ORGANISATIONAL PSYCHOLOGY Essay Example | Topics and Well Written Essays - 250 words

ORGANISATIONAL PSYCHOLOGY - Essay Example H). Harry Potter was influenced by Dumbledore, while people like Richard Brandson or Steve Jobs are inventors of their own new way. Harry Potter teaches that leader must be supported and directed on a way, so such a leader can continue some eternal path, fighting for a Greater Good. But leaders like Richard Brandson do what they want to do, something they have passion about. You can’t say Harry enjoys hunting Voldemort, but Mark Zukenberg does enjoy his work. People stand beside Harry to fight for a Greater Good, and follow Steve Jobs to develop themselves in a way their leader does. Another thing that differs in these types of leaders is kind of power. Manda H. Rosser mentions several kinds of power, which leader can have (Rosser, M. H). I think Victor Cram from HP is a type of leader similar to Richard Brandson or Steve Jobs. They both have an Expert kind of power, and they’re successful in a particular

Systems and Structure of compulsory Education in the Uk Assignment

Systems and Structure of compulsory Education in the Uk - Assignment Example Through the years, there has been a relevant collaboration of different organizations and statutory bodies so that a strong educational standard is maintained. According to Fosket (1992), the role of external relations would â€Å"address the issues of the school’s relationship to its outside audiences† (p. 3). Being an institution of education and training for society’s use, it is important to constantly connect with the current situation and elaborate its need for solutions, appreciate and conserve whatever good things the community has to offer. The external statutory bodies, even though not directly related to it, carry education by means of emotional support (parents and guardians) and financial support (scholarship programs from the business sector). External relations also play an important role in the realization of some changes in the curriculum; an example would be the unsuccessful transition of Key Stage 1 to Key Stage 2. Messer (1992), as cited in Fos ket (1992), discussed that the supposed to be â€Å"smooth transition† of a key stage to another was not carried out well because schools disregarded the individual planning of the teacher and preferred a corporate planning. In carrying out the plan effectively, Hanford, Reader, and Fullick (1992) as cited in Fosket (1992), proposed that there should be a linkage of the schools to the community, having the parents, media, and the employers as regulators so that the education being offered to the students is holistic. According to Hanford as cited in Fosket (1992), â€Å"liaison between the school and the parents of the pupils is based on a well-founded tradition† (p. 105). Saying that parents are just for the home holds an obsolete idea since the Education Act of 1994 strongly indicated the â€Å"legal duty of the parents to ensure their children’s education.† The use of media in schools has greatly affected the teaching techniques of the teachers. Thus, having the media in line with other regulatory bodies is just coherent. Media can be used to â€Å"raise awareness,† and â€Å"create a positive image of the school† (Reader as cited in Fosket, 1992, p. 118). Fullick as cited in Fosket (1992) concerns more on future employment, where the economic trends affect the choice of students of their career paths. Funding is also a major issue in the education sector. Knowing that no organisation could survive without proper financial help, privately owned businesses also finance certain schools and even directly helping the students by giving them scholarship grants. This situation implies that even institutions not related to giving education also matter in terms of support. An existing challenge faced by both government and external statutory bodies of is the tiering of the school system. The tiering of the UK school system has lowered the education’s principle of equality since it can be a form of stratification amon g students. The report says that the two-tier system creates a â€Å"poverty trap for disadvantaged.† Chitty (1989) contends that the tiering of the school system is a reflection of the society as a whole; where the top tier represents the advantages and well-funded private schools, the second tier resembles that of the middle or working class, and the third tier

Looking At Imperial Identity In Rudyard Kipling English Literature Essay

Looking At Imperial Identity In Rudyard Kipling English Literature Essay The work of Edward Said has long been fuel for much critical debate; In Orientalism, Said argues that the whole notion of the Orient is a body of culture, academic and political work that tries to identify the East as them in terms that have evolved through Western Imperialism. In Orientalism, Said quotes Rudyard Kiplings work as exemplifying colonial attitudes to Oriental peoples. (REF) The aim of this essay is to explore the critical material written about the work of Kipling, in particular Kim and The Jungle Books. By using the work of Said as a foundation and starting point to critique Kiplings work, I plan to explore how Kipling presents his young heroes, Kim and Mowgli. According to Saids analysis, there are two factors that must be kept in mind when interpreting Kim. One being that, its author was writing not just from the dominating viewpoint of a white man in a colonial possession but from the perspective of a colossal colonial system whose economy, functioning, and history had acquired the status of a virtual fact of nature. (162) Kipling assumes an essentially uncontested empire of colonies made up of inferior humans. The division between white and non-white was absolute in India and other colonial areas, and is alluded to throughout Kim as well as the rest of Kiplings work: a Sahib is a Sahib and no amount of friendship or camaraderie can change the rudiments of racial difference. (162) According to Said, Kipling would no more have questioned that difference and the right of the white European to rule than he would have argued with the Himalayas. (163) Similar to Said, S. P. Mohanty in his essay, Kiplings Children and the Colour Line, explores this division between the white and non-white. Mohanty argues that Kim has to be read in terms of racial positions and the imperial project. In particular he focuses on issues of spying, scouting, observing and managing: a distinctly political project shaping racial meanings, identities and possibilities. He suggests that Kim is a white hero who can discard his colour as he wishes: He lives and sleeps and east in the open social world of colonial India against a backdrop of an inter-Imperial war between Britain and Russia, but his identity is never something that ties him down. (241) Kim is of white heritage, yet grew up as a street urchin in Lahore, in the care of a half caste Indian woman. Mohanty argues that it is when we begin to take Kims cultural identity seriously as the character can become real and the reader begins to pay attention to the narratives elusive and mystifying cultural vision and wonder about the sources of its motivation. (242) The critic explains that once we being to question Kims education, direct parallels can be drawn to Kims ancestor, Mowgli. Both Kim and Mowgli learn to adapt to strange surroundings and attain a knowledge that enables them to survive their harsh worlds. (242) Mowgli is adopted by the wolves and befriended by the rest of the jungle animals, yet still holds a level of superiority. However in an example that Mohanty gives, taken from the opening of The Kings Ankus, Mowgli and Kaa the python are playing: the fantasy is here not so much of pure freedom as of involvement without any real implication. Kaa could crush Mowgli with the slightest slip; and what Mowgli plays with, in fact, is precisely this. Their inequality reduces to a game. From the beginning of the story, Kaa acknowledges the young human as the Master of the Jungle, and brings the boy all the news that he hears. (243) It is suggested by Mohanty that Mowgli like Kim reveals the capacity to not only inhabit the jungle through a wishful allegorical fantasy, but also to chart and track it as well both of them have the ability to read the world around them and often better than the natives. The native boys Kim is compared with somehow lack the facility that make reading possible, remarks the critic. Another example he gives of this inequality is when Lurgan Sahib teaches Kim and the Indian boy how to observes peoples faces and reactions, to interpret their behaviour and identify motive, Kim seems to learn it quickly, whilst the native boy is left mysteriously handicapped (244) The second factor is that Said recognises is that Kipling was a historical being as well an author; Kim was written at a specific moment in his career, and at a time when the relationship between the British and Indian people was changing. When we read it today, Kiplings Kim can touch many of these issues. Does Kipling portray the Indians as inferior, or as somehow equal but different? Obviously, an Indian reader will give an answer that focuses on some factors more than others (for example, Kiplings stereotypical views some would call them racialist on the Oriental character) whereas English and American readers will stress his affection for Indian life on the Grand Trunk Road. Sandra Kemp in her 1988 study entitled Kiplings Hidden Narratives, tries to understand and link the relationship between the authors psychology and the authors work. She notes that Kipling was strongly opposed to Indian Nationalism (2) and used his public figure as a writer to draw attention to politics and the political climate in India. Like Said recognises, India was entering a post-Muntiny state and both critics propound the influence of this on Kipling. (2) Baa Baa, Black Sheep, Kiplings semi-autobiographical account of childhood, he reveals recurrent preoccupations as the story dramatizes the difference between the East and West. Throughout his writings Kipling seems to be searching for a structure of belief that would recognise the reality of both love and hate, and the reality of their co-existence. Kemp encapsulates the search for identity within Kim, stating that this structures the action: Who is Kim-Kim-Kim? Quoting this extract from Kim again is Zorah T. Sullivan, who notes that this inner quest and search for an identity suggest possible self-discovery. Sullivan examines Kim and Mowglis mutual [division] between their desire to be loved and their need to control and be feared. (i) Quoting from The Second Jungle Book all the Jungle was his friend, and just a little afraid of him (130). This coincides with Mohantys point regarding Kaa and Mowlgis play fighting. Sullivan identifies that the India Kipling created helped to construct a mythology of imperialism by reflecting both the real and the imaginary relationship between the British and their Indian subjects. (8) By acknowledging the work of Kemp, Sullivan expands upon how Kemp illuminates Foucaults and Saids earlier work on the problems of representing Others: knowledge of others reflects the power of the knowing coloniser who represents natives because they cannot represent themselves. (9) Sullivans work counters Kiplings reputation as bard of empire whose voice represents unproblematically and transparently the discourse of imperialism. Peter Havholm suggests that Saids demonstration of the Orientalism assumed by the implied authors of important English and French novels has set the parameters for much other recent discussion about Kiplings fiction. (2008, 5) According to him, fellow critics such as Sullivan and Moore-Gilbert line up against Saids conclusions; They read ambivalence, anxiety, and a range of complexities in the discourse that may be abstracted form Kiplings stories. (5) Although Saids work added colonial discourse analysis to the art and life of Kipling, this analysis focuses more on the rhetoric of Kiplings fiction than its form. However Havholm observes that the discussion Said started is both productive and fascinating. (4) Bart Moore-Gilbert is another critic who is synonymous with Kipling. In his 1986 study Kipling and Orientalism, Moore-Gilbert seeks to explore Kiplings relationship to the characteristic discourses of Anglo-Indian culture, principally the literary and the political in the 19th Century, as well as providing a critique on Saids Orientalism. Edward Said believes that every form of orientalism is based on simplistic stereotypes that help justify the Wests imperialistic goal of restructuring and dominating oriental cultures. Moore-Gilbert suggests that Saids writing is inadequate and generalises the British relationship to India and Kiplings outlook in his Anglo-Indian writings. Moore-Gilbert acknowledges Saids position. Despite his sympathy for Indian ways, as aforementioned, Kipling feared native rule and was in full support of the British Raj. Moore-Gilbert treats this as a regrettable short-coming, proving that Kipling was a prisoner of his cultural values and proposes that Anglo-Indians and Kipling were not always bigoted imperialists as Said may suggest. Through Moore-Gilberts work, a reassessment of Saids hypothesis of Kiping is formed. John McBratneys article Imperial Subjects, Imperial Space argues that the ordering element of Kiplings vision of empire is the native-born Westerner who inhabits his fictions so insistently. Surrounding the native born is felicitous space or a narrative area in which arising social constraints are suspended and where one can engage in a free experiment of personal identity and social role: Given the tension between juvenile freedom and imperial duty, what finally is the nature of Mowglis identity? (279) Similar to some of the other critics discussed in this essay, McBratney too draws upon Kiplings own identity, and his ability to float between the Anglo-Indian and Indian societies, without religious or social sanctum (282) just like Kim and Mowgli. The special abilities that allow the native-born to play these roles derive from his identity as neither exclusively British nor simply native. This study also provides the most thorough analysis of that figures hybrid, casteless selfhood in relation to shifting attitudes toward racial identity during Britains New Imperialism. illuminates both the complexities of subject construction in the late Victorian and Edwardian periods and the struggles today over identity formation in the postcolonial world. Moore-Gilbert has critiqued the work of McBratney, regearding it as a fine critical text (2000, 100). The focus of the native born which features heavily within McBratneys article leads to Moore-Gilbert praising him for highlighting that Mowgli is in fact Indian born and there a native himself. However studies from Mohanty and Sullivan highlight that regardless of whether Mowgli is Indian, the jungle become an allegorical platform and he is still an outsider in a strange world. From the critical material explored here, the issue of identity in Kim and The Jungle Books can be seen to be a highly debated topic, of which I have only scraped the surface, with the reoccurring issues of race and cultural factors being behind and self-confusion. Kemp, as many of the other critics concur, uses Kiplings self-reflexivity of his stories, and his stories interrogate the other-self of his childhood (1) Kiplings own confusion of racial and cultural identity is reflected within his writing, not only in Kim and The Jungle Books, but across all of his Indian fiction. This is something that maybe needs to be taken into consideration, as Moore-Gilbert does, when assessing the work of Kipling, using Said as critical foundation.

A more customer oriented business :: essays research papers

Silk & Soft Srl is a family-owned company whose field of activity is the catalog retail sales of silk textures including a home delivery service. Since it was found, in 2002, the company succeeded to form a network of devoted customers by constantly sending its product catalogues directly through mail and also offering highly qualitative materials imported mainly from Asian countries (China, India, Malaysia etc.). During the first year, the business has proved to be quite profitable because of the limited number of employees and the low level of competition on the silk textures market in Romania. Starting with the year 2003, it was noticed that the sales began to decline due mainly to the entrance on the market of powerful retail chains, better said, hypermarkets that were selling silk textures as well at a lower price. In the situation of the stores, the customer had the chance to see the product and buy it at once. Taking into account the above presented evolution of the market, our company decided to switch from its traditional marketing strategy to a more customer driven process. Due to this, the Marketing Coordinator thought at that moment a more customer-oriented activity was needed. Such an activity could be achieved through increasing the number of employees and their involvement in providing a superior service to the customers. Employee knowledge and involvement were considered an important component of our marketing strategy and included the following actions to be taken: †¢ Take more care of customers. Sending catalogues by mail proved not being enough to develop our business. Thus, now the employees have to constantly talk to our customers and visit them. All salaried employees at our firm, including top management, are required to take a minimum of 50 phone orders each year. They have the duty to make customers feel important and appreciated by using their name and finding ways to compliment them, and taking into consideration that it is important to be sincere. All employees have also to think about ways to generate good feelings knowing that the customers are very sensitive and know whether or not you really care about them. They also have to thank the customers every time they get a chance. †¢ Keep the loyal customers. The employees have to develop "loyalty" programs where customers are rewarded for their fidelity. Such a program can include price discounts or gifts consisting in free silk textures on special occasions, such as birthdays, season holidays, weddings etc.

Deductive and Inductive Approach Essay

1) Disadvantage and advantage of a deductive approach to grammar teaching. A deductive approach starts with the presentation of a rule and is followed by examples in which the rule is applied. It is also called rule-driven learning. There are several disadvantages and advantages of this approach. As for the disadvantages, starting the lesson with a grammar presentation may be off-putting for some students, especially younger ones because they may not have sufficient metalanguage such as grammar terminology, or not be able to understand the concepts involved. Next, grammar explanation encourages a teacher-fronted, transmission-style classroom. Third, explanation is seldom as memorable as other forms of presentation, such as demonstration. Forth, such an approach encourages the belief that learning a language is simply a case of knowing the rules. As for the advantages, it gets straight to the point, and can be time-saving. Many rules can be more simply and quickly explained than elicited from examples. This will allow more time for practice and application. Also, it respects the intelligence and maturity of many students, and acknowledges the role of cognitive processes in language acquisition. Next, it confirms many students’ expectations about classroom learning, particularly for those learners who have an analytical learning style. Finally, it allows the teacher to deal with language points as they come up, rather than having to anticipate them and prepare for them in advance. 2) Pros and cons of an inductive approach to grammar teaching An inductive approach starts with some examples from which a rule is inferred. It is also called discovery learning. There are several advantages of this approach. First, rules learners discover for themselves are more likely to fit their existing mental structures than rules they have been presented with. Second, the mental effort involved ensures a greater degree of cognitive depth which again, ensures greater memorability. Third, students are more actively involved in the learning process rather than being simply passive recipients. Forth, it is an approach which favors pattern-recognition and problem-solving abilities. Fifth, if the problem-solving is done collaboratively and in the target language, learners get the opportunity for extra language practice. Finally, working things out for themselves prepares students for greater self-reliance and is conducive to learner autonomy. However, there are several disadvantages as well. First, the time and energy spent in working out rules may mislead students into believing that rules are the objective of language learning rather than a means. Second, the time taken to work out a rule may be at the expense of time spent in putting the rule to some sort of productive practice. Third, students may hypothesize the wrong rule, or their version of the rule may be either too broad or too narrow in its application. Forth, it can place heavy demands on teacher in planning a lesson. Fifth, however carefully organized the data is, many language areas such as aspect and modality resist easy rule formation. Finally, inductive approach frustrates students who would prefer simply to be told the rule.

Africa During Colonialism

Africa of course, would be colonized by the many Europeans. However, a lot of African groups/colonization would start too. They would start and older ones would be expanded. The slave trade had decreased due to British pressures and so Africa started trading more of other items with the rest of the world. This same thing was happening in Asia and the Middle East too. In South Africa, the Zulu kingdom would be formed, and in Western Africa, an Islamic caliphate, Sotto Caliphate would be formed. Many of these civilizations were being formed by a bunch of African peoples around the continent.At first, In Southern Africa, there were the Unsung people, Just farmers and cattle herders that existed for a very long time. Soon, however, a drought would strike, hurting their agriculture. This caused the end of the Unsung people. A military genius and leader, Shake Zulu would take control and create a new civilization, the Zulu people, who, compared to all other tribes In Southern Africa, was t he most powerful and formidable, because of its strict military drills and practice and they even used ox-hide shields. The Zulu warriors expanded their kingdom, by attacking many other tribes andInvading them, taking their cattle, children and women. Parts of the Zulu, they split off making their own military bands and they too did the same thing as the Zulu. Soon, this made so many new kingdoms going up all the way to Lake Victoria. As this increased, so did the number of refugees and terrified, depressed people from these To stop the Zulu tribe's growth and power, two kingdoms formed, Swaziland to the north and Lesotho to the east, which was made up of many refugees who came to those mountains there. Both Lesotho and Swaziland exist today.Shake successfully made a national identity and a nation in just 10 years of rule. He took all the young people in the nation and split them into deferent groups, called regiments, based on age. These people of the regiment lived with each other and they all celebrated Shake. Etc. They celebrated his rule and they were all heavily disciplined. Cow herds were a measure of wealth in this kingdom. Meanwhile, in the Western Savannah of Africa, there was a big religious struggle. Islam was prevalent over there. However, that was only In the cities and trade areas, ND not in the rural areas.The rural areas still followed regular customs. At first, Islam allowed people to mix their older beliefs with Islam. Now however, Psalmists started denying this idea of allowing them to have their customs and wanted them to follow pure Islam. They made a â€Å"holy war†, called Jihad, which made Assaults take over many rural and other new lands where they enforced Islamic laws and spread the religion. These Islamic retorts first took place in the Hausa states to northern Nigeria. A leader in the Hausa states, Susann Dan Food, called a lot of the kings there, unbelievers of religion or Islam and led people away from god.He led a Jihad on the King of Gobi, overthrowing him. A lot o f Muslims Joined to gather to spread Islam and spread it all around Hausa. All this Islam would come together to make a caliph under the capital city of Sotto, called the Sotto Caliphate. The Sotto Caliphate became a center for teaching Islam and reform. It added many new centers, quickly, to teach Curtain and Islamic subjects to boys. Many people were attracted to it because of the Sotto library, which was pretty huge. Muslims ere allowed people to follow their own religion but had to pay a special tax.They were not allowed to do their tribal dances and rituals and any who opposed the spread of the Jihad were killed, slaved or converted. The Sotto caliphate sent off tons of slaves for the Trans-Atlantic slave trade, mainly women and children. Slaves mainly farmed, and so this allowed women to actually leave the home this time. Sotto not only sent a lot of slaves, but it also had a lot of slaves in itself too. In fact, it had more slave s than any other American commonly. Napoleon would come and fight in Egypt. This would last in Egypt as a great triumph for the Europeans and a great loss for the Egyptians.After Napoleon left Egypt from his losses, Muhammad All took rule. Muhammad All took rule of Egypt. He modernized and industrialized Egypt, making it follow a lot of the Western styles. He increased trade of Egypt. He brought a lot of education to Egyptians, and allowing them to replace the old aristocracy. He replaced all the European experts and sellers of products with Egyptians. However, one bad thing was, that he made a burden on the peasants to give military and labor service. The army and Egypt was making its own textiles, paper, weapons, military uniforms.Seeing this western movement, many groups in Egypt, of Islam mixed with this Western Culture. For example, European technical manuals were translated to Arabic. Small was the grandson of Muhammad All. He was more keen on westernizes than All. But his eff orts, in the end, would Just create a bunch of Egyptian debt to French and British banks. At first, in his first 10 years of rule, it was all good with a lot of wealth thanks to increased trade, more exports, new irrigation annals, railroads 800 miles, postal service and Cairo.However, after the American Civil War, exports went down again and debt would be one of the reasons for French and British partial occupation of Egypt. Ethiopia was Christian for 1 500 years. They too were trying to modernize themselves. Ethiopians Emperor, Terrors II of Ethiopia was the one who first started Westernizes and ordered a lot of weapon purchases from Europe and also encouraged some local maturating. One time, they even made cannon that could shoot a half ton shell with the help of Protestant missionaries.However, they tried to get some more weapons by holding British officials hostage and demanding for weapons, but the British would end up actually invading Ethiopia. Terrors would commit suicide t o prevent capture. Then the British would withdraw, and then King Haynes would take the throne. King Haynes took over a lot of the lost land of Ethiopia, except for one major land part, Shoo Kingdom, ruled by King Moonlike. The beginning events of Rupee's scramble for Africa were when France took over Algeria. Algeria originally was a major supplier of olive oil and grain to France.They even gave them grain to Napoleon to take over Egypt. Now, France still owed them for this and several disputes took place. The new French government wanted to show nationalism with an easy overseas victory. However, the struggle for Algeria would go on for 18 years, even after French government would be overthrown again. Bad al- Qatar was an Algerian holy man who led them against France but he would die, weakening and nearly ending their 18 year struggle. However, conflict in the mountains would take place for 30 years. Settlers would then come in and kill off 140,000 people.