacturers to recover carnage costs in his city. This January, Philadelphia Mayor Ed Rendell met with his advisors to consider whether the City should sue gun manufacturers for creating a public nuisance since guns were used in Philadelphia's 400-plus homicides. The City would seek to recover the cost of everything from cleaning up after bloody murders to the costs of court and social workers for victims. Mayor Rendell's imagination has also led him to discover a new liability for tobacco companies: since some of Philadelphia's fires have careless smoking as their origin, why not sue tobacco companies to recover the city's fire losses? Decades ago anyone suggesting bringing lawsuits against gun manufacturers for homicides, or tobacco companies for fires caused by careless smoking would have been considered a prime candidate for a lunatic asylum. If one generalizes from the lawsuits brought against gun manufacturers because people use their product to commit murder and mayhem, and against tobacco companies for smoking illnesses and fires caused by careless smoking, he would conclude that people are not to be held responsible for anything they do. It is the inanimate object, while incapable of acting, that is responsible. That is, a gun is responsible for murder, not the gun's user. A cigarette is responsible for a fire, not the careless smoker. That being the case, it "logically" follows that manufacturers of the offending inanimate object are culpable. After all had the manufacture not produced the gun or cigarette there would be fewer homicides, smoking-related illnesses and fires caused by careless smoking. This it's-not-my-fault principle could be broadened to include just about anything. If a scantily clad young lady is prancing along the street, distracts my attention, and I have an automobile collision, the it's-not-my-fault principle would hold the young lady liable for my accident. But she might make the case that it is the manufacturer of her mini-skirt who is really liable. If we Americans were to carry the it's-not-my-fault principle to its logical conclusion, we would virtually guarantee poverty. There would be little production. Why should I manufacture irons if I could be held liable for anything a person might do with the iron, including assault or leaving the iron unattended thereby causing a fire.

Development of Multinational Personnel Selection Essay

Ivey Management Services prohibits any form of reproduction, storage or transmittal without its written permission. Reproduction of this material is not covered under authorization by any reproduction rights organization. To order copies or request permission to reproduce materials, contact Ivey Publishing, Ivey Management Services, c/o Richard Ivey School of Business, The University of Western Ontario, London, Ontario, Canada, N6A 3K7; phone (519) 661-3208; fax (519) 661-3882; e-mail cases@ivey. uwo. ca. Copyright  © 2007, Ivey Management Services Version: (A) 2007-12-11 On Monday morning at 8:30 a. m. , Dr. Thomas Koch was leaving his luxury condominium on the 28th floor of a building specifically constructed for expatriates and Hong Kong’s wealthier citizens. He was going down to Causeway Bay, towards his office in Hong Kong’s central business district. On the way, Koch listened to the voice mail messages on his cell phone, one of which was from the assistant of the firm’s owner, Peter Koenig. The message stated that Koch was expected to call back before his meeting with the human resources (HR) team that he was leading. The human resources team meeting was scheduled in order to bring together German and Chinese human resource experts to form a crossfunctional project team. In the context of global restructuring, the company, ComInTec AG & Co (ComInTec), had introduced a new regional management level. As a result, 25 middle management positions were expected to be filled in the Asian-Pacific-region (APAC) (e. g. regional head of purchasing, regional head of supply chain management, national chief executive officers (CEOs), national head of finance and accounting, and national head of operations). A new personnel selection system was expected to fill these positions with qualified employees. ComInTec’s own recruitment channels, as well as â€Å"head hunters,† would be hired for the recruitment process. The overall responsibility for implementing the new personnel selection process was the responsibility of the project team. According to the company’s inhouse global localization policy, 90 per cent of the new management positions were filled by individuals who originated from the country they would be working in. The affected areas included sales and marketing, purchasing, supply chain management, and finance and accounting, at locations in Hong Kong, Kuala Lumpur, Bangkok, Jakarta, Melbourne, Sydney and Shanghai. The managers’ annual salary ranges between â‚ ¬40,000 and â‚ ¬150,000, depending on the location. The new personnel selection system for APAC was part of the company’s new objective to standardize all human resource instruments for selection purposes around the globe. This new personnel selection system had to be developed internally. Page 2 9B07C041 BACKGROUND For several years now, Koch had been finding faults in the design of the individual assessment centres. According to Koch’s opinion, there was only very limited opportunity to influence possible modifications because the individual assessment centres were conducted by external consulting firms. Additionally, Koch questioned the validity of the information obtained from the centres, as well as the personnel selection system as a whole. ComInTec had little interest in empirically evaluating the validity of the assessment centres and statistically analyzing the outcomes of such personnel selection procedures. Koch also felt the need to improve the contents of the structured interviews that were based on the candidate’s current situation, as opposed to the candidate’s previous work experience. Koch firmly believed that what happened in the past was likely to be repeated in the future, and therefore had very little appreciation for selective interviews that did not consider the candidate’s past. Overall, efforts to improve the current selection systems had only rarely been undertaken due to limited time and the budget allotted for personnel affairs — a memorable fact that Koch had already pointed out to the management several times. The development of a new multinational personnel selection system now posed a huge challenge for Koch and his project team. There was one fact, however, which he noticed with relief: there were no expatriates in the new selection system because the selected managers were required to be living in APAC. Currently, ComIncTec simply sent those candidates abroad that had the necessary technical skills and experience, regardless of intercultural competencies. Koch remembered how difficult it was at times to find someone willing to move his or her centre of life, including family, to a different country. He also knew from his own emigration experience that no training (e. g. language or cultural norms) was offered to prepare him. With this in mind, he hired staff for his project team that would globally represent the countries involved: a Chinese research assistant who completed a bachelor in HR management, another trainee from China, and a German intern who had completed four semesters in psychology. The team, which also included additional HR managers from the headquarters office, had already been working on the development of the new personnel selection system for four months. Over the past few weeks numerous meetings had been held, yet no significant progress had been made. One reason could be attributed to the fact that there was obvious heterogeneity between the German and Asian team members’ opinions regarding the new personnel selection system. This created an ambiance that was tense and dissent with respect to sharing the workload. For today’s meeting, the goal was to come to a consensus on several important issues: (1) what individual modules the new personnel selection system should contain, (2) whether country-specific adaptations were necessary and feasible for each module, and (3) the implementation process of the new personnel instrument at each APAC location. The APAC-situated plants were the company’s top-selling ones; therefore, any wrong decisions with respect to HR (e. g. personnel selection) were extremely cost- Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. When Koch first heard about the above changes, it immediately occurred to him that this would not be easy. He knew that personnel selection procedures currently varied significantly between countries. He also knew that the existing selection instruments were by no means flawless in any specific country. After the application documents were analyzed, structured interviews with the candidates were conducted by a department representative and an HR specialist. If both interviewers came to a positive conclusion on the candidates’ qualifications, the top candidate completed an individual assessment centre in order to point out his/her interpersonal competences rather than his/her professional competencies. The individual assessment centres consisted of biographical questions, case studies on leadership in an international context and participation in a leaderless group discussion. Ultimately, additional references were obtained for each candidate, although different procedures existed in different countries. For example, references gathered in Asia only confirmed a candidate’s previous function and duration of employment according to common employment law. After reference checks were completed, each candidate received written feedback and a report was generated and added to the successful candidate’s personnel file. Page 3 9B07C041 intense. The personnel selection system in APAC, as a whole, would have large-scale consequences affecting the entire company. As Koch was walking in the crowded Causeway Bay area he was not paying much attention. To Koch, who could not distinguish between Asians, it seemed as if they were crawling across the streets like ants, all busy on their phones. As usual, it was a very hot day. For Koch, now 48 years old, this was intolerable. He took off his light-coloured linen jacket and placed his tie, threatening to strangle him, in his brief case. He had returned from a business trip in Sydney the previous Saturday and was still feeling the effects of the lengthy flight. The next business trip was scheduled for the upcoming Thursday — off to Jakarta for a week, Shanghai, then Munich for a meeting of the Global Steering Committee Human Resources. He checked his schedule and remembered the phone call he received earlier from Koenig’s assistant. Koch would be arriving at his office within 10 minutes, which allowed him time to return Koenig’s phone call before the scheduled meeting. It had been 17 years now that Koch had been working in the HR department for ComInTec and three years in the regional headquarters in Hong Kong. After working many years for ComInTec he was currently the HR director, thanks to his determination, networking skills, ability to be highly adaptable to new situations, and his talent to be at the right place at the right time. He was in charge of all HR decisions within ComInTec in APAC. ComInTec was a worldwide leading industrial company with administration, plants, and sales offices in Central Europe, Eastern and Western Europe, APAC, Central and South America, and North America. Like many other companies, ComInTec was forced to establish downsizing procedures between 2003 and 2006. Worldwide, 900 jobs were cut. Koch was actively involved in the staff cutbacks that had taken place. He had visited the plants, equipped with PowerPoint presentations that had been verified by the executive board to be politically correct. He spoke to the workers and praised ComInTec’s ethics and corporate philosophy, despite the cutbacks. He communicated the cutbacks to the workers as a temporary crisis, pointing out that it was mainly due to natural fluctuations and that it was part-time employees who were cut, with the affected workers being offered fair compensation packages. In consequence of the general economic situation in the years of 2003 to 2006, ComInTec unfortunately had no other option. He additionally thanked the staff for their loyalty and appreciation with personal gifts and reports in the company’s internal newsletter. Since then, the company had recovered from the crisis. ComInTec employed 23,000 employees worldwide and made more than â‚ ¬5. 8 billion in sales. Koch arrived at the elevator to his office. He was surrounded by Asian colleagues in the best mood, all in uniformly grey suits, greeting each other as they waited for the elevator. When he got off the elevator, there were two of the three Chinese secretaries serving tea and fruits. His appearance always caused a general haste among the secretaries. They all confirmed his daily appointments, signifying that his work day had officially commenced. Koch called on a secretary, who came running on the double, accompanied by a â€Å"Yes, sir! † and a big smile, yet she avoided eye-contact by looking down to the floor. She reminded him that Koenig was waiting for him to return his call. Without being able to name a cause for it, this secretary’s behaviour triggered uncertainty in Koch. All her gestures appeared submissive as she perpetually nodded her head — regardless of praise or dispraise — always understanding and friendly. Koch picked up the telephone and Koenig instantly began speaking: Mr. Koch, you know how much I appreciate your dedication to the company, but I have concerns about the current international selection procedures. We need something that is going to work, and work immediately! And don’t you dare try to offer me this empirical or validity stuff. I don’t give a damn. You have a whole department with highly qualified people. I assume you are capable of filling these vacant management positions. We also need a selection system that works everywhere. We cannot afford to apply different Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Page 4 9B07C041 procedures in every country. What we need are consistent procedures, something applicable cross-nationally and cross-regionally. You, as a cosmopolitan, should know exactly what I mean. I also expect everything to be documented to a tee. Although Koch shared Koenig’s enthusiasm for an improved personnel selection system, there were many complications that could arise of which Koenig seemed obviously unaware. As sensitively as possible and with all due respect, Koch tried to inform Koenig about possible problems. First, Koch argued that although a multinational personnel selection system could have its advantages, these advantages may become costly when they are not easily implemented in each region. Each country had its own unique economic and education situations, which would undoubtedly become problematic when creating a universal personnel selection system. Koenig should only think of Thailand, for example, where it is more difficult than anywhere else to find qualified managers. With respect to cultural differences, Koch argued that a standardized personnel selection system would also most likely ignore cultural differences and culture-specific circumstances. This would not only affect the individual modules of the system, but also the basic job requirements, the adaptation of modules to specific countries, and the use of specific personnel selection methods. Koch also expressed his concern with Koenig’s lack of interest in testing the validity of the new selection procedures: Mr. Koenig, something that is expected to work should be tested thoroughly. This is the only way to be certain that it will actually work. We will need to test and then evaluate each and every single module in each country. This process will provide a basis on which we will be able to improve the original procedures. Due to all the possible problems that may arise with the new system, it is imperative that we invest in developing it properly. Of course, that wasn’t exactly what Koenig wanted to hear: Don’t tell me about problems, I want solutions, and you should not forget that this is what I pay you and your team to do. You have until the end of this week to deliver final and written conclusions of this matter. If not, I will reduce your team in Hong Kong by half, and I will delegate the development of this new system to global headquarters. â€Å"Mr. Koenig,† Koch replied, â€Å"please keep in mind that my team has been working on this assignment for months, including weekends. † Nevertheless, Koenig underlined Koch’s point of view with the commanding tone typical of him: â€Å"Either you will come up with something useful by the end of this week, or central headquarters will do the job. End of discussion. † Koch responded: Mr. Koenig, we have known each other for 17 years now and you know that I always do what’s best for this company. I strongly believe that as your HR manager, it is my responsibility and duty to inform you about possible risks and problems that may exist with an ad hoc-developed and unevaluated multinational personnel selection system. Koch advised Koenig again that his demands could lead to severe difficulties. Koch also added: Mr. Koenig, please remember the problems we experienced a few years ago with respect to staffing cutbacks. You wanted to send employees, who had been working for the Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Page 5 9B07C041 company for many years, home without any kind of termination pay. Everything was to be done by us, without any kind of external consulting. I assume you remember that I told you in advance how risky such a staff reduction can be. I am certain that you will also remember that I informed you that the legal process would create a high financial risk to the company with employees with legal action seeking claims for damages and compensation. At the time you had underestimated the situation, and as a result our legal department had to deal with all the consequences. We were lucky that our lawyers were able to win most of the cases. Koenig was listening to these remarks with irritation and responded: Dr. Koch, I am at the end of my tether with you. You need to stop focusing on the past. It’s all water under the bridge. We are now looking at 25 people we want to hire. This is my company and not yours. I will be participating in today’s meeting via video conference. I expect you to prepare everything at once so that the video conference will be working. And don’t forget that I have put you in charge of the entire new personnel selection system. Koch would need to accept the fact that all of his objections to Koenig’s instructions fell on deaf ears. He knew Koenig well enough to understand exactly what he wanted and that he would not change his mind. For Koenig, endless loyalty to the company, endurance, a hands-on mentality, and assertiveness were most important. He was known for his strong control orientation not only by the members of the global steering group, but also by the plants’ employees. Two weeks prior, he went to Malaysia unannounced and snuck into one of the plants in order to see the night shift’s work with his own eyes. In addition, every executive knew that Koenig had established staff employees, so called key functionaries, in every country. The task of these key functionaries, or spies as Koch liked to call them, was to report to Koenig about everything that was happening on site in detail, particularly any wrong doing of management. But Koenig did not trust these key functionaries either, with his motto being â€Å"Trust is good, control is better. † Only if there was 100 per cent agreement between headquarters and the key functionaries was he willing to attribute a certain degree of credibility to the situation. Koch could therefore understand the tactics of Koenig because they somewhat resembled his own tactics. Koch, nevertheless, had difficulties with Koenig’s control procedures because they directly affected him and his team. In response to these procedures, Koch had established in APAC that each meeting and each decision that was to be made must be recorded by three individuals. Piles of paper were accumulating in his office as a result, and even special storage rooms were needed to store the paper masses. Furthermore, Koch remembered the intention coming from the central HR department, to standardize all personnel selection procedures including all criteria and approaches around the globe. This matter ended in talk due to conflicts regarding this question. With all this in the back of his mind, and the increasing pressure on his shoulders, Koch remarked to Koenig at the end of the phone call that the meeting would possibly take several hours, and that he assumed Koenig would not like to spend his precious time listening to every single detail regarding APAC’s selection system. Koenig agreed that attending the meeting via video conference would not be in his best interest with respect to time, but instead insisted even more that he receive the final draft of their decisions and the meeting minutes by Friday. Koch was proud to have successfully appeased Koenig’s concerns for the moment, and he next turned his focus to the scheduled meeting. He was horrified when he glanced at his watch and realized that it was already 9:30 a. m. He jumped up abruptly from his desk and left for the conference room. When he arrived, his whole team and an unknown staff employee from global headquarters, probably a key functionary, Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Page 6 9B07C041 Well, I ask today that you all present results from the past few months of hard work. I am only interested in the results and would like to avoid any long discussions concerning details. Mr. Koenig expects our final decisions in writing this upcoming Friday. In the case that he does not approve our recommendations, this project will possibly be passed on to global headquarters. As a result, we will lose team members. You now know the importance of our meeting today. We need to legitimize our right to exist. The Chinese colleagues agreed by nodding their heads uniformly. Koch noticed that this behaviour was always to be expected when there was an order from a member with higher hierarchical status. From Koch’s perspective, this was a phenomenon reflecting cross-cultural differences (see Exhibits 1 and 2). He often asked himself why his Chinese colleagues seemed to forget all priorities regarding time and content as soon as there was an order coming from someone higher in the hierarchy. How often did he observe his Chinese colleagues change their work completely and without any objection according to the orders of someone with higher status? Koch quite often got the impression that his Asian colleagues and co-workers followed the principle â€Å"Seniority is king. † Yue Yu, a Chinese HR employee, rose to speak. In her concise way, she stated: One crucial question concerns the definition of the job requirements and their profiles. After several discussions we have come to the conclusion that the positions to be filled differ in their content. Hence, we plead to define the job requirements specifically for each position, and to allow flexibility of the job requirements for other positions. More precisely, we want to diagnose 15 dimensions: five components that test the candidate’s professional competencies, and 10 dimensions that evaluate social competencies. Andreas Mueller, the German economist who possessed extensive experience in HR management, countered Yue Yu: â€Å"You must be joking. The inclusion of 15 dimensions is not what our team has decided on. That is your opinion, which is not shared with anybody here. I told you many times that the acquisition of 15 dimensions is simply impossible. † â€Å"Yes, that’s what you said earlier,† answered Yue Yu, â€Å"but I find we should establish as many dimensions as possible. † â€Å"Well, I disagree,† Mueller continued, who could not stand being interrupted, â€Å"It is important to define clearly distinguishable job requirements that are measurable, describable, and that are equally relevant in all countries of APAC. Yue Yu, intimidated by her German colleague’s manner, blushed and looked down towards the floor, signaling that she did not dare to say anything further. Yue Yu often found it difficult to cope with negative feedback, particularly when it occurred in front of her colleagues. There had been several times already that she could not stand up to Mueller, which seemed t o affect her more and more each time. She had once spoken to Koch about her difficulties communicating with Mueller; however, Koch was quickly irritated by the complaint and asked her to wait and hope for an improvement of the situation. Koch assumed the confrontation between Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. were already waiting impatiently. In order to keep the meeting attendees occupied while they waited, the thoughtful secretary was serving coffee and snacks, resulting in a second breakfast for many of them. Koch welcomed everyone, apologized for being late, and began the meeting, â€Å"We are here today to decide about the future personnel selection system for APAC, which, when complete, will influence the complete international employee selection system within ComIntTec considerably. After these introductory words, he asked the German intern Sarah Goldmann and her Chinese HR assistant Dai Wei to record the meeting minutes. Koch continued, â€Å"I need everything we discuss here today to be recorded in detail. The records must happen with the precision of a surgeon! † The German team members threw disfavouring look s at each other; however, the Asian team members approved of the instructions by nodding their heads. Koch started: Page 7 9B07C041 he two colleagues was generally just a misinterpretation due to cultural differences (see Exhibits 1 and 2), and told her to bring the matter to his attention again only if it was absolutely necessary. Yue Yu never discussed the situation with Koch again. The German, in-house psychologist Sabine Weitmann, who was known for her differentiating thinking, decided to join the discussion: In my point of view, the question regarding the number of dimensions is only secondary. It is important that we first establish the contents of the job requirements. I suggest we replace the term job requirements with the more modern term competencies. In my opinion, a multinational requirement profile should contain competencies such as technical and vocational skills, social competencies, leadership competencies, communicative competencies, flexibility, and adaptability. â€Å"Why these skills and not others? † interjected Dai Wei, the Chinese HR assistant, who was not satisfied with Weitmann’s selection of skills. â€Å"Well, during my studies at the Strategic Human Resource Management Institute in Hong Kong, where I completed my MBA, I learned and experienced that a multitude of skills are inessential in personnel selection. I think we should therefore consider additional skills. For example, stress tolerance, resilience, cooperation skills, willingness to learn, ambiguity tolerance, goal-orientation, problem-solving skills, decision-making skills, and intercultural competencies. † â€Å"But Dai Wei,† contradicted Mueller, â€Å"It is totally obvious that this kind of proposition will encounter problems. That is simply not doable. Besides, the intention to establish more than six job requirements turned out to be problematic in the past. Did you ever think about the difference between intercultural competence and social competence? † Dai Wei was obviously irritated by the criticisms he received in front of the team and was in the process of losing his temper, which was easily detected by looking at his face, which had become flushed. These well-known signs alerted Weitmann, who tried to calm the situation with her objection and who cherished the illusion of having salvaged this precarious situation: â€Å"We should not waste anymore time debating this topic, which we’ve already discussed many times before. Let’s stay focused. † Clearing his throat, Mueller stated, â€Å"It is pointless to discuss the skills and job requirements. We are under time pressure and I therefore suggest that we bring about a majority vote with respect to the skills. † â€Å"No,† said the Chinese trainee, who participated in a communication training course last weekend and had been therefore sensitized to group dynamic processes, â€Å"A majority vote is not the solution. It may lead to good decisions not succeeding because certain team members follow the uniform opinion of the majority. We should try to reach a consensus on this issue. † While the Asian colleagues began to nod their heads in agreement, Mueller, who did not like to leave anything to chance, responded, â€Å"Well, I believe there should be six dimensions, namely planning/organization, initiative, adaptability, conflict management, decisionmaking/goal-orientation, and leadership. These dimensions are not only important for a manager’s success in APAC, but on a worldwide scale. † â€Å"Andreas,† countered Weitmann, â€Å"what are your conclusions based on? We need dimensions that have been empirically verified. Although it is great that you have your opinion, what we need are empirically validated dimensions. † â€Å"Well, I would like to settle this dispute,† replied Bettina Carter, a German lawyer who had lived in California for many years, and who was now ready to explore the world of APAC with her American husband. The always down-to-earth Carter opined, â€Å"Clearly, this is easy. We simply use the German dimensions and adapt them to the management positions in APAC. I am certain that everybody here knows that these are the dimensions mentioned by Mueller earlier. Koch, who was already feeling mentally exhausted from listening to the discussion, said: Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Page 8 9B07C041 I neither have the time nor the energy to be debating these arguments. Our hands are full and even though we’re going in the right directi on, it is only a first step to come up with dimensions. I am in charge of everything here and I would like to avoid losing my head over these debates. Let’s vote. Who agrees with the dimensions suggested by Sabine? Silence took over the room. â€Å"Who will support the dimensions outlined by Andreas? † The vote was suddenly interrupted by a cellular phone ringing in the tone of an alarm system. â€Å"Sorry, sorry about that,† apologized the Chinese trainee, who was no longer writing the meeting minutes, but instead trying to control his cell phone. Koch concluded: There you go! It is official and we agree. I hereby announce that the job requirements for the selection of managers be assessed on six dimensions: planning/organizing, initiative, adaptability, conflict management, decision-making/goal-orientation, and leadership. These dimensions will be used for managers in all departments (e. g. sales and marketing, purchasing, supply chain management, finance, and accounting) and all locations (e. g. Hong Kong, Kuala Lumpur, Bangkok, Jakarta, Melbourne, Sydney and Shanghai). We will also incorporate vocational competencies. All recorders please write down that statement. Eventually Goldmann, the German intern, remarked with satisfaction that she could finally score with her boss: â€Å"It appears to me that the definition of the job requirements should not be done separately from the new personnel selection system module definitions. I learned in university to define certain requirements for module X and the requirements that will then be tested in another module Y. † Everybody in the room was surprised at this, and even Weitmann and Mueller complimented Goldmann for her suggestion. â€Å"Yes, this is a very good proposition, indeed,† Weitmann said. Mueller, who saw his chance to get back to the topic, added, â€Å"We should continue with a systematic approach. Let’s decide on the modules, and then we can substantiate the job requirements per module. Sabine, surely you will agree with me on this. After the long-lasting debate, which still wasn’t very productive, Koch was now only following the discussion half-heartedly. Similarly, the Chinese trainee was on the verge of falling into a deep trance. Koch decided he would no longer intervene on the discussions, â€Å"Now I am just going to sit in on this meeting,† he thought to himself. These people are beating around the bush and are trying to profile themselves at my cost. I am under Mr. Koenig’s pressure, being spied on by the headquarters’ staff employees, in a city that is still strange to me, and without any hope for improvement. With a loud voice he blurted out, â€Å"What shall it be,† and everybody in the room looked at him in an alienated fashion. â€Å"Is everything OK? † the German intern Goldmann, who found this behaviour extremely strange, asked with worry. She remembered an introductory course of clinical psychology and believed that this behaviour could be an indication of a pathological disorder. However, Koch replied, â€Å"Yes, of course, everything is perfectly fine,† which temporarily reassured Goldmann. It was now Koch’s intention to fulfill his leading role by trying to motivate his team members to move on to the next important issue: the definition of the modules and the job requirements for each module. Dai Wei responded, We have been working on this question for a very long time, and after several modifications and discussions, we finally agreed. We think as a team that a multinational Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Page 9 9B07C041 Yes, Dai Wei,† replied Yue Yu, who was always intent to maintain harmony. Weitmann, who was still a bit annoyed because her suggestion regarding the competencies was rejected, stated: Dai Wei, you forgot an important module. When I attended an international conference in Philadelphia, I had the opportunity to meet an internationally-known scientist. Like me, the professor considers it essential to use standa rdized testing procedures. The professor has shown empirical evidence that validity of personnel selection increases if psychometric testing procedures are used in addition to other modules. For that reason, I advocate for intelligence tests and personality tests to be added to the personnel selection system. We have discussed this before and my suggestion was received positively. Replied Mueller: Sabine, your test knowledge is impressive, but unfortunately such procedures will lead us into a dead-end street. As you know, standardized tests have several disadvantages. They are not generally highly accepted and cultural problems exist. Are you aware of any intelligence or personality tests that can be applied equally worldwide and for which there are test theoretical indices available? Weitmann, getting worked up about the topic, responded, â€Å"Well, these are minor problems, and if we need to we can ask our interns, trainees or HR assistants to develop such standardized tests. Or we could assign an external consulting firm to the task. † Carter, who in the meantime was scrolling through her voluminous labour law book, jumped into the conversation: I don’t think we should debate this issue any further. We have already decided several weeks ago to include testing procedures in the selection process. Just to be sure, I will confirm that the testing procedures coincide with the labour laws. We should now concentrate on how the individual modules will look and what skills should be covered in which module. â€Å"That is a good suggestion,† agreed Dai Wei. Increasingly gripped by this trend-setting suggestion, Mueller now cleared his throat and offered to summarize the contents of the modules: After due consideration, we have come to the conclusion that the first step of this multinational personnel selection system will be conducted in a similar manner at all Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. election system for APAC should be two-tiered. The first tier consists of three modules: a viewing of the candidates’ application documents, a telephone conference with the applicants that should be conducted in an unstructured manner, and the obtaining of three references from former employers. Unlike the current procedures, references shou ld not only be used to verify past employment and the duration of employment, but also include a statement regarding the candidate’s personality. Four modules will follow in the second tier. Specifically, a panel interview, a biography-oriented in-depth interview, a simulated group exercise, and testing procedures. Does everybody still agree on these modules and the two-tiered system? Page 10 9B07C041 Koch stepped in, â€Å"Thanks, Andreas for your summary. Dai, could you please illustrate the second tier modules in an equally precise fashion? † â€Å"I will try,† taking a deep breath, Dai Wei said: The second level of the selection process will consist of — as already mentioned — a panel interview, a biography-oriented in-depth interview, a simulated group exercise, and a test. The purpose of the panel interview is to obtain detailed information about the candidate with respect to the required skills Andreas just summarized. That means that the competencies will be evaluated in this module of the selection process. The panel interview is a standardized exercise based on the critical-incident-technique. The candidate describes one critical situation and his or her behaviour in each situation for each of the six job requirements. Instructions and questions for the candidates have already been prepared. I will give you an example for the dimension â€Å"planning/organization. † The instructions will read: â€Å"An efficient manager has to be capable of organizing his or her agenda well in order to achieve specific goals. This includes, but is not limited to, prioritizing competing tasks well and delegating tasks to other employees in a timely fashion. Discuss a time last year when you had to keep a tight and challenging schedule. Also include methods you usually apply for time management. This introductory instruction will be followed by five open-ended questions that have to be answered by each candidate. An example for the dimension â€Å"planning/organization† is as follows: â€Å"Think about an event in which you showed previously discussed skills. Explain the circumstances. Describe precisely what you have done in order to manage this situation. What was the outcome? Who will be able to verify what you have described here? † The candidate will receive simi lar questions for the remaining five dimensions. Each candidate will be given an hour to prepare his or her answers. Afterwards, they will be given 30 minutes to present the results, with panel members given the opportunity for queries. Each candidate will then receive a score for each dimension (e. g. 5 being outstanding, 3 being acceptable, and 1 being unacceptable). The scores will then be Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. locations. Module one, a viewing of the candidates’ application documents, shall be conducted by applying the â€Å"6-eye-method. That is, three persons will be analyzing the applicant’s documents regarding his or her suitability for the targeted position. The result of this analysis is a preliminary selection of candidates. Individual telephone conferences with the remaining candidates will follow. The conferences will be attended by the candidate and two members of our team: the supervisor at the site in APAC and one person from the German headquarters. The conference shall be conducted in an unstructured manner with everyone having the opportunity to ask the candidate questions. The goal of the conference will be to verify the candidate’s suitability for the position, his or her motivation for the position, and to obtain a general, overall impression of the candidate. If a consensus is reached that the candidate is suitable for the considered position three references from former employers or colleagues will next be obtained. As you all know, the reference system has paid off well in Europe, especially because it enabled us to identify all those cheaters and impostors. This will likely be doable in Asia as well. In the case that the references are predominantly positive, the first level of the selection process is completed. Subsequently, the candidate will have to pass the modules of the second tier. Dai Wei, would you like to illustrate the modules of the second tier in detail? Page 11 9B07C041 â€Å"Let’s move forward to the second module in the second tier: the in-depth biography-oriented interview. † Dai Wei continued: At this stage we verify a candidate’s strengths and weaknesses, but the primary objective is to gain insights into the candidate’s private and professional past. The in-depth biography-oriented interview shall be conducted by a psychologist. We are especially interested in the candidate’s expectations, how parents and other family members have influenced him or her, how cultural background affects his or her decisions, and possible untreated conflicts the candidate may have to face. The interview shall not be oriented towards job requirements, but instead consider the candidate’s complete life span and be of a general nature. Following this in-depth biography-oriented interview, a psychological opinion shall be furnished. This opinion will be filed in our documents, without the candidate having the right to view it. It is important that the interviewer and the candidate have the same cultural background in order to prevent any possible misunderstanding during the interview (e. g. a candidate for a position in China shall be interviewed by a Chinese psychologist). Although this requirement may create additional expenses, we find it justifiable and needed to ensure an accurate expert opinion on the candidate’s qualifications is obtained. â€Å"Dr. Koch,† Dai Wei said, â€Å"What do you think about this approach? â€Å"I am not quite sure at the moment,† Koch responded, â€Å"I think it is very likely that a few of the suggestions just are not feasible given the high costs involved. For now, I am not able to say anything definite. We will have to wait. † Exhausted by the long-lasting discussions, it was becoming more and more difficult for Koch to stay focused and absorb the arguments. He noticed that Yue Yu had not spoken out on anything, including the rivalry between Weitmann and Mueller Koch was convinced, as he could see in many different situations that a leader should stay out of these issues. One could not change things anyway. Change,† it crossed Koch’s mind, â€Å"Can one change a situation, in one’s life? No, people never change. Neither do circumstances in life. You get thrown in and there is no way out, and it would be a hopeless undertaking to try it. † Koch tried to take control over the situation again: â€Å"Well, let’s move on to the two last modules of the selection system. Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. summarized, forming the basis for the decision as to the panel’s level of recommendation. We discussed for a lengthy time whether we should inform the candidates in advance about the dimensions (e. g. the meaning of each). In order to guarantee transparency for the candidate, we decided to inform them of all dimensions a priori. It is our hope that this will increase a candidate’s acceptance and understanding of the module’s purpose. Furthermore, we discussed whether the critical incidents should be presented in English, or whether they should also be available in other languages. We discussed the pros and cons thoroughly. From my own experience, it is difficult at times to communicate to someone in a second language. We decided it would be best to give the candidates the option of answering the questions in their language of choice. The instructions and questions will therefore be translated by professional translators from English into the particular language. In order to guarantee accuracy in the translation, the instructions and questions will be translated into English again (i. e. the back translation technique). Although this extra translation step may appear as more work, it is warranted to ensure the translation is indeed reflective of its original content. These extra expenses can offer a tremendous advantage, especially for the Shanghai location. We are certain that we can effectively cover relevant dimensions that are cross-culturally important with this method. A separate pre-test is not designated. Page 12 9B07C041 Sabine, please explain modules three and four. How do they look? What competencies do they include? Are there any culture-specific adaptations that need to be dealt with? † Weitmann eagerly began to inform her colleagues about the modules: I can certainly do that. We are looking at a simulated group exercise and the adoption of standardized test procedures. The group exercise has been integrated in order to acquire typical dimensions, which are usually diagnosed in assessment centres, in a similar way. The assignment of an assessment centre for one or two days and the culture-specific adaptations would mean increased expenses. For these reasons, we have excluded this option, and alternatively will be using simulated group discussions. The candidate and three professional role players will participate in the leaderless group discussions. The role layers have to complete a two-day-long training session, after which they will receive an internal certificate stating that they can act as professional role players. Prior to the group discussions, the role players will receive specific instructions containing standardized roles. The role players include the â€Å"devil’s advocate,† whose task is to contradict the candidate’s opin ion, the â€Å"supporter,† who is always on the candidate’s side, and the â€Å"viewless one,† who does not participate in the argument, but who will propose opinions that don’t have anything to do with the topic at all. Prior to the discussion, each participant will be informed about the topic. The chosen topic should deal with issues that contribute to the development of the employees in their own department. The topic shall be identical APAC-wide. We have deliberately chosen a topic away from specific skills in order to allow each candidate equal chances for the completion of this task. Naturally, candidates with strong leadership skills will have advantages over those who have only been in a leading position for a short time. The candidate will not be informed that the discussants are role players with specific assignments. The dimensions that will be evaluated in the group discussions include communication, cooperation, stress tolerance/resilience, assertiveness, and ambiguity tolerance. The roles and individual instructions will only be available in English in order to standardize the exercises cross-nationally. The group discussions shall also be carried out in English. The candidate will be given 15 minutes to prepare for the discussion after the topic has been revealed. The whole discussion will be video-taped. This recording will then be made available to three independent observers, who will ideally come from different countries. It is their task to observe the candidates’ behaviour during the discussion, and to assess the candidates’ behaviour with respect to all relevant dimensions and in compliance to the behavioural scale available to the observers. Additionally, each observer has the opportunity to write down his observations qualitatively. The observations of all observers will then be collected and statistically converted into a final score for each candidate. It is important to mention that every observer, who can be recruited from any hierarchical level, must pass an observer training course that teaches the basics of behavioural observation, the meaning and importance of such exercises, the dimensions, behavioural indicators for each dimension, as well as the role players’ assignments of their specific roles. That concludes all the information we have gathered on the simulated group discussion. Goldmann, interrupted: Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Page 13 9B07C041 I don’t want to be rude, but isn’t it important to take the candidate’s perspective into consideration, as well? I mean, if the candidate has no clue about the situation in which he or she is in, he or she deserves clarification as well as extensive feedback once the group discussion is completed. I think that extensive feedback, in both oral and written form, must absolutely follow the module. It is nice that you think that,† Mueller countered: Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. But unfortunately nobody cares about the candidate’s perspective. We are interested in choosing the right person, certainly not in satisfying the applicants. What horseplay — these never-ending discussions on fairness and acceptance. Reality differs significantly from the ideal procedures we are taught in university, my dear. It is really annoying the kind of stuff that is being taught at our renowned universities, and most likely by professors that have not seen much outside of their institutes, let alone in a company. Goldmann, who only wanted to contribute with a suggestion, was obviously upset about the comment. She could barely hold back her tears as she marched out of the conference room. The Chinese trainee followed her with the intention of calming her down, losing the handouts he had prepared for the meeting and that he was supposed to distribute beforehand. Finally, Yue Yu ran out of the room and into the female washroom, where she found Goldmann looking miserable, in tears and close to a nervous breakdown. â€Å"Dr. Koch,† Carter, who saw herself responsible to demonstrate her judicial knowledge, advised: I think that this argument has merit to it. Candidate feedback is important. Just imagine the consequences and damaging results of not providing feedback. Feedback should not be underestimated. I am particularly thinking about rejected candidates. ComInTec cannot afford these kinds of mistakes. † Koch agreed only partly and replied: Mrs. Carter, now you have subscribed to this view, too. Do you have any precedent? As you know, all candidates receive feedback in writing regarding their overall impression. As you should know further, this feedback does not cover any specific dimension or module, but it offers a very good general conclusion. Should candidates be interested in the impression they made, they simply need to read the report. That should be sufficient. I do not agree that we should focus on unpleasant feedback, or would you like to conduct all of those conversations yourself, Mrs. Carter? Now the psychologist jumped into the discussion, acting as a mediator. She pointed out the following: The question regarding the feedback should not be our priority. We still need to discuss module four. I am talking about the testing procedures that have to be included in the selection system. As I have mentioned before, it is essential to use psychometric testing procedures. Insofar, module four consists of an intelligence test and a personality test that every candidate has to complete. That gives us indicators for â€Å"general intelligence† as well as for the â€Å"big five. The specific test procedures will be used still have to be specified for each country of course. But I am convinced that we will be able to manage that. Page 14 9B07C041 With the Goldmann still in the bathroom crying, there was only one recorder left, which resulted in much of the meeting no longer being documented. Dai Wei, who had returned to the meeting and was trained in presentation techniques, felt obligated to conclude the points that were most important with the use of a flip chart: If I may conclude, we have decided that the ersonnel selection system consists of two tiers that include several modules. We have specified these modules in content and procedures. Hence, we have achieved the first step of our meeting. We intended furthermore to specify the adaptations for each target country and how to implement those modules. We need to next reach a consensus on the second and third goal of this meeting. Koch commented: Dai Wei, what are you thinking? It is already 1:30 p. m. and that means that the time for our meeting is more than up. We won’t be able to decide on the remaining points today. I expect that the recorders will make a flawless and written report available by 9:00 Wednesday morning. Please pass this on to Sarah and Yue Yu. This will give me time to review all the meeting minutes and finalize any unresolved issues. You should expect a final copy of the resolutions on the multinational selection system to be available by Friday at 9 a. m. With respect to the issues that were not resolved today, I will make the decisions myself and include them in the report. This resolution shall also deal with the questions that we could not look into, due to the lack of time today. I don’t care how you will do it – just do it. Thank you for your attendance at this meeting, Dai Wei, Sabine, Mrs. Carter, Andreas, and honourable sir of staff. † With these words, Koch terminated the meeting. Due to the lengthy meeting, there was no lunch break. This particularly bothered the Chinese team members, but it was not voiced. Koch believed that Asians set a high value on lunch breaks because they highly value food and money. Unfortunately, Koch could not be bothered to worry about it — according to him, food and money were the lower motivators on the Maslow Pyramid of needs. He muttered under his breath: Those Asians, it’s always just about food, money, and shopping, and they are continuously on the phone — what do they have to tell each other all the time? How often do I see them yelling at each other in Chinese, hard and ruthlessly, whereas they always show me a smile? You never know what they really think, and when I ask them they tell me something positive anyways. Negative remarks in front of the boss are obviously a big taboo, and the word ‘no’ does not seem to exist in their vocabulary. Right after the meeting, Koch went straight to his office and did not come out again for the rest of the afternoon. Koch received the meeting minutes on Wednesday and wrote his final report for Koenig. Koch later received a short notice sent by Koenig via e-mail on Friday afternoon. Koenig informed him that important basic conditions and necessary adaptations had not been taken into consideration sufficiently in the new multinational personnel selection system; therefore, he had handed the case over to global headquarters. In addition, the e-mail stated that there would be staff-related consequences for his department in Hong Kong. In response, Koch sat down to write a long letter to Koenig’s attention. Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Page 15 9B07C041 Exhibit 1 DIMENSIONS AND INDICATORS OF CULTURAL DIFFERENCES (HOFSTEDE) Power Distance: Degree to which society members accept an unequal distribution of power. Characteristics of large power distance: Inequalities among people are expected and desired. Less powerful people should depend on the more powerful authoritarian values Organizational hierarchy reflects inequality between higher-ups and lower-downs Centralization is popular Subordinates expect to be told what to do Wide salary range between top and bottom of organization The ideal boss is a benevolent autocrat or good father Privileges and status symbols are popular Uncertainty Avoidance: Degree to which society members feel uncomfortable by uncertain or unknown situations. Characteristics of strong uncertainty avoidance: Uncertainty is felt as threat, feeling of anxiety Fear of ambiguous situations What is different, is dangerous Suppression of deviant ideas Resistance to innovation Motivation by security Masculinity/Femininity: Masculinity pertains to societies in which social gender roles are clearly distinct (i. e. men are supposed to be assertive, tough, and focused on material success whereas women are supposed to be more modest, tender and concerned with the quality of life); femininity pertains to societies in which social gender roles overlap (i. e. both men and women are supposed to be modest, ender, and concerned with the quality of life). (pp. 82-83). Characteristics of masculine societies: Dominant values are material objects and success Money and things are important Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Men are sup posed to be assertive, ambitious, and tough Women are supposed to be tender and take care of relationships Girls cry, boys don’t Live in order to work Stress on equity, competition among colleagues, and performance Resolution of conflicts by fighting them out Page 16 9B07C041 Exhibit 1 (continued) Characteristics of feminine societies: Dominant values are caring for others and maintenance of relationships People and warm relationships are important Men and women are both supposed to be tender and take care of relationships Work in order to live Stress on equality, solidarity and quality of work life Resolution of conflicts by compromise and negotiation Individualism/Collectivism: â€Å"Individualism pertains to societies in which the ties between individuals are loose: everyone is expected to look after himself or herself and his or her immediate family. Collectivism as its opposite pertains to societies in which people from birth on are integrated into strong, cohesive ingroups, which throughout people’s lifetime continue to protect them in exchange for unquestioning loyality. † (p. 51). Characteristics of individualist societies: Individual interests prevail over collective interests Identity is based on the individual Employer-employee relationship is a contract that is supposed to be based on mutual advantages Hiring and promotion decisions are supposed to be based on skills and rules only Management is management of individuals Task prevails over relationship Characterisitcs of collectivist societies: Loyalty for the ingroup (family) Identity is based on the social network to which one elongs Harmony should always be maintained and direct confrontations should be avoided Employer-employee relationship is perceived in moral terms, like a family link Hiring and promotion decisions take employees’ ingroups into account Management is management of groups Relationship prevails over task Source: Geert Hofstede, Cultures and Organizations: Software of the Mind, London, 1991. Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13. Page 17 9B07C041 Exhibit 2 ASPECTS OF CULTURAL DIFFERENCES: ANGLO VERSUS ASIAN Asian Collectivism: â€Å"related self† Group identity, group achievement & rewards, group loyalty, â€Å"guanxi† High power distance (hierarchy) Low power distance (equality) – Work allocation based on competence, rather – Age/seniority is King! Formal interactions than age – Do without asking – Partnership is encouraged – Empowerment regarded as a threat – Informal interactions – Empowerment is the key to growth Control Harmony – Individuals take control – Be in harmony with others rather than show – Free expressions initiative or take charge – Disagreements and differences are not a threat – Emphasis on politeness, respect and emotional restraint – Difference maintains harmony; equality upsets harmony Secular Religious/spiritual – Keep your religion to yourself – In Muslim countries, workplace, ethics, codes of behavior and dress are guided by Muslim religious teachings – Time off during working hours for prayers for Muslims Circular thinking (high context) Linear thinking (low context) – Circling around the topic – Speech and argument patterns are linear – Colorful and flowery language in India – Ideas backed by explanations and examples – Concise – Hate waffling Shame/Lose Face Guilt – Governed by own conscience and internal – â€Å"What will others say? – Group pressure to maintain group reputation sense of right and wrong – â€Å"Give face† — don’t question your leader – â€Å"Lose face† — look bad when publicly challenged – â€Å"Save face† — don’t own up your own mistakes – â€Å"Gain face† — look good when praised in public – â€Å"Thick face† — no shame, don’t care – â€Å"Show face† — manager visits your home – â€Å"Got face† — speech, behavior, dress reflect status in a family, business, or community – Anglo Individualism: â€Å"separated self† Unique, personal space, goals, achievements Licensed to the University of Regina for use by Professor Sandra Steen in the course â€Å"MBA/GBUS 843 Strategic HR Management,† from 01/07/13 to 04/30/13.