The Human Rights and Ethical Dilemmas Facing Marketing...

The Human Rights and Ethical Dilemmas Facing Marketing Research in an Ever Expanding Business Market What is ethical and unethical when it comes to information gathering on a group of people or an individual? This is a question that has been debated and pondered over for many years. As social mediums, technology, and social and economic statuses change at rates that have never been seen on this type of global scale in human history it can be hard to tell. I will delve into situations and dilemmas that marketers find themselves in, on a day to day basis when doing research. Before we can go into the ethical and philosophical questions of your everyday marketer we first have to come to understand of what marketing ethics are.†¦show more content†¦Anheuser-Busch hired individuals that were looked at as â€Å"trend-setters,† to go into popular bars in major metropolitan areas in the United States and buy Bud Select. This is when Anheuser-Busch was just introducing Bud Select. This is where the dilemma comes in, was Anheuser-Busch doing anything wrong in hiring peop le to buy their own product in public outings? This was a way for them to push their product. For: Anheuser-Busch was not breaking the law. There is no rule saying you can’t hire people to buy your own product and then showcase it to other individuals. Against: By hiring individuals that are looked at as â€Å"trend-setters† to push a new product in a public atmosphere, a bar or club, without the public knowledge can be looked at as misleading and shady The question you have to ask yourself when doing marketing research is where is line. In this situation Anheuser-Busch was using techniques that can be looked at as unethical, but at the same time Anheuser-Busch is a company that has a bottom line, and share holders to keep happy. Sometimes, employees are passive respondents to observational research. An example of this would be by a company using a mystery shopper. 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Constructions Of Working Class Masculinity English Literature Essay Free Essays

string(36) " a explosion of good will ‘ \." â€Å" In recent old ages sociologists have been shocked to detect that blue-collar work forces really spend far more clip with their kids that their professional coevalss, and experience far less threatened by the additions of feminism. ( This is likely because, as DH Lawrence pointed out a long clip ago, the working categories are surer of themselves sexually ) . Propertyless work forces make natural male parents in a manner that other work forces, obsessed with position and calling promotion, merely do non. We will write a custom essay sample on Constructions Of Working Class Masculinity English Literature Essay or any similar topic only for you Order Now In Beckham ‘s relentless beauty, ne’er more compete than when looking at his boy, we seem to see all that work forces could be- that stamina and that tenderness combined without struggle or cruelty- if merely they stopped seeking to command everything so much, if they stopped worrying for five proceedingss about looking soft † ( Julie Birchill on David Beckham in The Guardian ) . Masculinity is frequently determined by a adult male ‘s physical visual aspect and how brave they are ; physical strength and following a epic nature is therefore necessary to stand up for oneself and support 1s household. Many of the work forces in working category literature execute manual labor, such as excavation or working in a mill, in order to supply a life for their household. In contrast, although it become more frequent for adult females to work during and after the Second World War, work forces did non adhere to this function reversal, and assisting out domestically was non something which they carried out. Richard Hoggart suggests that many adult females would non desire their hubbies to lend to the domestic jobs, despite their ain heavy work load, â€Å" for fright he is thought womanish † ( 35 ) . Furthermore, Hoggart asserts that working-class male childs shortly get the sense that â€Å" it ‘s different for work forces † and accordingly they contribute less to household care than their sisters ( 36 ) . And though a cause for concern, these â€Å" unsmooth male childs are frequently admired ; the head-shaking over them is every bit proud as it is contrite — ‘ [ H ] vitamin E ‘s a existent chap ‘ people say † . Therefore, although work forces must be married in order to to the full accomplish their maleness, they must besides continually emphasize their heterosexualism, doing certain to ever act in the right mode for their gender. Alan Sillitoe ‘s ‘Saturday Night and Sunday Morning ‘ conveys maleness chiefly through Arthur Seaton ‘s averment of his heterosexualism seen through his intervention of adult females and heavy imbibing, yet besides through his ambivalent mentality on matrimony. Arthur Seaton appears to contemn the thought of matrimony, naming it ‘the dizzy and unsought threshold of snake pit ‘ ( 156 ) , yet he loves disbursement clip with Brenda and entertaining her kids, and by the terminal of the novel, with Doreen, ‘they spoke of acquiring married in three months. ‘ ( 217 ) Arthur, nevertheless, is highly judgemental towards other work forces, ‘Arthur classified hubbies into two chief classs: those that looked after their married womans, and those that were slow. ‘ ( ? ) He says this as if to warrant his matter with Brenda ; Jack must be slow and therefore non worthy to be Brenda ‘s hubby. Arthur believes the ‘slow ‘ hub bies to be less masculine ; they are incapable of delighting their married womans, which is why their married womans are finally unpatriotic, ‘There was something lacking in them, non like a adult male with one leg that could in no manner be put right, but something that they, the slow hubbies, could easy rectify if they became less selfish, brightened up their thoughts, and looked after their married womans a bit better ‘ ( 41? ) . Ironically it appears that the less masculine hubby is less attentive to his married woman ‘s emotional demands. A farther sarcasm is evident when Arthur states that despite his utilizing Brenda and making incorrect, ‘If I of all time acquire married, he thought, and have a married woman that carries on like Brenda and Winnie carry on, I ‘ll give her the biggest gluing any adult female of all time had. I ‘d kill her. My married woman ‘ll hold to look after any childs I fill her with, maintain the house spotless. And if she ‘s good at that I might allow her travel to the images now and once more and take her out for a drink on Saturday. ‘ ( 145 ) This scene clearly depicts Arthur as the alpha-male. He wants to take control, and when he does hold a married woman, he is certain she will make as she is told. Furthermore, he is egotistic and indurate, particularly when he states, ‘Brenda was n’t deserving the problem he ‘d been through to maintain her ‘ ( 145 ) , despite the fact it was his mistake she got pregnant, and his determination t o transport on the matter whilst cognizing she was married, which conveys Arthur ‘s irresponsible and barbarous nature. Arthur invariably acts how he wants ; ever taking to move as a ‘man ‘ , when truly, he is portrayed as objectionable and petroleum. We are introduced to Arthur ‘s stereotyped manfully physique early into the novel where he is depicted as a ‘tall, iron-faced, crop-haired young person ‘ ( 34? ) . The usage of the word ‘iron ‘ makes him sound tough, about unbreakable, and this becomes evident in the novel through his difficult imbibing and the battles he gets into. Arthur ‘s maleness is asserted from the gap of the novel, through his description of ‘crafty weaponries around female waists ‘ , conveying his involvement in adult females from the start of the novel. His manfulness is conveyed through his imbibing wonts besides, and the initial rhyme used on the phrases ‘best and bingiest ‘ and ‘piled-up passions ‘ ( 9 ) emphasises Arthur ‘s exhilaration that it is the weekend and he can imbibe more than usual, whilst adding a conversational tone. The colloquialism besides creates a welcoming tone to the gap of the novel, which encourages us to ab initio warm to Arthur as a character. The exhilaration in this gap chapter is starkly contrasted to the humdrum of Arthur ‘s workplace, ‘a hebdomad ‘s humdrum transplant in the mill was swilled out of your system in a explosion of good will ‘ . You read "Constructions Of Working Class Masculinity English Literature Essay" in category "Essay examples" The apposition within this sentence clearly shows Arthur ‘s grasp of his weekends and the sibilance in the latter half of the sentence conveys a tone of felicity and relaxation since this is his clip to rest. Furthermore, the ‘slow-turning Big Wheel of the twelvemonth ‘ high spots the sense of humdrum and it mirrors the cyclical construction of working category life. The gap to the novel besides introduces Arthur take parting in a imbibing competition with a crewman. It is both the ability to imbibe and the component of competition that are stressed in this peculiar episode, ‘It seemed an even competition for a long clip, as if they would sit at that place sloping it back for of all time, until Loudmouth all of a sudden went green halfway through the 10th pint ‘ ( 11 ) .Arthur ‘s successful achievement in both can be read as an avowal of hegemonic maleness. In contrast to Arthur ‘s imbibing being associated with maleness, in Walter Greenwood ‘s novel, ‘Love on the Dole ‘ , imbibing appears by the way instead than conspicuously. The fresh condemns Ned Narkey for his inebriation and leads us to dislike his character. For illustration, when Ned confronts Sally about why she will non get married him, he states, ‘ah ‘ll mek certain that that chicken rat up street do n’t either†¦ non if Ah have t ‘ swing for him ‘ , mentioning to Larry Meath. His bibulous province nowadayss him as unstable, and we do non desire him to be with any adult female. ( 145 ) . Furthermore, when he sees Sam Grundy speaking to Sally after he has had a few drinks, his violent nature is conveyed and we see the negative consequence which imbibing has on him, ‘Blind hatred and enviousness dominated him ; his urge was to snap at Grundy ‘s pharynx, fling him to the floor and kick his encephalons out. â €˜ ( 188 ) . This perceptual experience of maleness is criticised and his aggressive linguistic communication is non applauded, contrasting to the light-heartedness of Arthur ‘s imbibing competition in ‘Saturday Night and Sunday Morning ‘ . Furthermore, in ‘Love on the Dole ‘ , Mr. Hardcastle ‘s opposition to ‘the enticement to travel drown concern and wretchedness in drink ‘ ( 94 ) is praised, which highlights that the more manful pick in this instance is non traveling down to the saloon to acquire rummy ; Mr. Hardcastle understands this will do no difference to his state of affairs. Therefore, in order to be manfully is to back up 1s household, which can non be achieved through heavy imbibing. Similar to Greenwood, George Orwell does non commend imbibing through his novel, ‘The Road to Wigan Pier ‘ , and decides non to include it at all. B. Clarke observes that Orwell, â€Å" Does non reproduce images of inebriation and force † which appear in Sillitoe ‘s, ‘Saturday Night and Sunday Morning ‘ . This elevates the mineworkers ‘ position and conveys their maleness in a different visible radiation. They are still physically powerful, yet Orwell presents them as non experiencing the demand to asseverate their manfulness through difficult imbibing, purposefully giving the mineworkers, who are stand foring the working category, a â€Å" stable individuality † . A farther building of maleness in ‘Saturday Night and Sunday Morning ‘ is the gallant nature of Sam ; he is masculine in a different manner to the other working category work forces in the novel since he does non utilize aggression or vulgar linguistic communication. His physical visual aspect is described as ‘a compact Black with a composure, intelligent face ‘ ( 191 ) which juxtaposes the old description of Arthur as holding a face every bit hard as Fe. Furthermore, he is ‘dressed in a well-pressed khaki ‘ ( 192 ) demoing how he takes pride in his visual aspect. Sam besides contrasts Arthur in his attack to hard state of affairss, for illustration, when a battle is about to get down when they go to the saloon for a drink, Arthur accidently spills a little sum of beer on a adult female when he is go throughing the drinks over, and when her hubby intervenes, ‘Arthur clenched his fists, ready to nail him ‘ . ( 194 ) Therefore, he sees fo rce as the reply, whereas Sam calmly states, ‘what ‘s the affair? ‘ ( 194 ) conveying how he is polite and well-spoken ; unlike Arthur, Sam uses fluency over force. Labor is made up of either physical work in the mill or office work ; the former bears associations with the working category whilst the latter with the in-between category. For illustration, the working category figure of Harry Hardcastle in Walter Greenwood ‘s ‘Love on the Dole ‘ despises his work as a clerk at the pawn store chiefly because he views being ‘a mere thruster of pens ‘ ( 21 ) as holding feminine intensions. Therefore, in-between category work was considered as effeminate, intending working category work forces who worked in offices were non considered every bit masculine as those who worked in manual, physical labor. This is contrasted to Harry ‘s dream of working at Marlowe ‘s, which he describes as ‘majestic, impressive†¦ tremendous technology works†¦ with work forces, engaged in work forces ‘s work ‘ ( 19 ) . Greenwood ‘s huge scope of adjectives used to depict Marlowe ‘s are all what Harry aspires to be, and he associates these descriptions with being a existent adult male. Similarly, George Orwell, through his novel, ‘The Road to Wigan Pier ‘ makes the physical work of the mineworkers appear really manfully, and as B. Clarke observes, Orwell, â€Å" insists that mineworkers are bound together partially by their attachment to a traditional signifier of maleness founded on manual labor, physical bravery, and endurance † . Orwell therefore praises these work forces ‘s masculine qualities, such as their physical bravery, endurance and solidarity. He appears really passionate about the work they do, portraying them as heroic, saying that excavation is a ‘Superhuman occupation ‘ ( 19 ) . Many of the work forces died whilst making their occupation, and Orwell presents the dangers of excavation through his narrative ; therefore underscoring the issue sing the development of the working categories. In contrast to the great regard we form for the mineworkers in ‘The Road to Wigan Pier, through ‘Saturday Night and Sunday Morning ‘ , we develop a deficiency of regard for Arthur ‘s hedonic attitude towards his societal position ‘And so it was possible to bury the mill, whether inside it sudating and striving your musculuss by a machine, or whether sloping ale in a saloon†¦ the mill did non affair. The mill could travel on working until it blew itself up from excessively much velocity ‘ . The initial rhyme on ‘sweating/straining/ ‘ and muscles/machine ‘ are all words connected with physical work, underscoring Arthur ‘s maleness. Although his statement about his work-place non counting seems careless, Arthur ‘s warmer side becomes evident when he juxtaposes this to things which do affair in life, ‘But I, he thought†¦ will be here after the mill ‘s gone, and so will Brenda and all adult females lik e her still be here, the kind of adult females that are deserving their weight in gold ‘ . ( 45 ) This description of adult females is beautiful and the initial rhyme on the ‘w ‘ sound conveys how Arthur is underscoring his point that his does hold some regard for adult females, and he is non wholly barbarous and remorseless ; he conveys how maleness does has a softer, more emotional side along with its stereotyped intensions. Due to the economic wants of the post-war period, Sillitoe intentionally presents his characters as taking to maximize their ain pleasance to foreground an dreamer inclination behind hedonism ; working category work forces found it difficult to confront the troubles of the post-war period. For illustration, when Arthur is present during Brenda ‘s gin and hot-bath abortion, he is highly insouciant about it, comparing it to ‘watching the telly with no portion in what he was seeing. ‘ ( 88 ) Arthur therefore conveys no mark of compassion for Brenda ‘s agony. Furthermore, on the same dark, he sleeps with Winnie, Brenda ‘s sister, ‘he could barely retrieve Brenda, believing that possibly he had dreamed about her sometime, but nil more ‘ ( 96 ) . This is flooring after he has merely watched her abort their babe, and his description of merely cognizing her through his dreams suggests that possibly something is incorrect with him mentally ; this coul d, nevertheless, merely be his manner of covering with guilt. If he truly feels no guilt, and has no scruples, although extreme, Arthur could good be thought of as a psychopath. Arthur ‘s rebelliousness of moral values and negligent attitude is conveyed when Arthur and Fred witness a adult male throw a pint glass at a store window, and a female informant ‘held the bewildered perpetrator by his carpus ‘ ( 108 ) whilst they wait for the constabulary. Arthur ‘s immorality and hideous nature is depicted through his sexually derogative description of this adult female ; he loathes her for non allowing the improper adult male flight, ‘She ‘s a bitch and a prostitute†¦ a blood-tub, a murphy face, a swivel-eyed gett, a Rat-clock. ‘ ( 113 ) This deadly spring of misogynism and barbarous linguistic communication portrays Arthur ‘s dominant, aggressive maleness, yet Sillitoe is finally showing this signifier of maleness in a really negative visible radiation. How to cite Constructions Of Working Class Masculinity English Literature Essay, Essay examples

Assignment Samples on Managing Diversity and Equal Opportunities

Ques: Prepare a report to address each area of the employee relations data.These areas are The internal interview processes and BAME annual appraisals Table of Contents Executive summary Introduction Internal Interview Process Process of Appraisal Conclusion References Executive summary The report focuses on a special case of NHS trust employees. The BAME employees are not provided the annual appraisal as much as the white employees. This is creating dissatisfaction among the employees. Gender biasness is also seen in the process of interview. Female candidates are not selected via the interview. Thus interview process and the appraisal technique of the organization have been reviewed in the present study. A transparent interview process has been suggested in the report. There are several appraisal techniques suggested in the report that could be conducted to make the process of appraisal fair and free from biasness. Suitable recommendations of the HR practices have been provided. Introduction An equality and diversity approach is practiced in every organization. Equality is an important aspect for employment in all respect. It is expected by every employer and worker. Diversity is a positive approach for equality at work (Delivering equality and diversity, 2014; p-1-20) ; (10 Steps to Equality and Diversity for the Irish Hospitality Sector, 2014). It offers advantages to the organization. Cross cultural management is an important aspect in the organizations in UK. There are certain laws by the Government to treat the people in a fair manner irrespective of caste, age, gender. The laws are essential for carrying business in an ethical way. The 2010 Equality Act is applied against discrimination. The law has superseded previous laws that prevented discrimination at work place. The Equality Act 2010 has also superseded the Employment Equality Age Regulations of 2006 (Legislation.gov.uk, 2014). The laws in UK are consistent with the laws in other parts of Europe. They are als o prevalent in other parts of the world especially the western World. According to the law, an employer has to be aware of the various implications of the equality legislations. An employee has to be aware of the equality rights. It will be beneficial for the employee and they will be able to take their own responsibilities. The legislations are not applicable for organizations that treat their employees fairly. Discrimination at workplace will create negativity at workplace. This will hamper the work environment. Diversity management will result in the development of equal opportunities (Britishcouncil.in, 2014). Employers have to abide by the policies of diversity management and initiate various programs in their organization that manage diversity at workplace. The review of the equal opportunity policies of EU shows that there are three major period for the development of equality in EU. They are equal treatment, positive action and gender mainstreaming. But the policies of the E U were limited to providing equal pay for equal work. Later on in 2000s the policies were modified and focused on gender mainstreaming (Gov.uk, 2013) ; (Equalityhumanrights.com, 2014). Internal Interview Process In order to avoid discrimination at workplace, the internal interview process has to be transparent. The Trust can avoid the discriminatory issues at workplace by adopting the following measures The first step in recruitment is providing advertisements by the organization regarding job vacancy. The organization should avoid discrimination for the advertisements of job vacancies. The human resource department is responsible for the coordination of the advertisements for recruitment. The review of the advertisements will be done before they are published in order to ensure that the advertisement complies with the equality policies and discriminatory legislations and abide by the laws. The selection technique for a particular post must be appropriate. The job description must be according to the role and specifications of the person must be used in making the selection decisions. The process of interview and short listing has to be transparent. The candidate will be shortlisted based on the information provided by him in the resume. Any other biasness related to caste, religion will not be considered. The requirements of the job have to be fulfilled according to the description of the job. There has to be regular monitoring of the various job descriptions. The job descriptions must reflect the requirement of the vacancy. The skills, knowledge, competencies and abilities of the candidate will be reflected in the person specifications. The person has to carry out the job based on the specifications The interview process has to be specific. The questions in the interview will be based on the circumstances and requirements of the job. Questions that might be discriminatory should not be allowed in the process of interview. Any questions related to the health and disability of the person should be asked on the interview before the selection has been done. The Equality Act 2010 outlines the various rules to be followed during the process of interview. Organization has to strictly abide by the rules. The people who are responsible for recruitment and selection must be trained appropriately. They must be trained in the matters of diversity and equal opportunity. They people must be trained about the equal pay legislation. This will be done so that there is no discrimination at workplace. They must ensure that no discriminatory issues arise during process of recruitment. They must abide by the various rules of the Equality Act 2010. They must ensure that there is recording of the criteria for selection and the appropriate reasons are presented for selection or rejection of the candidate. This will provide a proof for future use. The results for the recruitment process have to be monitored. Special decisions have to be taken for measures which appear to be inconsistent. In order to make the recruitment process more transparent, the organization can contact with other firms in the same industry and ask about the requirements of qualification in the similar positions in their organization. Thus the requirements for the job will be posted according to the industry standards and there will be no conflict in the organization regarding the interview process. The salary range can also be set according to the standards of the industry. This will also make the process of recruitment more transparent. The compensation package has to be competitive. The interview questions must strictly focus on assessing the abilities of the candidate. The interpersonal skills of the candidates have to be judged. Judging the self motivation capability of the candidate during interview process is important. Any kind of question regarding the culture of the candidate, religion of the candidate, race should be avoided (Deeb, 2014). Process of Appraisal BAME staff faced discrimination during annual appraisals. The annual appraisal of the staff was not at par with the white staff. This was raising dissatisfaction among the BAME staff. The process of annual appraisal could be made more effective by using the following methods for appraisal of performance (PERFORMANCE EVALUATIONS: More Important than Ever in 2011, 2011; p-1-8). Rating Approach- The approach of performance appraisal should be a combination of the cost related approach and the behavior approach. The employees are rated based on their performance. The rating technique is based on the involvement of the employees in various roles, decision making ability of the employee, discipline of the employee. Subjectivity is minimized in this type of rating. The personal and behavioral aspects of the employees are not considered in this approach. The rating method is totally based on behavior. Graphic rating scale is used to rate the employees based on their behavior. The ability of the employees to manage a team, ability to work in a team, ability to handle conflicts are the measures considered while rating a candidate based on behavior(Elverfeldt, 2014; p-15-30). Top down Appraisal - In this process of appraisal the performance of the employees is monitored by the supervisor. The progress of the employee is monitored throughout the period of appraisal. At the end of the appraisal period, the supervisor uses a rating technique to make the assessment of the employees. They meet with the employees in order to discuss the assessment. It must be ensured that the supervisor is not biased in the process of review. An interview of the employees with the supervisor is organized. The performances of the employees are discussed with the supervisor (Kokemuller, 2014). However it is seen that there is lack of motivational effect in this kind of appraisal process. But the assessment occurs without biasness. The employees are given scope for discussing their view. The parameter in which the employee lacks is discussed by the supervisor. The employees discuss about weaknesses directly with the supervisors and the supervisors suggest ways for improvement. The ways of improvement is discussed by supervisor with the employee. In this method of appraisal, follow up meetings are conducted to monitor the performance of the employees. Any problem faced by the employees is directly handled by the supervisor (Gresham, 2014). Self appraisal technique The employees can review their own performance by the self appraisal technique. However this type of technique for appraisal can only be successful with highly motivated employees who are self directed and are highly focused. It is a self assessment program. The employees are asked about their feelings about their performance. They are not under the pressure of the judgement of the supervisor. This is a useful technique in which the supervisors and the employees participate. The participation of the employees is crucial for the process of appraisal. This type of appraisal process is known as two way appraisal process. The interaction between the supervisor and the employee is direct in nature. The employees and the supervisors have common grounds of discussion. They work together for the welfare of the organization. This is an effective evaluation process as it does not have any individual opinion or biasness attached to it. The process of self appraisal can be conducted verbally as well as in written form. The employees and the supervisors are provided with identical worksheets. The responses from the worksheets are compared. The comparison shows the views of both the employees and the supervisor. The areas of improvement are discussed accordingly (The Job Analyzer: BLR's Complete Guide to Analyzing, Evaluating, Pricing, 2014; p-200-210). Multisource assessment - This type of assessment process is also known as 360 degree process of feedback, three dimensional or full circle appraisals. The feedbacks about the employees are gathered from various sources (Brutus and Derayeh, 2002). They are generally constructive feedback. The goal of taking such feedback is assessment of the employee in an accurate manner. The rating technique involves information provided in a number of forms which contains various statements. The forms consist of various questions which raters have to respond. The forms are filled up by the subordinates of the employees, peers, the supervisors of the employees and the external or the internal customers. Thus the process of appraisal is a team work which does not have any kind of religious biasness attached to it. Thus the employees receiving the highest rating are provided with the highest appraisal. There is no biasness related to caste, creed or race in the process of appraisal. In this process, the identities of the rate rs are hidden. Their identity is not revealed in front of anyone. Thus there is no manipulation of the raters. The raters are given proper training prior to rating the employees. This ensures that they have conducted the process in an ethical manner (employersassociation.com, 2014). Conclusion The organization must ensure that the interview process and the process of appraisal is free from any cultural biasness. The process should not be subjective. This will attract more employees towards the organization. The BAME employees will be motivated to work in the organization. They will not feel degraded. They will not face identity crisis. The interview process must only focus on recruiting employees that are academically and professionally suitable for the organization. Any questions related to caste, creed or religion should be avoided in the process of interview. The interview process has to be transparent. The individual responsible for taking the interview must be provided with proper training prior to the interview. They have to be regularly monitored in order to ensure that the transparency of interview process is not hampered. The process of appraisal should also be free from biasness. There are certain techniques to be followed for appraisal of the employees. It can b e top down appraisal, self appraisal technique and the multisource assessment. The supervisor must be free from any cultural or religious biasness while conducting the review of the employees. The employees can also participate in the review process. This will be a mutual process. The employee and the supervisor can discuss their issues with one another. This will make the process transparent and free from bias. The grievances of the employees will be understood by the employer. Similarly the areas of improvement of the employees will be discussed by the supervisor. Another way of conducting fair process of appraisal is rating the employees by a group of anonymous raters. The raters will be properly trained before the rating process is conducted. They will not reveal their identity in front of the employees or the supervisors. Thus the rating technique will be fair and free from biasness. References 10 Steps to Equality and Diversity for the Irish Hospitality Sector. (2014). 1st ed. [ebook] pp.1-7. Britishcouncil.in, (2014). Equal opportunity and diversity | British Council. Brutus, S. and Derayeh, M. (2002). Multisource assessment programs in organizations: An insider's perspective. Human Resource Development Quarterly, 13(2), pp.187-202. Deeb, C. (2014). How to Avoid Discrimination When Hiring. Delivering equality and diversity. (2014). 1st ed. [ebook] pp.1-20. Elverfeldt, A. (2014). Performance appraisal how to improve its effectiveness. 1st ed. employersassociation.com, (2014). Performance Appraisals. Equalityhumanrights.com, (2014). What is the Equality Act? | Equality and Human Rights Commission. Gov.uk, (2013). Equality Act 2010: guidance - Detailed guidance - GOV.UK. gov.uk/government, (2014). DIVERSITY EQUAL OPPORTUNITIES. Gresham, T. (2014). Advantages Disadvantages of Top-Down Performance Reviews. Kokemuller, N. (2014). Top-Down Performance Appraisal Method. Legislation.gov.uk, (2014). Equality Act 2010. PERFORMANCE EVALUATIONS: More Important than Ever in 2011. (2011). 1st ed. [ebook] pp.1-8. The Job Analyzer: BLR's Complete Guide to Analyzing, Evaluating, Pricing ... (2014). pp.200-210.

The Major Causes of the Cold War Between the Soviet Union and the United States

The cold war was a war between two superpower nations, the Soviet Union which believed in communism and the United States which advocated for free governance hence supporting a democratic government. The cold war can be said to have been caused by the difference in ideologies that existed between the two nations and the hunger to control and dominate the world as the superpower.Advertising We will write a custom essay sample on The Major Causes of the Cold War Between the Soviet Union and the United States specifically for you for only $16.05 $11/page Learn More The cold war did not use military or army weapons; it used other measures to curb the power and the influence of the other nation. Economic restrictions and spread of propaganda against each other were used as the war weapons, as each nation tried all available means to destroy and weaken the ability of the other nation in expanding and gaining popularity. The beginning of the cold war can be tra ced way back even before the beginning of the second world war that is after the Bolshevik Revolution and formation of Russian union in 1917. According to Leffler in his book â€Å"The Specter of Communism†(1994) the cold war was a political and economical war between the United States and the Soviet Union, which started few years after the end of the First World War, as they struggled to gain popularity and control over the world. The two nations had differences in terms of governing, whereby the United States dominated by the capitalism and the Soviet Union dominated by the communism. Each state believed that its governing policy was more superior and should be adopted by all nations, thus they tried to influence other countries to form allies against the other superpower nation in order to reduce their power. The major threats of cold war started with the raise of the Russian revolution under the readership of Bolshevik regime which was determined to spread the communism a ll over the world, by influencing and cooperating with various countries in order to outfit the Americans. The United States and the Soviet Union did not involve themselves in any war, but aided the ally’s nations in fighting their opponents. In 1918 to 1920 the United States and Britain joined together to fight Bolshevik regime, but they were unsuccessful. After this inversion, the relationship between the Americans and the Russian worsened, the soviet attitude regarding the Americans and the west became even worse. Upon the Bolshevik revolution, Russia was a semi-peripheral state and was still struggling to catch up with west which was viewed as most industrialized by then, thus the Russian spent most of its time and economic in strengthening its army. It also invested a lot in the manufacturing of the atomic booms and military ammunition in preparation to defend itself in case of war outbreak. Russia was suspecting that the United States were manufacturing the atomic bombs and they may use them in attacking them.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The landing of the American troops in Russia to assist the anti- Bolshevik in the Russian civil war increased the tension and suspicion within the communism leadership over the capitalism. After the involvement of Americans in the Russian civil war, the relationship between Russians and the Americans became a major point of suspicion and mistrust. 1n 1935 the Stalin adjusted his policies; he started forming alliances with the democratic powers in the western in order to fight the Nazi of Germany. His initiative failed and he decided to sign the Nazi-soviet pact with the leader of the Nazi the Hitler. The signing of the treaty only increased the anti-soviet tension and the hostility in the western nations. This treaty delayed the beginning of the war between the two superpower nations. In 1941, Germany invaded the Russians breaking the treaty signed between Germany and the Russian nations. After the attack, the Stalin withdrew his cooperation with the Germans and supported Britain under the rule of the Churchill. Churchill and Stalin signed a treaty to form a formal alliance to fight against Adolf Hitler. The United States did not join the treaty as it wanted to remain neutral and concentrated in military upgrading. After the American Pearl Harbor was attacked by the Hitler, the United States joined the union formed between Russian and Britain in aid to fight Germany. This alliance did not last long due to the disagreement that arose between Poland which was an alley of Britain and the Soviet Union concerning the support and cooperation of Stalin with Hitler after Hitler ordered the killing of Polish officers. Despite this suspicion, the western allies and the soviet continued to cooperate in order to defeat the growing strength of Adolf Hitler. During this war, both sides had a lot of disagr eements on various military strategies especially the opening of the second fight against Germany. The Soviet Union believed that Britain and the United States delayed the invasion intentionally in order to attack at the last minute so as they can influence the settlement of the peace with a view to dominate Europe. Stalin saw that the United States and Britain waited for him and his troops to get exhausted so that they can defeat him and take control. Soviet Union suffered a great loss as it recorded a high number of casualties. This increased tension and hostility among the allied powers.Advertising We will write a custom essay sample on The Major Causes of the Cold War Between the Soviet Union and the United States specifically for you for only $16.05 $11/page Learn More In conclusion it can be said that cold war started in mid 19th century some years before the beginning of the world war two. The major causes can be attributed to the suspicion and h igh tension that existed between the Soviet Union and the United States over control of the world. The Americans viewed communist as enemies who needed to be monitored and controlled as they threatened to take control of the world. On the other hand, Russia under the Soviet Union viewed the United States as a major threat to their ambition of expansion, as they posed the main challenge to Russia. The war remained cold without the use of military as each nation did not want to be directly associated with the cause of the war. The two nations just supported other nations that were fighting. Americans supported the British army while Russia supported Germany army in the Nazi war until the time when the Nazi invaded Russia forcing the Soviet Union to collaborate with Britain and America in fighting the Nazi. The real effects of the cold war were fully seen and felt after the second ward war, where each nation viewed the other nation as an enemy, and they had to keep an eye on each other . Reference Leffler, M., P.(1994) The Specter of Communism. New York. Hill and Wang This essay on The Major Causes of the Cold War Between the Soviet Union and the United States was written and submitted by user Justin Lowery to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Copyright Notice and the Use of the Copyright Symbol

Copyright Notice and the Use of the Copyright Symbol A copyright notice or copyright symbol is an identifier placed on copies of the work to inform the world of copyright ownership. While the use of a copyright notice was once required as a condition of copyright protection, it is now optional. Use of the copyright notice is the responsibility of the copyright owner and does not require advance permission from, or registration with the Copyright Office. Because prior law did contain such a requirement, however, the use of a copyright notice or copyright symbol is still relevant to the copyright status of older works. The copyright notice was required under the 1976 Copyright Act. This requirement was eliminated when the United States adhered to the Berne Convention, effective March 1, 1989. Although works published without copyright notice before that date could have entered the public domain in the United States, the Uruguay Round Agreements Act (URAA) restores copyright in certain foreign works originally published without copyright notice. How Is a Copyright Symbol Useful Use of the copyright notice may be important because it informs the public that the work is protected by copyright, identifies the copyright owner, and shows the year of first publication. Furthermore, in the event that a work is infringed, if a proper notice of copyright appears on the published copy or copies to which a defendant in a copyright infringement suit had access, then no weight shall be given to such a defendants defense based on innocent infringement. Innocent infringement occurs when the infringer did not realize that the work was protected. The use of the copyright notice is the responsibility of the copyright owner and does not require advance permission from, or registration with, the Copyright Office. Correct Form for the Copyright Symbol The notice for visually perceptible copies should contain all the following three elements: The copyright symbol  © (the letter C in a circle), or the word Copyright, or the abbreviation Copr.The year of first publication of the work. In the case of compilations or derivative works incorporating previously published material, the year date of first publication of the compilation or derivative work is sufficient. The year date may be omitted where a pictorial, graphic, or sculptural work, with accompanying textual matter, if any, is reproduced in or on greeting cards, postcards, stationery, jewelry, dolls, toys, or any useful article.The name of the owner of copyright in the work, or an abbreviation by which the name can be recognized, or a generally known alternative designation of the owner. Example: copyright  © 2002 John Doe The  © or C in a circle notice or symbol is used only on visually perceptible copies. Phonorecords Certain kinds of works, for example, musical, dramatic, and literary works may be fixed not in copies but by means of sound in an audio recording. Since audio recordings such as audio tapes and phonograph disks are phonorecords and not copies, the C in a circle notice is not used to indicate protection of the underlying musical, dramatic, or literary work that is recorded. Copyright Symbol for Phonorecords of Sound Recordings Sound recordings are defined in the law as works that result from the fixation of a series of musical, spoken, or other sounds, but not including the sounds accompanying a motion picture or other audiovisual work. Common examples include recordings of music, drama, or lectures. A sound recording is not the same as a phonorecord. A phonorecord is a physical object in which works of authorship are embodied. The word phonorecord includes cassette tapes, CDs, records, as well as other formats. The notice for phonorecords embodying a sound recording should contain all the following three elements: The copyright symbol (the letter P in a circle)The year of first publication of the sound recordingThe name of the owner of copyright in the sound recording, or an abbreviation by which the name can be recognized, or a generally known alternative designation of the owner. If the producer of the sound recording is named on the phonorecord label or container and if no other name appears in conjunction with the notice, the producers name shall be considered a part of the notice. Position of Notice The copyright notice should be affixed to copies or phonorecords in such a way as to give reasonable notice of the claim of copyright. The three elements of the notice should ordinarily appear together on the copies or phonorecords or on the phonorecord label or container. Since questions may arise from the use of variant forms of the notice, you may wish to seek legal advice before using any other form of the notice. The 1976 Copyright Act overturned the strict consequences of failure to include copyright notice under prior law. It contained provisions that set out specific corrective steps to cure omissions or certain errors in the copyright notice. Under these provisions, an applicant had 5 years after publication to cure omission of notice or certain errors. Although these provisions are technically still in the law, their impact has been limited by the amendment making notice optional for all works published on and after March 1, 1989. Publications Incorporating United States Government Works Works by the U. S. Government are not eligible for U.S. copyright protection. For works published on and after March 1, 1989, the previous notice requirement for works consisting primarily of one or more U. S. Government works has been eliminated. However, use of a notice on such a work will defeat a claim of innocent infringement as previously described provided the copyright notice also includes a statement that identifies either those portions of the work in which copyright is claimed or those portions that constitute U. S. Government material. Example: copyright  © 2000 Jane Brown.Copyright claimed in Chapters 7-10, exclusive of U. S. Government maps Copies of works published before March 1, 1989, that consist primarily of one or more works of the U. S. Government should have a notice and the identifying statement. Unpublished Works The author or copyright owner may wish to place a copyright notice on any unpublished copies or phonorecords that leave his or her control. Example: Unpublished work  © 1999 Jane Doe

1957 and Soil

The students study a range of soil characteristics and seek to understand their relationship to soil function, land use, plant growth, environmental quality, and society/culture. This course introduces students to the variety and complexity of soils on a local, national, and international scale. This introductory course in soil science introduces the student to the study, management, and conservation of soils as natural bodies, as media for plant growth, and as components of the larger ecosystem. This course presents basic concepts of all aspects of soil science including: composition and genesis; physical, chemical, and biological properties; soil water; classification and mapping; soil conservation; management practices; and soil fertility and productivity including practices of soil testing, use of fertilizers and manures, and liming. The course introduces the relationships of soil to current concerns such as environmental quality and non-agricultural land use. This course should instill awareness of soil as a basic natural resource, the use or abuse of which has a considerable influence on human society and life in general. This course is required or on a list from which students select for many environmental and agriculturalrelated majors. It is specifically listed as a prerequisite for many other SOILS courses and for several soils-related courses taught at Penn State. This course also satisfies the requirement for 3-credits in the natural sciences (GN), for non-science maojors or any student interested in soils, ecology, or the environment. Course Objectives: At the end of this course, students should be able to: ? ? ? ? ? ? ? ? Appreciate the variety and complexity of soils. Describe the ways in which soils are an integral component of the terrestrial ecosystem. Use the technical terminology associated with the description and use of soils. Identify soil properties important to land use, environmental quality, plant growth and society/culture. Demonstrate skills required to make field observations and interpretations of soils for various uses. Retrieve and use information from a variety of sources for land use planning and soil management decisions. Explain the impact of land use and management decisions on agricultural productivity and sustainability, environmental and ecological health, and land degradation. Understand how soils can affect everyday decisions like how to develop a garden or where to build a house. – page 2 – Instructor: Dr. Mike Fidanza 234 Luerssen Office: 610-396-6330 Cell: 484-888-6714 E-mail: fidanza@psu. edu Office Hours: Monday, Wednesday, and Friday, 9:00 am – 9:50 am, and 11:00 am – 11:50 am; or, by appointment (call or e-mail to schedule an appointment) Class Lecture: Monday, Wednesday, and Friday, 125 Luerssen Building, 10:00 am – 10:50 am. Required Textbook: Brady, N. C. and R. R. Weil. Elements of the Nature and Properties of Soils. 3rd edition*. Pearson/Prentice-Hall, Upper Saddle River, NJ. *or earlier editions are acceptable Grading: 4 exams †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 300 points †¢ lowest exam score dropped †¢ 3 exams X 100 points per exam = 300 points total 15 quizzes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 150 points †¢ 15 quizzes X 10 points per quiz = 150 points total Soils Writing Assignment . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 50 points †¢ Fertilizer Worksheet —————————————————————————————— ——–Total †¦.. 500 points Final Grade will be based on the following scale: Points Grade Points Grade ? 465 A 385 – 399 C+ 450 – 464 A350 – 384 C 435 – 449 B+ 300 – 349 D 415 – 434 B ? 299 F 400 – 414 B- Exams: Exam format is typically multiple choice, true/false, and matching. Exact content and format of each exam will be discussed in class by the instructor. The lowest exam score of the four exams will be dropped, therefore, only the top three exam scores will count towards the final course grade. Quizzes: Quiz format is typically multiple choice, true/false, and/or matching delivered online through the ANGEL course website. Exact content and format of each quiz will be discussed in class by the instructor and/or information will be available on the ANGEL course website. Soils Writing Assignment: To be explained in class. – page 3 Class Attendance and Etiquette: Attendance is highly recommended since some lecture information will not be found in the text, and handouts and other supplemental material will be available only on the day on which they are presented in class. Class attendance and participation may be considered toward your final grade. Attendance will be recorded on a random basis, however daily attendance may be recorded if absenteeism or lateness is a problem. Appropriate and respectful behavior is always expected. Also, please silence cell phones during class time. Academic Integrity: Students are expected to be familiar with the University Rules and Policies regarding academic integrity. Refer to the Penn State Berks Campus Student Handbook, or locate the document on Penn State’s website, which can be accessed through any computer terminal connected to the PSU Center for Academic Computing. Academic integrity is defined as the pursuit of scholarly activity free from fraud and deception. Academic dishonesty includes, but is not limited to: cheating, failure to protect your work from others (or facilitating acts of academic dishonesty by others), plagiarism, fabrication of information or citations, unauthorized prior possession of examinations, submitting the work of another person or work previously used without informing the instructor, or tampering with the academic work of others. A student charged with academic dishonesty will be given oral and written notice of the charge by the instructor. If the student feels that they have been falsely accused, they should seek redress through informal discussions with the instructor (first), division or department head, dean, or CEO. If the instructor believes the infraction to be sufficiently serious to warrant referral of the case to the Office of Conduct Standards, or result in a grade of â€Å"F† for the student for the course, the student and faculty instructor will be afforded formal due process procedures outlined in the University Rules and Policies mentioned above. Academic dishonesty will be dealt with strictly and in accordance with Pennsylvania State University policy. Disclaimer: The class schedule, policies, statements, and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students. **** Weather Emergency: Call 610-396-6375 for up-to-date Berks Campus information. **** – page 4 – Date: Jan Jan Jan 7 9 11 M W F Topic: Introduction and course administration Introduction to soil science Introduction to soil science (continued) Textbook Chapter: 1 1 1 Jan Jan Jan 14 16 18 M W F Soil formation Soil formation Soil formation 2 2 2 Jan Jan Jan 21 23 25 M W F NO CLASS – Martin Luther King Day Soil classification Soil classification –3 3 Jan Jan Feb 28 30 1 M W F Soil classification Exam #1, chapters 1, 2, 3 Soil physical properties 3 –4 Feb Feb Feb 4 6 8 M W F Soil physical properties Soil physical properties Soil physical properties 4 4 4 Feb Feb Feb 11 13 15 M W F Soil water Soil water Soil and the hydrologic cycle 5 5 6 Feb Feb Feb 8 20 22 M W F Soil and the hydrologic cycle Soil aeration and temperature Soil aeration and temperature 6 7 7 Feb Feb Mar Mar Mar Mar Mar 25 27 1 411 13 15 M Clays and soil chemistry W Exam #2, chapters 4, 5, 6, 7 F Clays and soil chemistry 8 NO CLASS – Spring Break M Clays and soil chemistry W Soil acidity and other properties F Soil acidity and other properties 8 –8 Mar Mar Mar 18 20 22 M W F Soil biology and ecology Soil biology and ecology Soil biology and ecology 10 10 10 Mar Mar Mar 25 27 29 M W F Soil organic matter Soil organic matter Soil organic matter 11 11 11 Apr Apr Apr 1 3 5 M W F Soil fertility Exam #3, chapters 8, 9, 10, 11. Soil fertility 12 –12 Apr Apr Apr 8 10 12 M W F Nutrients management and fertilizers Nutrient management and fertilizers Nutrient management and fertilizers 13 13 13 Apr Apr Apr 15 17 19 M W F Soil erosion Soil erosion Soil erosion 14 14 14 Apr Apr Apr 22 24 26 M W F Soil and chemical pollution Soil and chemical pollution Soil and chemical pollution 15 15 15 8 9 9 ************ April 29 – May 3: Final Exam Week (Exam #4, chapters 12, 13, 14, 15). ************

Impact of terrorism on employee engagement of female educators in Dissertation

Impact of terrorism on employee engagement of female educators in peshawar, pakistan - Dissertation Example This is a major exogenous factor with enormous significance in under developed countries like Pakistan. Women potentially represent 50% of the workforce in any economy. Where women are barred from educational opportunity and subsequently from prospects of gainful employment the impact on economic growth and development is likely to be profound. Female illiteracy results in high birth rates, high infant mortality and high incidences of poverty. This situation is recognised by the Pakistani Government through its social policy of co-education. 1.1. ORGANISATIONAL BACKGROUND AND RELEVANCE The research focuses on the impact of an external factor on the engagement of female educators; therefore, it is not ideal to use one organisation’s data for any analysis. Hence, 4 different schools were used to conduct the research initially. The data gathered was used to make formulate some key propositions regarding the situation in the region. The schools were divided into two groups. One gr oup operates in the state financed co-educational system whilst the second group offers private education and focuses exclusively on educating females. The research will derive the trends of employee engagement within the 2 different settings of the 4 schools and explore whether there are differences and if there are in what ways they become manifest. In addition, an effort is made to ascertain the extent to which any differences are a result of institutional policies and practices. Further research that focused on one school only was then conducted . The school chosen for further research was the one most affected by terrorist activities. It also happened to be a school dedicated to the education of females and therefore a specific target. Staff behaviours and reactions in this context it was felt would provide deeper insights into the impact of terrorism on employee engagement . The Snowballing technique was used to identify specific schools and in particular the school that becam e the focus for in depth research. Snowball Sampling is commonly used when it is difficult to identify members of the desired population (Saunders et al 2009). Moreover, purposive sampling was used to identify four junior teachers for interviews in each school. It was also used to choose the school for further research. Purposive sampling enables you to select cases that will best enable you to answer your research question(s) and to meet your objectives (Saunders 2009). Due to ethical considerations, the names of the schools are kept anonymous. This reasons are revealed in later chapters. 1.2. Employee Engagement Employee engagement is defined as the passion and energy employees when giving their own best to the organization in order to serve the customer. It is all about the willingness and ability of employees to give sustained discretionary effort to help their organization succeed. (Sarah Cook, 2008). Employee engagement, also called work engagement or worker engagement, is a b usiness management concept. An "engaged employee" is one who is fully involved in, and enthusiastic about, his or her work, and thus will act in a way that furthers their organization’s interests. Ken Scarlett defines â€Å"employee engagement† as an individual’s degree of positive or negative emotional attachment to their organization, their job and their colleagues.