I am a man more sinned against than sinning III.2.59-60 Essay Example

I am a man more sinned against than sinning III.2.59-60 Essay To what extent do you agree with Lears statement above? Discuss Lears role in the play and explore his journey from tyrant to humility and death.Interpreting Lears own analysis of his situation, in that he is a man more sinned against than sinning (Act 3, scene 2) is problematic. Up until this point, and throughout the play, the characterization of Lear has been particularly complex. He is, in fact a tragic hero who excites a variety of responses from an audience. Lear has been presented to the audience as neither wholly evil, in that it can be argued that he is suffering unjustly, nor wholly good, in that his sufferings are completely undeserved. Lear demonstrates both good and bad qualities to an extent, and it is possible to say that Lear is neither deserving nor undeserving of his sufferings in a straightforward way. This essay will therefore assess conflicting points of view relating to the original statement, and in analysing the evidence, will demonstrate the extent to which I agree with the statement.It is possible to say that Lear is deserving of his sufferings to an extent, and that he is now reaping the rewards of his arrogance, irrationality and foolishness. One critic of the lay, William Rosen notes in How Do We Judge King Lear? in Criticism, Vol. XIV, No. 3, Summer, 1972, pp. 207-26.Initially Lear is imperious, vain, and unwilling to consider any perspective other than his own Such qualities are presented clearly to the audience in the opening of the play, when it is particularly evident that Lear is only experiencing the sufferings that he has imposed upon himself through his own folly. In Act 1, Lear displays many traits designed to alienate and shock the audience. In fact, Lear is the first character the audience are encouraged to dislike. Rash and arrogant, Lear behaves like a tyrannical dictator rather than a responsible King and Father.As soon as the audience are introduced to Lear, he describes the absurd love test he will carry out in orde r to divide up his kingdom. What should in essence be a difficult and serious task for the king is seemingly disregarded as Lear adopts a method more suitable for flattering his own ego than judging who can best govern the state. Lear questions which of you shall say doth love us most? (Act 1, scene 1.) The audience witnesses Lears absurd and egotistical test whereby his daughters publicly lay claim as to who loves their father more in the hopes of gaining the largest proportion of land.This interpretation of Lear is further reinforced by his alarming tendency to judge first and foremost on appearances and his utter blindness to reality. Fooled by his own sense of pride, he relishes Goneril and Regans superficial and elegant speeches. He is thrilled by Gonerils exaggerated and profoundly ironic claim that she loves him beyond what can be valued, rich or rare. (Act 1 scene 1) However, upon Cordelias honest, plain, but no less meaningful statements and refusal to participate, Lear los es his temper and behaves like a tyrant, behaving absurdly, arrogantly and irrationally.He banishes not only Cordelia his favourite, and ironically the only daughter who holds any genuine love and compassion for him, but also Kent, his most loyal, trusted and previously most highly esteemed servant, in favour of those characters the audience can see, are so obviously corrupt. Because Cordelia would not conform to her Fathers ludicrous expectations he disowned her, simply on the grounds that his own pride suffered a blow, not because of any genuine malicious intentions. Lear behaved atrociously towards Cordelia, humiliating, insulting, and breaking the natural parental bonds with the only daughter who held any sort of genuine compassion for him. Such irrationality, Lears banishment and disownment of not one but two genuine and rational characters signify to the audience that such evils cannot go unchecked, and Lear will experience great sufferings for his foolish behaviour in the fut ure. It is this behaviour in Scene 1, that we can say is Lears biggest sin.It is quite possible, that the sisters atrocious behaviour towards their father is to an extent, justified, by the way in which Lear has behaved toward them. It is evident that Lear has favoured Cordelia above Goneril and Regan since childhood. Such unfairness and neglect from Lear towards the sisters has undoubtedly contributed to their own lack of loyalty towards their father, and subsequent treatment of him. Such a need to compete against the favourite child in order to gain love for their father have in fairness, have in essence, shaped the characters of Goneril and Regan. From childhood they perhaps have borne resentment and frustrations at the tendencies of Lear and it is arguable that the sisters actions and ultimately Lears sufferings are the products of what he has himself created.The sisters, unable to obtain what should have been given unconditionally, not earned, which was their fathers love, in m y opinion, have shaped their power hungry and ruthless natures. What in fact they demonstrate is perhaps not wholly unjustified, but profoundly human qualities in their attempts to gain wealth and power, and therefore it is questionable the extent to which we can condemn them for it. This point is further reinforced in Act 2 scene 4, when Lear, despairingly tries in vain to convince them of his need to keep his train, he reminds them of what they own him. I gave you all. Which is swiftly undercut by Regans immediate response of And in good time you gave it, signifying her obvious sense of dissatisfaction of her Fathers behaviour throughout her life.When exploring Lears analysis that he is more sinned against from sinning from this point of view is obviously flawed, in that Lear certainly has at times abused his power, neglected his children and too concerned with his own sense of importance, was blind to the reality of the situation. However true this may be, it is also possible to say that we can in fact, at times identify and sympathise with Lear as he progresses down the path of self discovery and rejuvenation. One critic, Arnold Kettle, in Literature and Liberation: Selected essays, 1998 Is of the opinion that Lears story is the progress from being a King to being a man, no more, no less. The following will explore this opinion further.Lear evokes our sympathy when he shows his better qualities In Act 2. His hiring of Caius shows that Lear inspires loyalty, and his interaction with the Fool shows a softer, more tolerant side to his nature. We also admire, to an extent his determination to remain calm when he feels he is being wronged I have perceived a most faint neglect of late which I have rather blamed as mine own jealous curiosity than as a very pretence and purpose of unkindness. (Act 1, Scene 4) Lear is willing to give Goneril the benefit of the doubt, but of course this calm side could possible be due to his awareness of his loss of power. In the ne xt scene however, Lear realises his foolishness in his treatment of Cordelia.With this new insight and growing troubles, our concern for Lear grows as we witness him continually being cheated and disrespected. We begin to share his outrage at Goneril and Regan, for their behaviour towards him. His arguments with Goneril in Scene 4 are not the egotistic ravings witnessed in scene one, but rather arguments of desperation and weakness, impotence rather than authority. We witness his genuine shock at his realisation of his foolishness which in turn evokes our pathos as well as encouraging us to condemn Gonerils behaviour towards her father. Lear assesses the situation befittingly, stating that it is sharper than a serpents tooth, to have a thankless child (Act 1, scene 4)In the following Act we witness a further demise in the authority of Lear with the punishment of Caius in Act 2, scene 2. Lear has arrived at Gloucesters castle and has discovered the the shame (line 6) of finding Kent, his servant in stocks. This unnerves the King, and it is proof that he is continuing to be treated with contempt. Yet, when told the truth he is unwilling to believe that his daughter could be responsible for this crime against him. This blind faith in his daughter causes us to pity him all the more, as we know of her true intentions, which effectively mounts our dislike for Goneril and Regan all the more. What is revealed here is Regan and Cornwalls malicious and cruel natures.The mood and tone of this scene has shifted, indicating Lears increasing mental stability. Lears turmoil and cries for affection are evident to the audience, and so we feel all the more resentful at the heartlessness of Regan in her utter oblivion for her fathers suffering. Lear in this scene is presented to us as an old, desperate man. One in which we can easily feel pathos towards in his obvious defeat. When Cornwall and Regan arrive he is pitiful and troubled, ending his first speech with a cry out to his daughter O Regan! (line 132) Regan however, employs the same sharp tone that Goneril used effectively in Act 1 Scene 4. She tells her father he should just accept his age and failings of judgement. Regan is extremely firm in her advice to return to Goneril and beg her pardon.Lear is astonished and is reduced to kneeling to her in begging On my knees I beg that youll vouchsafe me raiment, bed and food. Lear, previously powerful and respected, is now conveyed to us as a weak old man, forced to beg to his uncompassionate daughter for shelter. This sends a clear image to the audience of the Sisters, together youthful and powerful with ruthless ambition, are able combined to cause an unforeseen extent of trouble. Such strong power is juxtaposed upon their competing against the old and meagre Lear who stands alone, utterly powerless, reaping the consequences of his foolish act. Whats worse is that Lear is even further demeaned in that he is reduced to the use of flattery to try and win R egans acceptance Her (Gonerils) eyes are fierce but thine do comfort and not burn.But again, his words have no effect. The audience have the added insight and it is obvious to us of the falseness and utter hopelessness of Lears beliefs. These visual signs of his deterioration, his beggary, and reversion to flattery serve to shock the audience, provoke pity and remind us of his desperation, and so result in the complete rejection for the Sisters principals. We detest Regans nerve in reducing her own father to such a blundering state, and we are given the impression of the conflict very much being a two against one situation. We deplore her all the more for her cold, detached and simply rude response to her Fathers desperate pleas for residence Return you to my sister! she uncompromisingly commands. We are aware now that Lear is utterly without hope with the combined forces of both his daughters working against him.Gonerils lack of concern prove the sisters are oblivious to Lears agit ation and suffering, and they embarrassingly for Lear, insist upon measuring out his servants. The sisters continue, cruelly, to contradict Lear upon the issue of his knights, and successively, they symbolically strip Lear of everything that was once important to him, his power, his identity and his authority. Goneril questions him what need you five and twenty, ten, or five? Which is followed swiftly by Regans what need you one? Lear, devastated announces he is a poor old man, as full of grief as age. Lear is reduced from a position of respect and authority to a penury beggar type figure which served to evoke a definite sense of pathos. Upon Lears departure, they cold, callously and symbolically lock the doors against Lear, creating a definite sense that they have turned their backs on their father.They are neither moved nor concerned for their fathers well being nor by his agonised final speech. This shocking detachedness demonstrates their cruel desire to inflict suffering upon a n old man. The action of this scene would have a profound effect upon the audience as they witness the cruelty he endures. Lear has been stripped of everything which separates him from humanity. No longer the grand, authoritive power figure of Act 1, Lear has been reduced in the extreme, his weaknesses exposed. Lear is, therefore no longer elevated above humanity and an audience has the ability to identify with his situation. Upon witnessing events and Lears exit into the storm, our sympathies are likely to rest and lie with the beleaguered King.Such pathos is further fortified by Lears symbolic descent into madness where he undergoes an immense learning process as he treads along the path of self-discovery. Indeed, it was necessary for Lear to suffer in order to improve his understanding of himself and his society generally. It also appears that as the audience witness the deterioration and mounted suffering and internal turmoil of Lear in Act 3, their sympathy grows likewise. Iron ically, it is evident that it is only when Lear turns mad that he can see the things he was blind to when he was sane. In scene 3, for the first time we witness Lear showing his compassionate nature when he considers the Fools comfort in the storm. Come on, my boy.How dost, my boy? Art cold? No longer is Lear filled with a sense of his own self pity and importance, and his softer and more humane nature shines through at this point in his unselfish acts. Such changes serve to remove further the trappings associated with power and the audience can easily identify in favour and feel sympathy towards Lears own analysis of himself as a poor, infirm, weak and despised old man. Whilst witnessing Lears obvious decent into madness in the storm, his inner turmoil and agonising sufferings evident we feel a definite sense of pathos towards him. At this point also we feel that indeed Lears past sins are becoming more and more insignificant in light of what he has had to endure. Therefore it is easy to agree or at least recognise the validity to Lears despairing proclamation in this scene, that he is indeed a man more sinned against than sinning.Here, we are presented with a former King, a meagre, weak, old man stripped of power and humiliated by his own daughters, with no shelter in a terrible storm. What further offers proof to us that Lear is deserving of our sympathy is the fact that he has inspired two, obviously good and faithful servants who love him, and would follow him blindly to ensure his safety. Furthermore, Lear was loved genuinely and fiercely by Cordelia, who embodied goodness, purity, and Christian love. If Lear is capable of inspiring the love and respect of three characters such as these it is arguable that he must indeed have noble and admirable qualities.Scene 4 demonstrates Lears process of self enlightenment further. Lear continues to act unselfishly, showing humility and putting the needs of The Fool, Kent and Poor Tom above his own, indicating he i s learning compassion. This is further explored when Lear is able to recognise, and talk with a great degree of empathy and reverence about issues he paid little attention to previously, and in doing so realisied his priorities did not lie where they should have when he was King. In his madness, he considers topics such as the poor and homelessness and the corrupt justice system, coming to realise O! I have taen too little care of this! More symbolically, Lear undergoes a terrible sense of self-purging through his interactions with Poor Tom and displays the stoicism of a true tragic hero.The sense of pity we feel for Lear increases as he learns to pity others, despite his own immense sufferings. Lear learns to distinguish between appearances and reality, as symbolised by the removal of his clothes. This act is a far cry from the character we saw in Act 1. At this point all symbols of power have been removed and therefore there is no longer any sort of barriers between Lear and human ity. With this action, Lear is likely to have won the audiences respect and support. Indeed, it is evident that Lear emerges from this torment a much more humble, loving and attractive character.In saying this, it is also important to recognise that there are some elements in this scene which make Lear less sympathetic. Although it is true that Lear undoubtedly gains a sense of enlightenment, it is questionable whether he gained a full sense of acceptance for his own guilt in the situation. Lear most certainly feels sorry for his treatment of Cordelia, but never for his foolish action of dividing his Kingdom on the basis of something so superficial as a love test. Similarly, Lear does not recognise that he, perhaps did not act at all times as a fair father should towards Goneril and Regan in his favouritism. In scenes 2 and 4, Lears revelations of humanity are punctuated with references to his own sufferings and words of vengeance, and it is evident that Lear still holds a great dea l of resent and wrath.Filial ingratitude! Is it not that this mouth should tear this hand for lifting food to it? Indeed he, perhaps rather selfishly assumes that Poor Toms madness must be as a result of daughters, unable to comprehend any other reason for madness. Nothing could have subdued nature to such a lowness but unkind daughters. It is possible also to say that Lear is too obsessed with his own sufferings that he fails to recognise the validity or even possibility of anyone elses, which comes through in his obvious vengefulness. Lear also, rather alarmingly, shifts the blame onto women and at times shows a definite sense of misogyny. Such actions portray Lear to be unaccepting of his own guilt and therefore less sympathetic to the audience.However, with these elements taken into account, I am of the opinion that Lear undoubtedly does achieve in fact a sense of reverence and compassion to an extent that certainly was not present before. The fact that Lear is not perhaps compl etely reformed gives rise to a more realistic human journey, as it is certainly true that people do not gain understanding and change to become better people instantly. It is the fact that Lears path of enlightenment involves elements of resent and wrath which gives him qualities all the more human and therefore even more identifiable with.Perhaps, the climax of Lears journey occurs in Act 5 through his reconciliation with Cordelia. The Lear we see in scene 3 is worlds apart from the Lear of previous scenes, and it is at this point that Lear reaches the summit of his own self understanding. At his meeting with Cordeila, he is unconcerned at going to prison so long as he can be with her to protect her. Lear shows the utmost reverence and respect towards her, Ill kneel down and ask thee for forgiveness. The tone of his speech is gentle and for the first time we receive he has a genuine sense of happiness, which is associated with his love for Cordelia, a human relationship as opposed to any material belongings, wealth or authority. Lear speaks calmly, rationally and surprisingly optimistically considering they will most likely be sent to prison.The audience receives a definite sense form his behaviour that he would be content so long as he can be with his daughter, providing evidence that the Lear who placed importance upon materialistic pleasures is a thing of the past. Lear and Cordelias reconciliation is touching and we deplore any attempts to interfere with this bond, gaining respect for Lear all the more strongly for discovering the value of human relationships and family. He, for once is able to give and whats more, recognise genuine love and care, which he realises individually is far more important than status. Lear, upon his total recognition has gained our support entirely at this point.At the end of the play we feel the utmost sympathy for Lear upon the death of Cordelia. We realise agonisingly that it is just as Lear reached an understanding, the mos t important person was taken away from him. Our sympathy for the mourning King is furthered by his dellusionary state when, unable to accept her sudden death he imagines that she still lives. He claims that if the feather stirs; she lives, it is a chance which does redeem all sorrows that I have ever felt. We see a bent, suffering old father who has had to go through the agony of losing his daughter just as he had gained a sense of understanding to really embrace the value of human relationships.Lears total rejuvenation extracts our utmost pathos at the end. Whilst his sufferings would appear to have been in vain I am of the opinion that it was necessary for Lear to suffer as he did, to go through the experiences in order to come through a better and purer person. I feel that Lear was able to die with a sense of happiness which would have otherwise been impossible, in that he recognised his previous sins and seeked to rectify them, in making amends with Cordelia before it was too la te. In this way, Lear was offered the opportunity to gain redemption through his suffering.In conclusion, upon discussing the evidence, I can say that I agree with the original statement to an extent. Up to perhaps the point where Lear made his statement, that he was more sinned against than sinning, I believed that Lears own sins still largely surmounted those he had suffered. In my opinion, Lears failure to recognise his own failings would be likely to heighten the audiences perception of Lears darker, more vengeful nature, and so promote substantially less sympathy towards Lear. Yet as the action progressed, when Lear ceased his complaints of his own sufferings, recognised the validity of the troubles of others and in doing so gained a greater sense of compassion and understanding, I do in fact, identify with Lears analysis. As we witness the old Kings genuine sufferings our sympathy grows likewise.Lear, in laying himself bare to us, removes all barriers which separates him from mankind. Lear is more or less exposing his own weaknesses to us the audience, and in doing so, creates a certain bond with the audience by putting himself in our care. Such an action gains our respect and we can now sympathise strongly with him. We can recognise and see for our v selves the wrongs committed against him, which in turn leads us to deplore such sins all the more strongly. Finally, upon my understanding and interpretation of the action of the play, I can say that Lear in fact suffers more sins than is responsible for, as indeed Lears sufferings were a direct result of calculated evil intentions, whereas his own sins were perhaps due to mere ignorance.

Research Paper

Research Paper Like most Disney material, nature themes were incorporated into the earliest parks, including Adventureland, Frontierland, Natures Wonderland, and the newest, Animal Kingdom. Disney carefully edited these natural settings that show the less wild side of the wilderness. However, how does the tourist comprehend the illusions? How are the plants and animals adapting to reflect the illusion, and how are they accented by the interactions with both human nature and Disneys technological nature? These questions and more will be answered within the following sections: Definitions, Technological Nature, Kilamanjaro Safari, and The Final Answer. The Animal Kingdom is a modern exhibit designed to follow the natural pattern of an African community. The most eye-popping attraction, the Kilamanjaro Safari, is an open-air, nearly barrier-free animal reserve at Floridas Walt Disney World. It was a major shift from a cow playground to a zone of care for other wise caged animals. Here, African animals freely roam through acres of savanna, rivers, and rocky hills. The rider is advised to be aware, You never know what could happen in the wilderness (Tate 1). Before I can begin to consider the nature of the Animal Kingdom, the definitions of nature and technology must be established. Websters American College Dictionary lists nature as the natural world as it exists without human beings or civilization. In the case of the Animal Kingdom, this definition is inappropriate because Disney itself is a man-made civilization, with merchants, restaurants, and restroom facilities. Technology is defined as that branch of knowledge that deals with applied science, engineering and the industrial arts. This definition of technology can be reworked to fit the Disney model of nature. What exactly does Disney do? ...

Managing Change at an Unstable Company Essay Example | Topics and Well Written Essays - 1000 words

Managing Change at an Unstable Company - Essay Example Introduction Change refers to transition from a condition to another. Organizational can either be positive or negative to different or all parties in an organization. Managing such changes, especially adverse changes, are important in defining an organization’s progress. This paper explores a case scenario to determine possible initiatives for managing adverse changes in an organization. The paper reports on different approaches that the organization’s leaders must adopt to rescue the unstable company. Summary of the company’s case The organization that has been financially disadvantaged has undergone numerous challenges in the past one and a half years. These include high employee turnover rate, inability to update the company’s software for application in the Information and Technology systems, and stressed up employees who lack motivation. Even though the company’s top management has developed a strategy for reorganizing the company’s job s and responsibilities, each moment of imminent implementation of the strategy is impaired by employee turnover. A more comprehensive approach, based on an understanding of organizational behavior, is therefore necessary for a successful implementation of the strategy towards the company’s rescue. ... This is because such an organization is in dire need of a developmental phase to spearhead its recovery. The skills can for example motivate positive change even in instances where developmental initiatives have not been identified. One of the fundamental skills in development processes is an in depth knowledge of the processes and behavior in the subject organization. This has the advantage of facilitating effective strategies that can successfully spearhead developmental change. Listening and communications skills are also fundamental in development processes that involve coordination of different personnel and activities. Similarly, skills in research and statistical analysis are critical for monitoring and evaluation of change. The skills allow for identification of underlying problems for policy development, determination of progress made in development processes, and control of implementation of change strategies. Identification and implementation of the skills in the organizat ion will facilitate knowledge development in the company’s core problem and a subsequent management towards implementation of a selected policy (Brown, 2005). Short and long-term strategies The company also needs to develop strategies for its developmental strategies. Elements of capacity based theory of change processes; dynamism, learning, and personnel based strategies facilitate development. From this perspective, the company can develop short-term strategies such as employee motivation with the aim of controlling employee turnover during a planned reorganization initiative. Similarly, short term training to promote dynamism among existing employees, prior to a planned reorganization initiative, is essential in facilitating employee’s reception of change. This is

Locke's point on view about empiristics Assignment

Locke's point on view about empiristics - Assignment Example Explain why Berkeley maintains that if empiricists take these ideas seriously, Locke's account actually leads to radical doubts about the existence of the material world. What solution to this problem does Berkeley think that empiricists should accept? Berkeley's solution, however, is widely seen to be highly problematic. Which of these two problems---the (alleged) problems facing Locke or Berkeley's solution to these problems---seems to be the most damaging or difficult problem facing empiricism? Why? Critically defend your position. The empiricist claim of Locke proposes that knowledge only comes from experience and feeling while the rationalists asserts that reason is already an innate attribute and is already previously present in Descartes Cartesian proof. Locke posits that the human consciousness evolves and therefore starts as an â€Å"empty mind† or a tabula rasa. It continuously evolves with experience, learning and sensation which are the sources of our ideas. The ra tionalists like Rene Descartes however, presupposes that reason is already inherent in man. It is already there even before he or she attempts to evolve or make a conscious effort to even think. For Descartes, the mere exercise of thinking is already a validation that one exists. Even the process of doubting one’s existence, in Descartes perspective, is already a proof that one exists due to the sheer exercise of thinking.

CD 1 @2 W4 Parent P Essay Example | Topics and Well Written Essays - 250 words

CD 1 @2 W4 Parent P - Essay Example The present value tables are used to determine the discounting factor to obtain the present value total. DQ2 When an analyst applies the NPV value method he should only consider projects with positive NPV value. The optimum selection of a project using NPV methodology is the project that has the highest NPV (Besley & Brigham, 2000). Corporations can use NPV to evaluate multiple projects. The math used in the NPV analysis is a proven formula that has been used for hundreds of years. There are circumstances in which an NPV analysis might give distorted data. For instance the risk of natural disaster in an area can increase the odds of failure of a project particularly if the project is time sensitive. A project with a higher NPV geographically located in the Caribbean region during hurricane season might be not chosen by a conservative risk adverse investor that feels that a project in the middle states of the Unites States has a lower risk of being hit by a natural disaster that could lead to project failure. References Besley, S., Brigham, E. (2000). Essential of Managerial Finance (12th ed.). Fort Forth: The Dryden Press.

Relative Age Effect in Football

Relative Age Effect in Football Abstract The purpose of the study was to investigate the performance level at which birth date effects selection for performance pathways in English football, as well as examining whether coaches are currently implementing arrangements to limit the relative age effect. The study comprised of 2450 players from performance levels including community, grass root and academy. The birth dates of each player within every performance level were analysed through the use of statistical tools within Microsoft Excel, with interviews analysed through transcription and the highlighting of recurrent themes. The sub-groups were viewed by age group, month of birth and the total percentage of players born within each quartile of the selection year to analyse the birth bias within specific performance levels. The statistical data of each sub-group were then collated to view differences in progressing through each performance level. The main results found an over-representation of players born in the first quartile throughout each performance level. The bias within the community and grass root subgroup was 4.1%, with a 39.9% bias towards the eldest players at academy standard. The evidence highlighted that birth date only has significant impact on selection once the academy standard of play is reached, with minimal difference in impact when progressing through inferior performance levels. Coaches in the study showed high awareness of the effect, with implementation of two strategies to reduce the relative age effect being implemented. The two strategies were found to be ineffective in the reduction of the relative age effect, through implementation occurring after selection. To conclude the academy pathway highlighted the most significant bias, with birth date having minimal impact at inferior performance levels. Strategies to reduce the relative age effect are currently ineffective requiring further research into reducing the bias prior to selection. Introduction Aims To investigate the performance level at which birth date may affect selection for performance pathways in English football. To examine if football coaches are making arrangements to limit the Relative age effect in football Research Question: In English football is there a starting point to the relative age effect and if this is the case then how are football coaches currently taking this bias into consideration when working with children at all levels of football.  Ã‚   Rationale Relative age effect is the difference in ages between children in the same age group. An example being, a child born in the start of the selection period in football i.e. 1st September will be 11 months older than a player who falls in the same age group born on the 1st of August. (Barnsley et al, 1992) Throughout the study research has referred to the relative age effect as birth date and birth bias, all meaning the same. The football world is competitive and making sure that your team are developing young athletes to progress into the first team and national team is very important. This has made the selection and development of children an important aspect in youth football. Studies have progressively shown that in football there are children not given the opportunity, due to a simple aspect such as their age. (Brewer et al 1995; Cobley et al 2008; Delorme et al 2010) The research that has previously been carried out has rarely been specified around the English game with only a minority being carried out in this area. (Simmons Paull, 2001; Musch Grondin, 2001) The research has predominantly been aimed towards a number of different nations across the world. (Glamser Vincent, 2004; Jimenez, 2008; Delorme et al 2010; Campo et al 2010) The limited amount of research on the English game highlighted an area in which further study could be carried out in order to fully understand the impact the relative age effect has within English football. Correspondingly the research into the affect performance level has on the impact of the relative age effect within English football has been under-represented by preceding research. The research specific to this area of ten views different nations or sports. (Mujika et al, 2007; Cobley et al, 2009; Till et al, 2010) The knowledge of how performance level could affect selection will allow understanding of where birth bias is present and predominant, furthermore highlighting the level at which change is needed to reduce the relative age effect. The results will be of great value to coaches within the performance level that the relative age effect is most predominant by raising awareness and creating knowledge for change. Preceding research has also viewed how different organisations and football associations have tried to reduce the impact of the relative age effect in different countries. (Helson et al 2000; Vaeyens et al 2003) Although this research has shown how interventions have been made there has not been a study on how the coaches within the football clubs in these associations are practically trying to reduce the bias or in fact if they are. This is an area of research that is being analysed. This will help compare the current tools being put in place and to see if there is a working intervention to help reduce the birth bias. The context of the study will include raising awareness of the relative age effect to the coaches in which the relative age effect is most predominant within the standard at which they coach. Research has previously highlighted this to be an advantage in reducing the effect, increasing the value of the study. (Baker et al, 2010; Cobley et al, 2009)    The study begins viewing previous research on the relative age effect reviewing specifically topics around the aims and secondary topics in which can affect the predominance of the effect. The second section views the method in which the study carried out the research with reasoning and description, progressing onto the results in which are presented with the discussion following. A conclusion in relation to the aims of the study is carried out in the penultimate section, ending with self reflection discussing the learning throughout the study.     Ã‚   Literature Review 1. Relative Age Effect Children are split into age groups throughout school and whilst they are in education. In England the children are split into age groups running from nursery, primary school with years 1-6, then into secondary schools with years of 7-11. In England the school year starts in early September and runs to August (Direct.gov, 2009). This means that two children within the same year participating in educational studies and sports could have a difference of more than eleven months between them. In sport, the relative age effect was first noticed in Cana ­dian ice-hockey and volleyball. Grondin et al, (1984) found unequal birth-date distributions for males and females at recreational, competitive and senior professional levels for both sports dur ­ing the 1981/1982 season. 2. What age does the relative age effect occur? Simmons Paull (2001) are a set of researches who have previously viewed the relative age effect in England. They found that there was a bias within centre of excellences in England. In 1997 in the age groups of U-15 U16 there was seen to be a large difference within the birth dates of players participating, players oldest within the year consisted of 58.7% with just 12.7% of younger children being within these centres. Glamser, Vincent, (2004); Musch Grondin (2001) found specifically that ‘players in the United Kingdom, Sweden, and Belgium approximately 70% of elite youth players had birthdays in the first half of the soccer year. This shows that there is a bias within English football and shows that the age effect occurs highly in these ages. The relative age effect does not just occur within England. Del Campo et al (2010) viewed the relative age effect within Spain. The research that was carried out found that the relative age effect occurred through age groups including under 11s to 18s. The players within the teams included within the research consisted of a minimum of 45% of players born within the first trimester, with only a maximum of 15% of the players coming from the fourth trimester. This shows that throughout each age group the difference between the players born early in the year and the ones later in the year was 30% in favour to the players born in the early stages of the selection period. Williams, (2009) study on the U-17 World Cup also suggests that the relative age effect is continued into not just the older age groups but also into senior international teams. Williams (2009) looked at all the players participating within the tournament and found a large difference in the months of when the players were born. The study found that, ‘Nearly 40% of the players are born in the first three months of the year while only 16% are born in the last quarter. Dudink (1994) research supports the research carried out by Williams (2009) into evidence that the relative age effect progresses through all age groups. Dudink (1994) claimed that both Dutch and English players born early in the competition year are more likely to participate in national soccer leagues. This research not only suggests that the relative age effect occurs through childhood and adolescence but also occurs through to adulthood. 3. Why does the relative age effect occur? Research has shown many reasons behind why there are biases towards players who are older than their peers. (Delorme Raspaud, 2009: Musch and Grondin, 2001). Musch and Grondin, (2001) suggests that ‘as children are separated into age groups there are regularly cognitive, physical and emotional differences between the youngest and oldest. Research backing up this is seen from Malina et al,(2004) who states there are ‘advantages in body size, fat free mass and several components of physical fitness including aerobic power, muscular strength, power, endurance, and speed. This means that there is a difference within all aspects of a character within players in the same year. It has been sug ­gested that the size of the relative age effect may be affect ­ed by additional maturational variation at ages associated with the onset of puber ­ty, generally applicable at the ages of 13-15 in boys and 12-14 in girls (Musch Grondin, 2001). This meaning that puberty is a large s ection of a players selection/development process in which could affect the number of players who are chosen. Helsen et al (2000) found that relative age effect was present within children aged as young as 8. As players develop differently at different stages this would suggest the younger players would have a larger disadvantage at the stage of puberty. Research from Gil et al, (2007b) found when looking at the selection of young soccer players in terms of anthropometric and physiological factors found that during puberty the players selected were taller, heavier, leaner and faster than the non-selected players and that a high percentage of those chosen were found to be born within the first 6 months of the year. Helsen et al, (2000) looked at the possible difference between two players within the same selection year: ‘A 10-year-old child in the 5th percentile is likely to be 1.26 m tall with a body mass of 22 kg, whereas a child in the 95th percentile who is almost 11 years of age is likely to be 1.54 m tall and 49 kg in mass. This shows that one player could be as much as 0.3m taller and 27kg heavier than a player placed in the same selection year showing a clear advantage physically towards the older player. Along with maturation levels studies have shown that the playing position of a player also has an effect. Ashworth and Heyndels (2007) noted the relative age effect var ­ied according to playing position in elite German soccer. The strongest effect sizes were found for goalkeepers and defend ­ers, with relative age effects not evident for forwards. Research carried out by Gil et al, (2007a) found that goalkeepers and defenders are on average are the tallest players being five centre meters taller than both the midfielders and attackers. This with the research found from Malina et al., (2004) shows that it could be very difficult for the younger players to achieve selection within these positions. Research by Gil et al, (2007a) also progresses on to further back up research from Malina et al, (2004) as when viewing players who were in the selection process, players who had better endurance, were faster and in some instances taller were primarily selected. Although there were stati stical information found within research from Gil et al, (2007a) looking further into the study there were also instances in which the research challenged the statement by Malina et al,(2004) in which they stated players who were faster and taller for example had an advantage. Gil et al (2007a) found that when viewing players who were selected and those not, it turned out that the non selected players were taller faster and had superior endurance. Examples being that the goalkeepers non-selected were four centre meters taller, 0.3 seconds faster than the selected players. The research found that in midfield where players are seen to run the most which in turn means they need to have greater endurance levels the non selected players were found to have lower heart rates after an endurance test. (Gil et al, 2007a) This research highlights evidence contesting the advantages older children are perceived to possess. 4. The effect on participation levels Researchers have also viewed that the relative age effect can make players drop out of sport. Delorme et al (2010), suggests that the players born later within the year ‘experience inferiority and failure within their practice and may be reduced to less playing time. Vaeyens et al (2005) also had similar thoughts and stated that the reason why the relative age effect relates to the players dropping out is due to the older players receiving more playing time than the younger players. This leading to the younger players feeling less competent and increasing the possibility of them dropping out of the sport.   Cobley et al (2009) noted that the size of the relative age effect increased with age un ­til late adolescence, but then decreased in adult sporting contexts meaning that if the players who are born in the younger part of the year, who carry on in sport have a good chance of being selected to play at a high standard, contesting research carried out by Williams (2009) and Dudink (1994). While Musch and Grondin (2001), stated that; ‘The relative age effect is not only thought to generate discrimination in the selection process, but also to lead to dropout among less advantaged players   (i.e. those born at the end of the year) Delorme et al, (2010) found that the rates of drop outs in French football were highest within players in the last two quarters of the year. This means that although Cobley et al, (2009) found that the relative age effect decreases into adulthood the number of the late born players progressing through to that stage is low. Research by Delorme et al, (2010) supports research by Cobley et al (2009) as they found the number of players dropping out in French adult football was higher within the players born early within the year with a number of 1,612 players dropping out more than the late born players.   Although this can be seen from the research, Delorme et al (2010) also show that the number of players born late in the years that are dropping out is higher throughout the ages of 9 15. This means that a high number of players born within the last part of the year have already dropped out implying that as the years progress the number of players that can drop out have reduced significantly. 5. Does the level of play affect the relative age effect? Research from Mujika et al, (2007) views similar areas to the one carried out in this study with the difference of them viewing this within Spanish football. They viewed the difference between the relative age effect at different levels of football within Spain. The levels they viewed were players from La Liga (Spains highest division) club AC Bilbao, Elite youth from AC Bilbao, Regional Youth and School Youth. The research found that players born in the first quarter of the selection period decreased as did the level of football, after the La Liga players group who had 43.9%. Elite youth players consisted of 46.6% of players in the first quarter, the regional youth group consisted of 28.6% whilst the school youth group had the lowest percentage at 27.1%. These statistics show that throughout youth football the relative age effect increases, slightly decreasing when reaching the highest level of football although only by 2.1%. They also found that players in the last quarter were fou nd mostly in the School Youth subgroup consisting 22.9%, decreasing to 21.2% in the regional youth group, then significantly decreasing to just 10% of players within the Elite youth subgroup, finishing with a very slight increase in the number of players within the La Liga group of 2.2% to a total of 12.2% of players being within the last quarter. This again shows that there is a bias throughout the progression in performance level within Spanish football.   Cobley et al (2009) viewed performance level in relation to the size of the relative age effect among similar levels to the current study. Cobley et al (2009) found that the largest bias towards the oldest players was found within players that participate within the representative stage. This stage related to the level below the elite stage which was viewed to be the highest level in the study. Cobley et al (2009) progressed to suggest that the level that players partake within has an effect on the size of the relative age effect. The relative age effect was found to increase within each progression in performance level until the optimal performance level is reached comparable to the findings by Mujika et al (2007) Till et al (2010) viewed the relative age effect within rugby league players, similar to Mujika et al (2007) they found that as the performance level increases as does the impact of the relative age effect.   In the study throughout each increase in performance level there was an increase in the size of the relative age effect. The highest bias towards the eldest players found was 61.34%, this statistic was found within the under 13s age group. The research highlights that the birth bias is affected by skill/performance level not just within football but also other sporting environments.  Ã‚   6. Is being young an advantage? While previous research has shown a bias towards the players born early within a selection period, there is research suggesting that if the later born players successfully progress through and become professional players they can be at an advantage. Ashworth and Heyndels (2007) found that players who were seen as being born in the later period of selection had higher wages than the players born in the early period. When looking at German football players during the 97-98 and 98-99 seasons, players born in the cut off month of August 1st earned 2 million deutschemarks where players born later in the selection period earn up to 2.8 million deutschemarks. Ashworth and Heyndels (2007) stated that this occurred when the later born players played in a high standard soccer education programme. The later born players benefited playing with the early born players or perceived better players, enhancing their development as young players benefit from playing alongside or against superior player s. They further progress to imply that for the later born players to succeed throughout the selection process, when younger they must have above average talent. 7. Can the relative age effect be decreased? Research has viewed the possibilities of whether a change in selection dates will correct the bias that occurs within football. The Royal Belgian Football Association changed their cut off date in 1997 to reduce the impact of the relative age effect, but the shift from August the 1st to the 1st January just meant a shift in the Bias. (Vaeyens et al, 2005) Similarly research has viewed Japans competition year which begins on 1st April and the bias is observed in May and July, Germany and Brazil produce similar distributions with a start date of 1 August. In each case, the season-of-birth bias aligns with whichever quarter is earliest in the competition year. (Simmons and Paull, 2001) Fifa and Uefa have also been seen to prolong the selection period for players in order to make it fairer. Research found that the number of players within teams that were looked at had more players in a wider range of months but there was still a bias to the younger players in the selection process. (Helson et al, 2005) Although footballs attempt to shift the selection dates has seen little or slight improvements in producing equality into the selection process, varying the cut off dates for selection in sports has before been seen as a way of being successful in reducing if not preventing relative age effect. For example in swimming they have no cut off date. Ryan (1989) stated this would be successful if key competitions were avoided within certain months. Although this may work for individual sports such as swimming has been seen to not be applicable in team sports. (Musch Grondin, 2001) This shows that there is a possibility of reducing the relative age effect. The results and interventions found and used in other nations will help when aiming to reduce the impact which may be found within the English game and to see if there are any differences between England and the other Nations. Although these have been used to try and reduce the relative age effect in the sport few research have gone into what the coaches can do. Cobley et al (2009) suggested that just raising awareness of those responsible for the infrastructure and coordination of youth sport may be effective. Baker et al (2010) also suggested that increasing awareness and under ­standing of the relative age effect, as part of coach training and education programs, may help centre coaches attention to the potential selection bi ­as. Methodology Sample The study comprised of a total of 2540 football players, ranging from the under 9 to under 15 age category within England. The players were allocated to one of three sub groups relating to their standard of play within the sport. The Academy group perceived as the highest level within the study consisted of a total number of 416players who played for an academy football team at the time of the study. The Grass root group consisted of 354players who played for a FA Chartered team. The third subgroup contained players who played recreational football within a community scheme that related to the lowest standard of play within the study. The total number of players in the recreational sub group was 1770.   Area 1 The study required the birth dates of football players within age groups from U-9 to U-15. The players were chosen from community football, grass root football to academy football. The players were then sub-divided into secondary groups of grass root team players, community players and academy players. The details of the players were collected through contacting teams from the respective leagues through the use of letters. These letters detailed the information required from the clubs and how the results of the information would be used. Area 2 There were a number of coaches selected to undertake an interview. The coaches were chosen from the category in which the largest relative age effect was found from area one which was within the academy standard. The number of coaches chosen was four and this was due to limited time. The coaches selected were based on accessibility. Prior to interview the coaches were provided information regarding to the research in which is to be carried out. (Appendix 1.1)   Data Collection There are two types of research, these are qualitative and quantitative. Qualitative research involves ‘researches describing kinds of characteristics of people and events without the use of measurements or amounts. (Thomas, 2003). Quantitative research involves ‘measurements and amounts of the characteristics displayed by people and events. (Thomas, 2003).  Ã‚  Ã‚   The data that will be collected will be both qualitative and quantitative. The quantitative data will be collected through primary research. Individual clubs from each area and age group were contacted through a letter which included the details of what the study will involve, the information needed and ethical considerations. The letter was sent to the coaches of the grass root teams, the academy managers and the chief executive of the community scheme. This data collection method was chosen to save time which is limited and through previous research having successfully acquired similar data. (Diaz Del Campo, 2010)   Grass root team players are players from teams who were found to be FA chartered and within division A of their respected leagues. The recreational players came from a local community scheme located in South Yorkshire. The academy players were selected from a number of professional academy teams. The players and teams that were selected were based on accessibility and convenience. The teams that were chosen were local teams based within South Yorkshire, as money and time limitations would not enable collecting data from teams located in different regions.   The teams were presented with a sample research response sheet in which they entered the necessary information required for the study. (Appendix 1.2, 1.3, 1.4) To collect the data from the coaches structured interviews were carried out involving a number of open and probing questions. (Appendix 1.5) Open ended questions were used to allow the interviewee to provide more detail, rather than a one word answer from a closed question. The open ended questions allowed the interviewee to communicate using their own language and this takes you into their own world to view the area from their perspective. (Johnson Christensen, 2011). This would add value to the study information being reliable. (Johnson Christensen, 2011). The interviews were recorded through the use of a Dictaphone to reduce the risk of missing information and this enabled re analysis to ensure all important data was processed. Although a Dictaphone can help in recording the interviews, they can also have changed the behaviour of the interviewee and the answers they gave. (Silk et al, 2005) The interviewer made sure the coach was comfortable before progressing with the interview to enable reliable results could be collected and the coachs responses werent systematic and fictitious.   Structured interviews will be used as the reliability of the interviews will be increased. (Hersen et al 2007) When looking at the purpose of the study which is to see if the coaches are aware of the relative age effect and what they are doing about it, the coaches could diverse into different areas if a structured path is not in place similar to a semi structured interview. (Hersen et al 2007) Although when designing this interview considerations such as making sure all areas needed are covered were considered to ensure the responses did not divulge into unnecessary areas. (Hersen et al 2007). The questions started with short and easy questions in which they could comfortably answer in order not to scare them and make them feel comfortable. (Johnson Christensen, 2011) The interview then progressed onto more sensitive questions in which were placed once the interviewee felt comfortable and had given alot of their time to the interview reducing the possibility of fictitious responses being given. (Johnson Christensen, 2011). Questionnaires were not used as a tool to collect this data as questionnaires could be returned incomplete and also could be found as being ambiguous. This would lead to incomplete data and unreliable sources. (Gratton Jones, 2005) Data Analysis Analysing data from the birth dates of players, each teams data that was collected were placed into the categories assigned for them (Community, grass root and academy). The different age groups were separately analysed to highlight which age group had the largest relative age effect. The birth dates were organised into sub categories, these were the birth months of the players. These sub categories are; September to November, December to February, March to May and June to August. These categories have been used in previous studies, (Simmons Paull, 2001) and using these will give an area of comparison. The statistics will then show in which area the birth bias is evident and the different impact of the bias within different levels of the sport. Percentages of which players are born within each month will be produced giving a statistic which can be easily be compared. The statistical analysis tools within Microsoft Excel were used to create the data throughout the study.  Ã‚  Ã‚  Ã ‚   The data collected through the structured interviews were analysed by transcription of the interviews, in which throughout this key themes could be formed to help seek whether there are current similarities in how coaches are selecting players and strategies minimizing the impact of the relative age effect. (Appendix 1.6) Any interventions being inputted by coaches were highlighted and used to compare what coaches are doing to overcome the relative age effect in their teams currently. Direct quotes seen as aiding research and results of the research are highlighted within the main body to provide evidence. Ethical Considerations Throughout the research of the study ethical issues will be considered throughout. When collecting data for the birth dates of players, the managers of the grass roots teams, chief executive of the community scheme and academy managers were told specifically what they will be partaking within and what information is needed from them. (Appendix 1.7)To keep the players details confidential all that was required were the birth dates of the child, as this will keep personal details which are not required safe and ensured the research could not be related back to any specific person. Consent forms were included to evidence their cooperation within the study. (Appendix 1.2, 1.3, 1.4) When giving information the use of a data template in which the teams filled out to make sure only the necessary information is given was used. The collection of data for the interviews will include specifically explaining verbally and documenting what the coaches will be partaking within, and where the results of the research will be used with consent forms highlighting their cooperation within the study. (Appendix 1.9)The necessary resources needed to carry out the interviews were accessed prior to the interviews, such as Dictaphones and interview rooms. (Appendix 2.0). The information collected from the coaches was specific to the research needs and the only information needed personally from the coach was of what club they are involved with. The information gathered through the interview was only viewed by the researcher and the MIS Supervisor. Questions were designed prior to the interviews to enable ethical approval on them. (Appendix 1.5) It was made aware to all parties involved within the research project that there was ethical approval approved by an appropriate representative of the Faculty Research Ethics Committee at Leeds Metropolitan University and that if any issues arise they will be informed to ensure confidence in the divulgence of research. This was done through the completion of necessary forms, such as risk assessment (Appendix 2.1) local level approval . The r

History evacuation course work Essay

The two sources are different, source B is a picture taken during the war in1939 the year in which the war had started in September. It seems to have been used as a government propaganda source. The photo is to encourage people to evacuate their children, also to get people to look at the people in the picture see the faces in the picture and look at their spirit and get them to follow the example. I have made this conclusion because the picture looks as if it has been taken from high up and at an angle looking down, also all the people are waving and they all look happy and the formation they’re walking in is pretty organized. The government wanted this because they wanted people two evacuate. Source C is a teacher being interviewed in 1988 remembering what happened the teacher tells us about the start of the journey at the train station about the mothers trying to shout to there children good bye because they wont see them for a long time. The teacher might not remember every thing because its 50 years after the event so his memory would be patchy or might only focus on just the bad points in instead of the good. This source was probably made for teaching aides or an archive because sources e and f are also dated 1988. I think that source C is the most valuable source as evidence as what happened because source b was probably set up by the government to get people to agree with them that children should be evacuated this was important to the government because they don’t want children among the casualty list also they want to keep that generation because in ww1 they lost a generation of men. Source C is someone who was their giving their opinion on the matter this is valuable because someone is recalling the truth as they saw it happening before them. The extract comes from a book called Carries war it was written in 1973 by Nina Bowden. The book is a children’s novel it has been written to entertain children. This would affect the book by changing facts and figures because she needs to make it more interesting. The context of this story is the evacuees Carrie and nick being taken back to there evacuation home by there carer Miss Evans before this scene they would have had been at the train station being issued to there cares. Miss Evans thinks that the evacuees Nick and Carrie are poor Carrie and Nick think that it’s funny and aren’t really bothered. The characters think this because the children saw evacuation as a big adventure but the adults saw the children as smelly little things. The conditions some of the children come from were terrible the houses were terraced close together and very poor quality. I think this source is not very reliable at all it is a story it is a story it is made to entertain little children problems would be that the facts may be different and could that the author doesn’t have a clue.

Human Resource In Disneyland Essay

What extent do you feel it is useful to distinguish between different â€Å"levels of analysis† (i.e. global, regional, national and organizational) in understanding IHRM? Provide examples as appropriate. With the ever-increasing economic activities and inter-connections with other countries, the international integration is obvious. (Coase, 1937)IHRM is now confronted with different issues toward the cross-cultural configuration which the political, economic, social and legal systems among different countries are involved.(Mendenhall, M, 2000) Different levels of analysis can provide a framework for analyze and evaluate the IHRM practice, resource allocation or leadership style in making response to the internationalization process. For the global level analysis, it is based on the geocentric approach which is perceived as a worldwide stance which the best policies and the most qualified individuals to staff the operations.(Dowling and Schuler, 1990) Because of the increased complexity and operation scope with global operations, good understanding can benefit the multinational organizations in finding the most appropriate employees for the job. Nevertheless,lack of knowledge transfer and information flowmay be incurred from the complex global setting. Market information, cultural-dimensions and demographic issues are hard to obtain, especially in predicting the data from universal trend.(Sparrow, 2009) For example, Disneyland isdifficult to assess the flow of customers as leisure industry is of great seasonal variation. (The Walt Disney Company, 2010) Regional level analysis is based on the regiocentric approach on a particular geographic region. IHRM mangers can have the right and independence on making decisions as well as developing regional staffs. (Dowling and Schuler, 1990) For instance, HSBC is likely to develop the regioncentric approach to recruit personnel within a specific region like Europe, Asia, and India. (HSBC, 2010) National level analysis is based on the polycentric approach which the subsidiaries are treated as different national entity which is involved with some degree of autonomy. (Dowling and Schuler, 1990)According to Hofstede’s research, different cultural distance may be incurred from the operation in host countries. (Hofstede, 2001) This socio-cultural barrier is likely to fail the business. A polycentric approach is closely related to local responsiveness which brings advantages to the coordination between subsidiaries and increases cost efficiency.For  example, the world’s largest furniture retailerIKEA adopts the polycentric approach in Chinawhich is managed by host-country national. Employing local Chinese as managers to avoid inter-cultural management is performed withinIKEA’s operations in China. (China Daily, 2010) Organizational level analysis is based on ethnocentric approach which strategic decisions are made at the parent organization. (Dowling and Schuler, 1990) Managers can hence implement the strategy at a lower labour cost in favour the organizational goal. Overall, different level of analysis can be implied from operational requirement, strategic coordination or business systems. Distinguishing the level of analysis between one another cangreatly benefit the strategy formulation and implementation. (439words) References: China Daily, 2010. ‘IKEA to double stores in China’, Available: http://www.chinadaily.com.cn/bizchina/2010-12/16/content_11711019.htm (Accessed: 2011, March 10). Coase, R., 1937. The nature of the firm. Economica, 4, 386-405. Dowling, P. and Schuler, R., 1990. International Dimensions of Human Resource Management, PWS-Kent. Hofstede, G., 2001. Culture’s Consequences – Comparing Values, Behaviors. Institutions and Organizations across Nations. Second Edition. London: Sage Publications. HSBC, 2010. ‘HSBC Holdings plc: Annual Report and Accounts 2010’, Available:http://www.hsbc.com/1/PA_1_1_S5/content/assets/investor_relations/hsbc2010ara0.pdf (Accessed: 2011, March 5). Mendenhall, M, 2000. Mapping the terrain of IHRM: a call for ongoing dialogue, Paper presented at 15th Workshop on Strategic HRM, Fontainebleau, France, and 30 March-1 April. Sparrow, P., 2009. Handbook of international human resource management: integrating people, process and context. United Kingdom: John Wiley & Sons. The Walt Disney Company, 2010. ‘Fiscal Year 2009 Annual Financial Report and Shareholder Letter’, Available: http://amedi a.disney.go.com/investorrelations/annual_reports/WDC-10kwrap-2009.pdf (Accessed: 2011, March 2).

Free Essays on American Propaganda Of The First World War

American Propaganda of The First World War As the Great War dragged on in Europe throughout 1914, 1915, and 1916, an overwhelming majority of the American people were determined to stay out of a war they saw as none of their affair. America was still strongly isolationist and deeply reluctant to become involved in the disputes of the outside world. President Wilson had just won reelection to a second term based in large part upon his policy of staying out of the great European war, and was perceived as unlikely to allow the republic to be dragged into the bloody fighting across the Atlantic. But as events coalesced in 1917 a stark and threatening future appeared imminent. The Germans had just launched unrestricted submarine warfare in an effort to starve Great Britain into submission, the French armies appeared about to collapse, and Russia had dissolved in chaos and revolution. By early spring it had become increasingly clear to President Wilson and his advisers that the United States had no choice but to join the allied cause. If America didn’t come to the aid of the Allies Imperial Germany was certain to win, with dire consequences for the future of democracy. When America finally entered the war on April 6, 1917, it was very clear in Washington that unwavering public support would be crucial to the success of the wartime effort. So, as Pratkanis relates, (1999) within a week of the declaration of war President Wilson created the Committee on Public Information to promote the war domestically while publicizing American war aims abroad. The CPI recruited heavily from the business, newspaper, and art worlds, and blended public relations techniques with a sophisticated understanding of human psychology to disseminate propaganda on an unprecedented scale. The first task of the new organization was research. CPI staff were set to work gathering information about the war, particularly material rega... Free Essays on American Propaganda Of The First World War Free Essays on American Propaganda Of The First World War American Propaganda of The First World War As the Great War dragged on in Europe throughout 1914, 1915, and 1916, an overwhelming majority of the American people were determined to stay out of a war they saw as none of their affair. America was still strongly isolationist and deeply reluctant to become involved in the disputes of the outside world. President Wilson had just won reelection to a second term based in large part upon his policy of staying out of the great European war, and was perceived as unlikely to allow the republic to be dragged into the bloody fighting across the Atlantic. But as events coalesced in 1917 a stark and threatening future appeared imminent. The Germans had just launched unrestricted submarine warfare in an effort to starve Great Britain into submission, the French armies appeared about to collapse, and Russia had dissolved in chaos and revolution. By early spring it had become increasingly clear to President Wilson and his advisers that the United States had no choice but to join the allied cause. If America didn’t come to the aid of the Allies Imperial Germany was certain to win, with dire consequences for the future of democracy. When America finally entered the war on April 6, 1917, it was very clear in Washington that unwavering public support would be crucial to the success of the wartime effort. So, as Pratkanis relates, (1999) within a week of the declaration of war President Wilson created the Committee on Public Information to promote the war domestically while publicizing American war aims abroad. The CPI recruited heavily from the business, newspaper, and art worlds, and blended public relations techniques with a sophisticated understanding of human psychology to disseminate propaganda on an unprecedented scale. The first task of the new organization was research. CPI staff were set to work gathering information about the war, particularly material rega...

Marjorie Joyner and the Wave Machine

Marjorie Joyner and the Wave Machine An employee of  Madame Walkers  empire, Majorie Joyner invented a permanent wave machine. This device, patented in 1928, curled or permed womens hair for a relatively lengthy period of time. The wave machine was popular among women white and black allowing for longer-lasting wavy hair styles. Joyner went on to become a prominent figure in Walkers industry. Early Years Joyner was born in 1896 in the rural Blue Ridge Mountains of Virginia and moved in 1912 to Chicago to go to school study cosmetology.   She was the granddaughter of a white slave owner and a slave. Joyner graduated from A.B. Molar Beauty School in Chicago in 1916. She was the first  African-American  to achieve this. At the beauty school, she  met  Madame C. J. Walker, an African-American beauty entrepreneur who owned a cosmetic empire. Always an advocate of beauty for women, Joyner went to work for Walker and oversaw 200 of her beauty schools, working as the national adviser. One of her major duties was sending Walkers hair stylists door-to-door, dressed in black skirts and white blouses with black satchels, containing a range of beauty products that were applied  in  the customers house. Joyner taught some 15,000 stylists over her 50-year career.   Wave Machine Joyner was also a leader in developing new products, such as her permanent wave machine. She  invented her wave machine as a solution to the hair problems of African-American women. Joyner took her inspiration from a pot roast. She cooked with paper pins to shorten prep time. She experimented initially with these paper rods and soon designed a table that could be used to curl or straighten hair by wrapping it on rods above the persons head and then cooking them to set the hair. Using this method, hairstyles would last several days. Joyners design was popular in  salons  with both African-American and white women. Joyner never profited  from  her invention, however, because Madame Walker owned the rights.  In 1987, the Smithsonian Institution in Washington opened an exhibit featuring Joyners permanent wave machine and a replica of her original salon.   Other Contributions Joyner also helped write the first cosmetology laws for the state of  Illinois,  and founded both a sorority and a national association for black beauticians. Joyner was friends with Eleanor  Roosevelt,  and helped found the  National Council of Negro Women. She was an advisor to the Democratic National Committee in the   1940s,  and advised several New Deal agencies trying to reach out to black women. Joyner was highly visible in the Chicago black community, as head of the  Chicago Defender  Charity network, and fundraiser for various schools.   Together with Mary Bethune Mcleod, Joyner founded the United Beauty School Owners and Teachers Association.  In 1973, at the age of 77, she was awarded a bachelors degree in psychology from  Bethune-Cookman College  in  Daytona Beach, Florida. Joyner also volunteered for several charities that helped house, educate, and find work for African Americans during the Great Depression.

Work Based Module on IMPACT OF LOW STAFF RETENTION Essay

Work Based Module on IMPACT OF LOW STAFF RETENTION - Essay Example In a world getting increasingly competitive courtesy of the new complexities that arise day by day, organizations all over the world are increasingly looking into ways to retain their staff as much as possible within the organizations. Staff retention has therefore gained much prominence as a subject of study in current times. Many scholars are getting interested in the topic and this has seen so many volumes of staff retention materials being cheered out. It therefore begs a deeper analysis into this important subject while laying greater emphasis on the causes and the impact of staff retention on the performance of organizations. In spite of the fact that staff retention has been a hot area of study by contemporary organizational researchers, it cannot be argued that it is an entirely new field. Writings from several early organization thinkers have demonstrated that staff retention is a topic that attracted much attention even in those early times. For instance Herzberg’s t wo factor theory and his theory on motivation greatly illustrate the behavior of employees in the organization as regards their working conditions and motivation. The need to retain the employees within the organization rises out of many reasons. Hiring employees is a procedural process that is always very costly and involving. It therefore becomes quite a burden to the organization if the employee turnover is very high. Most organizations pay external consulting firms to recruit for them the best employees. Such costs, coupled with the costs of training the workers and other support services in the recruitment process are just too high. It therefore becomes a futile effort if the retention rate is low in the organization. Another consequence that arises out of a low staff retention rate is the loss of valuable knowledge from the organization. It must be remembered that knowledge on organizational management is a valuable asset that is only accrued through experience. As such, organ izations really experience deficiencies in such knowledge if the employee turnover rate is very high. Studies have indicated that 40 per cent of organizations in the UK are normally affected by a low staff retention rate. It therefore shows that this is an issue that requires so much attention and address. High employee turn over rate is also disastrous to the organization in the sense that it interrupts the various relationships that have been created between the customers and the employees. In companies all over the world, relationships will normally develop between the different stakeholders of organizations. It is on such mutual relationships that organizations stand. New faces coming in daily in the organizations normally disrupt the flow of operations as customers find themselves with different people to deal with. It is therefore crucial that employee turn over is reduced as much as possible. When employees leave the organizations for other opportunities, much workload is nor mally left for the remaining workers. When the work becomes too much, the workers are often demoralized to the extent that some of them may opt to leave the organization. It therefore shows that when workers leave the organizations, it creates a ripple effect that eventually impacts disastrously on the organization. It has also been demonstrated that potential employees use employee satisfaction as a parameter in determining whether to work for organizations or not. Therefore, an organization with a low employee retention rate is likely to attract few job seekers. Considering that human capital is very integral to the success of any organization, it becomes very hard for any company to stay competitively in the market without a pool of

Analysis and evaluation of strategic choices in the airline industry Essay

Analysis and evaluation of strategic choices in the airline industry - Essay Example According to Barrett (2010), the airline industry has embraced mergers and acquisitions that have seen leading airline companies combine, or even own other companies in the quest to expand their investment, as well as, counter the ever changing environment; of this type of business venture. In the period of 2004-2011, a number of Mergers and acquisitions were encountered in this industry. For purposes of proper and effective analysis, few cases have been chosen in this study and will be looked at in the following section. According to Transatlantic airline alliances (2010), the airline industry can be described as complex and volatile; major crises face this industry like, fuel prices, world and regional economies. MERGERS AND ACQUISATIONS Mergers in the airline industry are a reality in the business world. A number of mergers have been experienced in this industry notably with the popular airlines as well as the smaller airlines. According to Barrett (2010), history has shown that s ubstantial airline mergers yield inconsiderable results at their best. This paper looks at two mergers that occurred in this industry between the years 2004 and 2011- merger of British Airways-Iberia and the Continental-United merger. This paper aims at evaluating the strategies behind these decisions, projected achievements and what prompted the companies in this industry to come up with the ideas of mergers and acquisitions. On critical analysis of the above mergers, various reasons can be deduced for coming up with the merger strategy. British Airways mergers and acquisitions The tough global economic situations being experienced has seen British Airways get into mergers and acquisitions as a way of trying to remain on board. British Airways has made four acquisitions, has taken no... The intention of this study is merger in the airline industry. A number of mergers have been experienced in this industry notably with the popular airlines as well as the smaller airlines. History has shown that substantial airline mergers yield inconsiderable results at their best. This paper looks at two mergers that occurred in this industry between the years 2004 and 2011- merger of British Airways-Iberia and the Continental-United merger. With a rise in joint ventures and strategic alliances popularity, their complexity and range of alternatives also increases. Thus, there is profound necessity for advisers to alert the parties in the airline industry the probable occurrences in the future. There is also need to understand the various circumstances and structures associated with these ventures and alliances. Structures of ventures include; an incorporated company, partnership and trading trust. Strategic alliances are less formal; also they might involve collaboration agreement. All ventures in general have one thing in common which, involve the fundamental aspect of a relationship working. Joint ventures and strategic alliances have continued to be in style world wide across all industry and specific to the airline industry. Notable points in the realization of effective and strategic achievements in this area are; legal advisors of mergers and acquisitions have the obligation of keeping up date with the ways and changes of the idea at hand. This will ensure that companies get to know both the profit and the risks behind getting into mergers and acquisitions, as well as, combined ventures and strategic alliances.