Battle of Camden in the American Revolution

The Battle of Camden was fought August 16, 1780, during the American Revolution (1775-1783). Following the loss of Charleston, SC in May 1780, Major General Horatio Gates was sent south to rally American forces in the region. Eager to engage the British, Gates advanced to Camden, SC in August 1780 and encountered a British army led by Lieutenant General Lord Charles Cornwallis. In the resulting battle, a large part of Gates army was routed and he fled the field. The Battle of Camden was a crushing defeat for American forces and cost them a valued field commander in Johann von Robais, Baron de Kalb. In the wake of Camden, Major General Nathanael Greene was appointed to command American troops in the South. Background Having withdrawn from Philadelphia to New York in 1778, Lieutenant General Sir Henry Clinton, commanding British forces in North America, shifted his focus south. That December, British troops captured Savannah, GA and in the spring of 1780 laid siege to Charleston, SC. When the city fell in May 1780, Clinton succeeded in capturing the bulk of the Continental Armys southern forces. Raiding from the city, Lieutenant Colonel Banastre Tarleton defeated another retreating American force at the Battle of Waxhaws on May 29. General Sir Henry Clinton. Photograph Source: Public Domain Having taken the city, Clinton departed leaving Lieutenant General Lord Charles Cornwallis in command. With the exception of partisan groups operating in the South Carolina back country, the closest American forces to Charleston were two Continental regiments commanded by Major General Baron Johann de Kalb at Hillsborough, NC. To rescue the situation, the Continental Congress turned to the victor of Saratoga, Major General Horatio Gates. Riding south, he arrived in de Kalbs camp at Deep River, NC on July 25. Assessing the situation, he found that the army was lacking in food as the local population, disillusioned by the recent string of defeats, was not offering supplies. In an effort to restore morale, Gates proposed immediately moving against Lieutenant Colonel Lord Francis Rawdons outpost at Camden, SC. Though de Kalb was willing to attack, he recommended moving through Charlotte and Salisbury to obtain badly needed supplies. This was rejected by Gates who insisted on speed and began leading the army south through the North Carolina pine barrens. Joined by Virginia militia and additional Continental troops, Gates army had little to eat during the march beyond what could be scavenged from the countryside. Battle of Camden Conflict: American Revolution (1775-1783)Date: August 16, 1780Armies and Commanders:AmericansMajor General Horatio GatesMajor General Johann de Kalb3,700 menBritishLieutenant General Lord Charles CornwallisLieutenant Colonel Banastre TarletonLord Rawdon2,200 menCasualties:Americans: 800 killed and wounded, approx. 1,000 capturedBritish: 68 killed, 245 wounded, and 11 missing Moving to Battle Crossing the Pee Dee River on August 3, they met 2,000 militia led by Colonel James Caswell. This addition swelled Gates force to around 4,500 men, but further worsened the logistical situation. Approaching Camden, but believing he greatly outnumbered Rawdon, Gates dispatched 400 men to aid Thomas Sumter with an attack on a British supply convoy. On August 9, having been informed of Gates approach, Cornwallis marched out from Charleston with reinforcements. Arriving at Camden, the combined British force numbered around 2,200 men. Due to disease and hunger, Gates possessed around 3,700 healthy men. Major General Horatio Gates. Â  Public Domain Deployments Rather than wait at Camden, Cornwallis began probing north. Late on August 15, the two forces made contact approximately five miles north of the town. Pulling back for the night, they prepared for battle the next day. Deploying in the morning, Gates made the error of placing the bulk of his Continental troops (de Kalbs command) on his right, with the North Carolina and Virginia militia on the left. A small group of dragoons under Colonel Charles Armand was to their rear. As a reserve, Gates retained Brigadier General William Smallwoods Maryland Continentals behind the American line. In forming his men, Cornwallis made similar deployments placing his most experienced troops, under Lieutenant Colonel James Webster, on the right while Rawdons Loyalist and Volunteers of Ireland militia opposed de Kalb. As a reserve, Cornwallis held back two battalions of the 71st Foot as well as Tarletons cavalry. Facing off, the two armies were constrained to a narrow battlefield which was hemmed in on either side by the swamps of Gum Creek. The Battle of Camden The battle commenced in the morning with Cornwallis right attacking the American militia. As the British moved forward, Gates ordered the Continentals on his right to advance. Firing a volley into the militia, the British inflicted several casualties before surging forward with a bayonet charge. Largely lacking bayonets and rattled by the opening shots, the bulk of the militia immediately fled the field. As his left wing disintegrated, Gates joined the militia in fleeing. Pushing forward, the Continentals fought vigorously and repelled two assaults by Rawdons men (Map). Major General Johann von Robais, Baron de Kalb. Â  Public Domain Counterattacking, the Continentals came close to breaking Rawdons line, but were soon taken in the flank by Webster. Having routed the militia, he turned his men and began assaulting the Continentals left flank. Stubbornly resisting, the Americans were finally forced to withdraw when Cornwallis ordered Tarleton to attack their rear. In the course of the fighting, de Kalb was wounded eleven times and left on the field. Retreating from Camden, the Americans were pursued by Tarletons troopers for approximately twenty miles. Aftermath The Battle of Camden saw Gates army suffer around 800 killed and wounded and another 1,000 captured. In addition, the Americans lost eight guns and the bulk of their wagon train. Captured by the British, de Kalb was cared for by Cornwallis doctor before dying on August 19. British losses totaled 68 killed, 245 wounded, and 11 missing. A crushing defeat, Camden marked the second time an American army in the South was effectively destroyed in 1780. Having fled the field during the fighting, Gates rode sixty miles to Charlotte by nightfall. Disgraced, he was removed from command in favor of the dependable Major General Nathanael Greene that fall.

Analysis Of `` No One `` By Zora Neale Hurston And Toni...

â€Å"No one says a novel has to be one thing† according to Ishmael Reed. Literature, he says, can be whatever it wants to be. While it is true that the nature of literature is flux, to agree or disagree with his sentiments is the very core of an ancient debate: how is literature to be critiqued. Literary theory is wide—its proponents range from deconstructionism and structuralism to aestheticism, and culturalism, flowing through queer theory, gender theory, and race theory to name a few subsets of the latter. The diversity in this theory is easily explained, as it stems from the own diversity of writers and works that have been produced. The identities of these works and their writers, however, becomes very important when choosing a method to interpret and analyse their art. Tackling the works of black female writers such as Alice Walker, Zora Neale Hurston, and Toni Morrison; and their respective magna opera, The Color Purple, Their Eyes Were Watching God, and The Blu est Eye, it is impossible to forget how their identities informed these narratives, especially when discussing a method for criticism. It is unsurprising that these works share many features, based on a strict ethos that places the narratives of black women as written, revealed, and imagined by black women authors. Themes, language use, and structure, inter alia, are common in these novels; it is hard to find one more important than another. Nevertheless, these seem to be connected by a common structural form: theShow MoreRelatedSweat and Gilded Six-Bits by Zora Neale Hurston: A Closer Look3081 Words   |  13 PagesThe Harlem Renaissance marked the coming out of many brilliant black authors and thinkers. 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The Flat Tax Issue Essay Example For Students

The Flat Tax Issue Essay ?The Flat TaxA Reaction Paper The article on the Flat Tax system was actually one that I could relate to in terms of personal taxes. I have heard of this ?new system over the last five or six years, but I still have yet to see any type of action for implementation with this system. Before becoming ?enlightened about the new system through this article, I believed that the Flat Tax needed to be adopted by our government and adopted immediately. The thought of only paying fifteen percent to taxes is something that I relished. I always thought that a straight fifteen percent tax across the board would be fair and adequate for our system. I never truly understood the consequences the flat tax made upon the debt. This, again, was all before reading the article in depth. I appreciated the fact that the author presented numerous facts and examples when he spoke of the advantages and disadvantages of the flat tax. Some of these disadvantages I would never have known if not for this article. Most of us hear of a new tax system and without knowing the details, we want to jump into the new system believing that it will help all of us save some of our income. Obviously, by employing this system, it will save us some income but in the end, we will be paying higher taxes for other essentials. Taxes will be paid by the consumer either on payroll or through the purchases of durable and non-durable goods. There is no way around it. One way or the other we are paying the taxes to support our country. The other astounding fact that I received from the article was that the fifteen- percent would not even come close to supporting our country. In fact, the country would be losing billions overall. In order to support the country, the flat tax would have to increase almost up to twenty-seven percent! Most people would probably not agree with this data. When I traveled to Ireland last winter, I noticed that when I purchased something a VAT tax was imposed. I thought to myself, I could never live here and pay this additional tax on my purchases. Little did I know that this VAT tax was part of a flat tax system. I understand how the VAT tax helps keep the debt from rising out of control, but there must be others ways of controlling this. I have also visited other countries that have the same type of flat tax system and they also have other means of reclaiming the taxes lost in the flat tax. Canada, for example, has their people pay a large tax on their purchases and for entertainment, such as dining. In the long run, a flat tax looks like a system that all taxpayers would want. However, most of these taxpayers will be in the same situation that I was in, not enough education on the process. This places us at the disadvantage and helps us make decisions based on false presumptions. I believe that the tax system needs to be corrected an d simplified, but this new and simplified system needs to be equitable for all. How can this be done? This is something that needs to answered by the experts and promoted by us. BibliographynoneEconomics

The phone rings and I answer, Thank you for calling Business Systems this is Mandy how can I help you Essay Example For Students

The phone rings and I answer, Thank you for calling Business Systems this is Mandy how can I help you? Essay The phone rings and I answer, Thank you for calling Business Systems this is Mandy how can I help you? The voice on the other end asks for Amanda and I reply, This is she. The voice says she is calling to remind me of my 4:00 PM dental appointment. I sigh and tell her I will be there. I enter the building and walk over to the elevator; I push the up button and patiently wait. The elevator door promptly opens and I get in. I push the button with a two on it and the doors close, up I go. Once on the second floor I exit the elevator and immediately I can smell the mixture of wintergreen flavored tooth paste and bleach out in the hall even before I go into Dr. Adelsons office. We will write a custom essay on The phone rings and I answer, Thank you for calling Business Systems this is Mandy how can I help you? specifically for you for only $16.38 $13.9/page Order now As soon as I open the outer door, the blast of cool air from the air conditioner hits me in the face making me shiver all over. I walk in and add my name to the list on the sign in sheet. Harriet, the gray hared women behind the white frosted glass slide window, sees me and lets me know the doctor will be ready in a minute. While I wait for the dental assistant in her crisp white uniform to call out my name, I look at the fish in the large blue tank in the corner of the room. The sleek fish dart about playing hide and seek with the plastic mermaid at the bottom of the tank while tiny silver bubbles slip to the top of the tanks surface and break silently while I wait my turn. Then I turn and look to see a photo album sitting on a coffee table. I pick it up only to see pictures of decaying teeth and gums. I quickly close the book and shudder at the thought as I roll my tongue over my teeth and thank God they are all there. The nurse calls my name and I enter the inner office and sit in the brown leather chair looking at all the shiny stainless steel equipment. As I sit down the bright overhead light momentarily blinds me; I feel like a deer about to meet his deathà ¢Ã¢â€š ¬Ã‚ ¦then I realize, its my turn.

Yay essays

Yay essays By just reading the text associated with Yesterday by Boyz II Men, it is easy to understand that the song is about a lost love. A heart-broken man who has just lost a lover is expressing his pain and anguish. In the first stanza, the lonely man recalls the pleasant times when he was overcome by his feelings of love. There was no such thing as trouble and everything in his life was perfect. He wishes he could experience those times again. In the second stanza, the man expresses how he will never be the same. He will never be able to forget his wonderful memories and wishes he could live in them forever. He will never again be able to be happy again due to the loss of the only thing that mattered to him: his love. In the third stanza, the sad man questions why his lover was taken away? He doesnt understand his loss and blames himself for his misfortune. The fourth stanza conveys his longing for love again. He no longer wants to exist in his current state and wants to hide and fade back to yesterday. The man only believes in the past and cant accept his current state. The last few lines of the stanza express the mans acceptance of his loss. He realizes that his lover is gone and that the past is behind him. He has no choice but to be a dead man that moves on with a life he doesnt want to live. He only truly exists in yesterday. The musical setting certainly fits with the text. The slow, long, drawn-out notes facilitate the tone of longing, hopelessness, and loss. Although the music fits with the text, I felt Boyz II Men performed a horrible rendition of Yesterday. I felt that the original song expressed the sentiments of the speaker much better. The use of multiple voices by Boyz II Men was the main culprit behind my feelings. I felt the speaker was a lone individual. When I heard multiple voices, I felt that aspect completely ruin...

10 Interesting Facts About Nelson Mandela

10 Interesting Facts About Nelson Mandela Nelson Mandela will forever be remembered for the key role he played in dismantling South Africa’s system of racial apartheid. The activist and politician, who died on Dec. 5, 2013, at the age of 95, became an international symbol of peace and tolerance. While Mandela is a household name across the globe and hes been immortalized in motion pictures documentaries and books, many aspects of his life aren’t particularly well known to the American public. This list of interesting facts about Mandela’s life help to illuminate Mandela, the man. Discover the impact his father’s death from lung cancer had on him as a youth or  why Mandela, a good student in spite of his humble origins, was expelled from university. Born July 18, 1918, Mandela’s birth name was Rolihlahla Mandela. According to Biography.com, â€Å"Rolihlahla† is often translated as â€Å"troublemaker† in the Xhosa language, but strictly translated, the word means â€Å"pulling the branch of a tree.† In grade school, a teacher gave Mandela the Western first  name of â€Å"Nelson.†The death of Mandela’s father from lung cancer was a huge turning point in his life. It resulted in the then 9-year-old’s adoption by Chief Jongintaba Dalindyebo of the Thembu people, which resulted in Mandela leaving the small village he’d grown up in, Qunu, to travel to the chief’s palatial home in Thembuland. The adoption also allowed Mandela to pursue his education at institutions such as the Clarkebury Boarding Institute and Wesleyan College. Mandela, the first in his family to attend school, proved not only to be a good student, but also a good boxer and track runner.Mandela pursued a Bachelor of Arts degree at the University College of Fort Hare but was expelled from the institution because of his role in student activism. This news upset Chief Jongintaba Dalindyebo, who ordered Mandela to return to school and renounce his actions. The chief also threatened Mandela with an  arranged marriage, causing him to flee to Johannesburg with his cousin and pursue a career on his own. Mandela suffered the losses of two close family members while imprisoned. His mother died in 1968 and his eldest son, Thembi, died the following year. Mandela wasn’t permitted to pay his respects at their funerals.Although many people associate Mandela with his ex-wife Winnie, Mandela actually married three times. His first marriage, in 1944, was to a nurse named Evelyn Mase, with whom he fathered two sons and two daughters. One daughter died as a baby. Mandela and Mase split in 1955, formally divorcing three years later. Mandela married social worker Winnie Madikizela in 1958, fathering two daughters with her. They divorced six years after Mandela’s release from prison for his anti-apartheid activism. When he turned 80 years old in 1998, Mandela married his last wife, Graà §a Machel.While in prison from 1962 to 1990, Mandela wrote a secret autobiography. The contents of his prison writings were published as a book called Long Walk to Freedom in 1994.Mandela reportedly received at least three offers to be set free from prison. However, he declined each time because he was offered his freedom on the condition that he reject his earlier activism in some way. Mandela voted the first time ever in 1994. On May 10 of that year, Mandela became South Africa’s first black elected president. He was 77 at the time.Mandela not only fought against racial apartheid but also raised awareness about AIDS, a virus that has ravaged scores of Africans. Mandela’s own son, Makgatho, died from complications of the virus in 2005.Four years before Mandela’s death, South Africa would observe a holiday in the activist’s honor. Mandela Day, celebrated on his birthday, July 18, marks a time for people in and outside of South Africa to serve charitable groups and to work towards world peace.

Liquidity, Solvency and Profitability Essay Example | Topics and Well Written Essays - 250 words

Liquidity, Solvency and Profitability - Essay Example The level of current ratio for any particular organization is dependent on the industry it is operating in; usually the acceptable current ratio is 1.5 to 3. If an organization is able to maintain its current ratio between these levels, the lenders are of the perception that the company has the ability to meet its short term financial responsibilities. If the current ratio is low or in other words, the company does not have enough assets to meet its liabilities, the company is perceived to fail its financial obligations. This ratio is used by creditors while determining whether to provide loan to a company or not. Creditors perceive that if the company’s current ratio is high, it can pay off its debts and if it is low, it will fail to pay off its debts. This is why certain banks require an organization to meet the requirement of maintaining current ratio levels at 1 or above

The 21st Century Lifestyle in G20 Countries is Bad for Your Health Article - 1

The 21st Century Lifestyle in G20 Countries is Bad for Your Health - Article Example stress upon maternal health and also include eradication of severe poverty and hunger, universal primary education (helps in creating awareness through the basis lessons regarding health), Combat HIV, Malaria and other ailments, ensure a sustainable ambience and building global alliances or partnerships for overall development. Emerging economies of the world like China, India, Brazil and South Africa still depend on assistance from foreign developed nations in order to meet the health needs of its people. The major health concern for the G-20 countries in meeting the Millennium Development Goals is to combat infectious diseases like AIDS and malaria (Robertson, 2010). Leaving aside Brazil, all other G-20 countries have significantly failed in curbing the spread of AIDS. Moreover apart from the spread of AIDS, chronic diseases like diabetes, and fatal diseases like cardiac ailments and cancer are also increasingly affecting the people in the emerging economies (Garrett & Alavian, 201 0). Obesity is spreading fast as a symptom of health crisis. It is a significant problem for mostly the developed nations but the developing countries are also catching up. Three of the G20 nations have an obesity rate above 30 percent. These are United States with 46.5 percent of its population suffering form obesity, Argentina with 37.6 percent and Mexico with 35.5 percent. Across the world above one billion adult population are overweight and the obesity rates have risen three fold or beyond in regions of North America, East Europe and the Middle East mainly due to lack of proper nutrients and reduced level of physical activities. Seven amongst the G20 nations have obesity rates above 25 percent. These include Saudi Arabia (29.7 %), â€Å"Australia (28.8 %), Canada (25.6%) and the United Kingdom (25%)† (The Globalist, 2010) Obesity poses great risk for chronic diseases like type two diabetes, cardiovascular disease, strokes, hypertension and sometimes, even cancer. Countries l ike

Explain how Steinbeck describes the differences in character between Lenny and George Essay Example for Free

Explain how Steinbeck describes the differences in character between Lenny and George Essay Explain how Steinbeck describes the differences in character between Lenny and George The author, John Steinbeck described Lenny as the opposite of George. Lenny and George are good friends but mostly have nothing in common except that they both share the same dream, the American dream. Steinbeck described what the characters are wearing at the beginning of the story. Then he started describing the difference in characters between George and Lenny. George is the smart one and Lenny is the one whos childlike. Lenny always depends on George because George is the only friend hes got and George is like the only family of Lenny. At the beginning of the story, Steinbeck first described what George and Lenny are wearing at the beginning of the story as Both dressed in denim trousers and in denim coats with brass buttons. Then he started describing the difference between George and Lenny. First he defined George as small, strong hands, slender arms, a thin and bony nose. Then he described Lenny with no similarity to George as a huge man, shapeless of face, with large pale eyes, with wide sloping shoulders. Steinbeck uses a simile to describe Lennie. He tells us how he walk by dragging his feet a little, the way a bear drags his paws, he described Lennie by comparing him to an animal. Steinbeck wants us to draw an image in our mind of how Lennie moves. In the next paragraph he compares Lennie to an animal again, when he drank with long gulps, snorting into the water like a horse. The author described Lennie like an animal so that well imagine it clearly by picturing Lennie like the way an animal move. The role of George in novel is like a parent to Lennie whos a big guy but has a mind like a child. Since Lennies Aunt died, George is the one taking care of Lennie. When his Aunt Clara died, Lennie just come along with me out workin, George said to Slim. Sometimes he tells Lennie the things to do and thing hes not supposed to do. Lennie, for Gods sakes dont drink so much, George told him off like telling off a child. George acts as a parent to Lennie. Lennie imitates George sometimes. He copies George by the way he acts and the way he tells Lennie something to do, as if hes also looking after George. You drink some, George. You take a good big drink, he told George. Steinbeck told us many things that describe how childish Lennie is. For example, when Lennie found out what Lennie had in his pocket. Its only a mouse George, Lennie said nervously. He is afraid that George might take the mouse from him. Lennie love to pet animals like the way a child pets an animal, but Lennie doesnt realise his strength. He accidentally kills the animals he pets because hes stroking them to hard. George and Lennie argue sometimes. And when they did at the beginning of the story, George told Lennie about all the stuff he would do if Lennie was never with him. if I was alone I could live so easy, George described what it would be like without Lennie because George always gets in trouble because of Lennie. George said to Lennie angrily, You keep me in hot water all the time. George would like to be alone, but he doesnt know how it feels to be a loner, he imagines what it feels like to take care of nobody except himself and he wants to know how it feels without the trouble of Lennie. He also wants to know if he would be happy or he might be lonely without Lennie. This is the feeling of George that Steinbeck wants us to know. Although, George is not the only one who would like to have a feeling of being alone. Lennie is a very confused man that cannot think very well. However, Lennie sometimes feel that George hates him because George doesnt want him by his side. If you dont want me, you only jus got to say so and Ill go off in those hills right there right up in those hills and live by myself, Lennie talks like hes defending himself. Hes acting strong and hes trying to show George that he can live and he can take care by himself alone. But then George realises how mean he was when he talked about the things he would do if Lennie wasnt with him. George changed his mind in the end. Then George replies, I want you to stay with me, Lennie. Jesus Christ, somebodyd shoot you for a coyote if you was by yourself. George replies to his thinking of living alone. George feels bad about what he said to Lennie. He is still worried about Lennie. He only imagines the bad things that might happen to Lennie if he was by himself. Steinbeck wants us to know that George dont want Lennie to go, not only because Lennie cant take care of himself alone, but its because George and Lennie are also best friends and have already known each other since childhood. Steinbeck tells us that George is the only that describes Lennie the way he is. George is the only one who knows him very well. Hell of a nice fella, but he aint bright. Ive knew him for a long time George described Lennie proudly. When he tells someone, like Slim, about Lennie, he doesnt use the word crazy to describe Lennie because he already know what ways to describe Lennie. He even tells Slim that having Lennie isnt so bad at all because they got each other to take care of. I seen the guys that go around on the ranches alone. That aint no good. They dont have no fun. George was sincere when he was talking to Slim about them being friends. I think Steinbeck wants us to know that even though George and Lenny have nothing in common, they always had each other as friends. The author wants us to realise how strong George and Lennies bond. Their friendship cant be broken by anyone, easily. The two characters played a good role to people to show how important friends are. Even though Lennie wasnt bright, George accepted Lennie as he is because he is his friend. Both of them know that they have each other to take care of. Compare to other people who are alone, are the loneliest people. John Steinbeck described each of the character uniquely, unlike any other character in a novel. At the very beginning of the novel, Steinbeck described the surroundings of the Salinas River. He wants us to picture in our mind what the place looks like. He creates an image in our mind that relate to the senses, including sight and touch. The Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too He also uses a metaphor to describe things clearly. the golden foothill. He wants the reader to imagine what its like and because he knows that well understand what it means because its just a metaphor. The writer did all this at the beginning of the novel to make the target audience want to read this novel. And once they become really interested in reading the beginning of the story, theyll plan to read the whole book.

Pizza: A Brief Historical Overview and American Culture Essay

2005 will mark the 100-year anniversary of the first pizzeria in America. Americans eat approximately 100 acres of pizza each day, which is about 350 slices per second. According to an American Dairy Association random sampling survey, pizza is America’s fourth most craved food behind cheese, chocolate, and ice cream. American’s obviously love pizza; we have even designated the month of October as National Pizza Month. But whether you bake your pizza in your kitchen oven, in a wood-burning stove, eat it in a restaurant, or choose delivery, there is no denying this phenomenon has become as American as apple pie. Although we love our modern-day version pizza pie, where did it all begin? In my research, I found several opinions of the origin, but there is a consensus that this baked goodness is over one thousand years old. Ed Behr of Art of Eating newsletter states, â€Å"The written record of the word pizza, in the sense of foccacia, goes back to the Codex Cajetanus of the year 997.† And there is speculation that even Plato spoke of pizza in his Republic: â€Å"They will provide from their barley and flour from their wheat and kneading and cook these†¦ they (the cakes) will also have relishes – salt†¦ and of olives and cheese; and onions and greens.† Although this is probably not the case, it is interesting to imagine one of our great minds of history philosophizing about something so miniscule. Behr continues to suggest that â€Å"pizza is an alternation of the Greek word pitta, which was int...

Notes for Key Assignment Outline

Phase 4 DB & Brief on Phase 5 IP Chapters 7, 8, 9, 17 & 18 This task is an important first step to the Phase 5 IP. The phase 5 IP is your final task for the class and will incorporate aspects of several of your other tasks. Phase 5 IP OVERVIEW This task has several parts that are designed to create one complete and comprehensive opinion of your chosen company. Further it is an examination of any global opportunities the company may have and what issues might come up as a result of expanding globally. The project will have 5 parts: I.Executive Summary II. Current State of the Company III. Change IV. Implementation Program V. Future Opportunities Based on what you have done to date you should be able to complete the Executive Summary and the Current state of the company for the Phase 5IP as part of your 4 DB. The executive summary includes: * Create an executive summary about the current state of your company. Include the following information: * Overview of the company includi ng size and revenue * Leadership team * Mission statement * Business ethics and social responsibilityThe current state of the company should include: * Product mix * Current financial state * SWOT Analysis components All of which you have already talked about. Remember this is just an outline so you do not need to create a cohesive flowing story. This is designed to help you create the order under each section that you will talk about the issues. Now I would try to have as complete of an executive summary and current state of the company as possible at this point in time. The rest of the Phase 4 DB document will be much more generic and less defined as hey will incorporate issues you will be dealing with this week and next week. Review on your own the sections of the Phase 5 IP prior to doing the Phase 4 DB and begin to gather some information regarding Change, Global issues and future opportunities for the company. Part 3 will be dealt with in your Phase 4 IP we will be discussing on Wednesday. Also begin to look at global issue such as culture and norms of other parts of the world and try to begin to make the connection as to how these issues will effect the company and the way they do business. Going GlobalIn today’s business environment with global expansions it is important for organizations to take a different approach with their employees. Today’s business is made up of people from all walks of life and from all corners of the globe. It is very important for multi-national companies to understand cross culture issues and even more important is the training and development of its workforce. For our discussion regarding global issues we will focus on the people factor rather than that of legal and economic issues that are far more obvious and understood.The people issues are what is usually overlooked. In our discussion we will explore communication issues, look and explore an analysis of Hofstede measures and translate that to some manageme nt style conclusions. Communication comes in many forms through body language, facial expressions, hand signals as well as written and spoken. Each culture interpretation of facial, body and hand signs is different from one country to another. It is very important to learn what forms of communication can become disastrous.Some cultures also see the way you dress as communicating who you are or where you are such as in statues. Some cultures giving gifts is a must from just a simple invitation to dinner. Approaching business in any country, other than the county of origin, can be problematic at best and disastrous at worst for companies that do not do their research into the culture of the desired country. â€Å"Culture is simply the set of values, attitudes, and beliefs shared by such a group, which sets the standards of behavior required for continued acceptance and successful participation in that group. (Scarborough, Jack, 1998) It is normal to seek out individuals or in this ca se companies that know the culture and norms of a country to learn from, much like a child learns of acceptable norms from a parent or some other authority figure. In this way a company might gain some insight into the common values, attitudes, and beliefs of the country in question. Although research in this way is necessary, the following discussion revolves around recommending business approaches by drawing conclusions from Hofstede Measures.It is important to understand that the goal of a company is to develop a stereotype for the society in question. While this word has a stigma attached to it, it simply means properly and accurately characterizing one group of people as being different from another. In this way a company can begin to identify the cultures core values, attitudes, and beliefs. Regressing for a moment, it is at this time that the company should look for a â€Å"mentor† of sorts to research in order to better identify those parts of the population that my n ot necessarily conform to these stereotypical norms.This added step will help the company to differentiate between conforming to cultural norms and embracing the underlying values. A prime example of the difference is located here in the United States. One could argue that a cultural norm in the United States is that the population is Protestant Christian of course we that live here know this not to be true the country is comprised of virtually all manor of religious beliefs, however by and large the Protestant Christian work ethic and business values are what is commonly embraced by the successful business person, regardless of their religion or background (Scarborough, Jack, 1998).These core values are at the hart of what defines a population’s expectation with regard to all aspects of business and personal life. Although there are several aspects to core values that are required to be questioned one question must be the first from a marketing standpoint. This question is w eather the culture is high-content communicators or high-context communicators. Western life business is generally high-content or very precise written and documented communication. This is due to the fact that usually in western life there is a high degree of diversity amongst the population.With high-context communication the people communicating must have a high degree of commonality in experiences and expectations. Research indicates that Middle Eastern and Asian countries have a high level of high-context communication which depends heavily on unspoken, implied communications through other means such as facial expressions and body language (Scarborough, Jack, 1998). The measurements of Geert Hofstede that are going to be examined are power distance, uncertainty avoidance, masculinity/femininity, individualism/ collectivism and long term orientation.Power distance in a culture is the degree to which people accept unequal distribution of power. In high power distance societies pe ople feel dependent on those in power and expect direction from them. It is important to understand this when choosing management styles because in a high power distance culture managers do not involve their subordinates in a decision making or group collaboration setting. In contrast if a manager takes this view in a low power distance culture they might be looked at as arrogant and with resentment.Uncertainty avoidance is a measure of tolerance for ambiguity and the unfamiliar. The lower the score the more accepting of variety and opinions the society is. Oddly enough, as will be shown, the countries that are recommended have a significantly lower than average score in this regard but based on the ideology of the governing bodies in question one would not initially think this to be the case. This fact combined with some other facts will lead to an interesting theory that will be proposed later. Masculinity of the culture is the next measurement.A masculine culture is interpreted a s aggressive, decisive, and confrontational with well defined gender roles placing great value on achievement outside the home. While a feminine culture is more amiable placing great emphasis on harmony. This type of culture is more likely to have flexible gender roles and utilizes compromise and negotiation over conflict to resolve disputes. Individualism will be explored next. This score represents the level at which the population thinks of the individual over the collective or visa versa. The lower the score the greater the likelihood that decisions will be made in the best interest of the collective.Finally Long Term Orientation refers to how engrained is tradition in the cultural norms. Hofstede Measures As the above scores indicate all three countries show an above average Power Distance rating. This insinuates that western style management practice of team opinions might not be advantageous. The employees will be looking for decisive leadership and direction from the managem ent staff and will expect direct and structured instructions. As one would expect with a power distance rating significantly higher than average, the Uncertainty rating is significantly lower than average.This indicates that the establishment will be more open to managers making decisions without consulting other authorities, leading to a potential for differing opinions on how situations should be handled. Earlier a theory was mentioned. It has been observed that the Asian cultures utilize more contextual communication rather than content oriented communication. Combined with the information from the figures above one might conclude that cultures having a high power distance and low uncertainty rating could be more likely to use contextual communication.The reason for this potential relationship might be that the historical governing bodies combined with the seemingly uniformity of the population allows for the possibility that experiences and thought patterns amongst the populatio n will be similar and therefore be less likely to make radically differing decisions; just food for thought. The final measurement is long-term orientation. As the numbers indicate China is drastically higher than average, India is moderately higher than average and Singapore is slightly lower than average.The reason for this is simple, China has been closed for so long, India is very entrenched in religious issues and therefore has been somewhat closed while at the same time Singapore has specialized in import/export endeavors. China being the new kid on the block will somewhat detach themselves over time to some of there traditions as India has however unlike Singapore China is unique in that it is a gigantic consumer and will continue to play a substantial role in that regard and for this reason will not be required to disinherit their traditions in stead it will fall to the sellers to understand, if not embrace, their traditions.In conclusion, all three countries require a stron g management approach. Taking western style management of team play and group participation is not recommended, initially. I think given time this technique is and will be more productive, but not until the culture catches up with the times. It will be critical to pay close attention to the communication given and received; all three countries are context communicators not content like estern society. Management must be involved personally as well as professionally with the employees. This will improve company production and increase communication avenues between all parties involved. In short a clear chain of command, well structured with defined rules is required. The managers must be strong and independent, and the company should position itself to be community oriented.

Economic And Social Essay

In a century of modernisation, the memorable decades shoot the stars of one decade so bright and called the sixties. It was definitely unlike others. It screamed for its entity of liberty, knowledge, power, wealth, thrill, wanted to see a generation through Purple Haze. Taking communication beyond the realm of any hesitation with television and movies; ‘60s are back’. Civil rights marches, urban riot, soldier fighting at Vietnam and citizen protesting back home, students taking over college campuses, hippies in their unconventional dresses with flowers in their wiery hair, rolling on drug and rock music, rock and rolling on spirit of free love. It was a revolution in the air for the social deconstruction through the social and political activism of ‘the movement’ of the left wing leaving a collective memory of the contrasts that ever any decade has seen, of its Economic and Social changes, like America of 60s and beyond saw (Whitfield 2004). The materials of this web site of Duke University Press are reflecting the issues of the race, labour market and social disorder of the twentieth century America through its journal of Social Science History. It introduces the rise of the African Americans in the central cities from 10% approx. , in contrast to the post 60s reading clocks nearly at 60%, far than that of whites. But the site is also arguing on the discriminations and poverty rising due to various economic factors, kinds of markets, social systems, policies and movements. In the United State’s social history the site contributes the connection of the historic redistribution of the Black population. The site is recommendable for the research as it has the relevant concern for the subject matter and has eventually gone deeper into the subject, projecting the post 60s U. S. economy and society. More over the web site is a typical research oriented one that provides social journals with a vision, ‘Today’s Research. Tomorrow’s Inspiration’ that holds the emblem of the Registration of Project Muse. The whole effort is produced by ‘The Johns Hopkins University Press’ with an extended academic support of ‘The Milton S. Eisenhower Library’. Thus, it goes for the motion that the site can be employed for the research for its viability and genuineness of the academic and literary interpretations (Collins 1971). The site of Lone Star College – Kingwood is describing the American cultural history from 1960 to 69 precisely. Apart from the general review of the decade, it also has the facts and the figures of the same. From art, architecture to books and fashion, from events and technology to music and war, from people and sports to television and politics, the site has cover roughly everything of the decade, in a very briefly manner. But, since it is brief; it does not convey the message that it can not support a research. The said is the only pen picture of the homepage, which again has number of links to get access to great deal of details. The site has extra links of library and research guide, which makes it more suitable for research purpose. It is a college library site with a dot command of education, proving it to be an educational site and can be employed for the research (Lone Star College 2008). Since the topic about post 60s America, here it draws a sharp contrast by sifting the focus to South America. Growth and structural change in Latin America since 1960 analyses the economic and trade effect on the society. It comparing the effect since 1930s and what happened in 70s and 80s. economic slowdown, import substitute, export and reliance on foreign debts have the economy of the region and have not been engaged in creative response anymore. Though it has a slow starting but has argued the growth considering the emerging power later. The site is absolutely perfect for the research. Firstly, the article is developed by Harvard Institute for International Development and Bar Ilan University, Israel and got the patent of the ‘The University of Chicago’. Again it has the patent of the Jestor community, which is served and supported by the community of the scholars and exclusively an academic site. Thus, it is high employable (Syrquin. 1986). This site is about the sustainable development of America through its history of environmental politics, policies and common good. The site has explained the millennium ecosystem assessment from now till post 60s era. But the site can not be used in the research as it is much of a blog than a site. It has the option to post comment. The open domain nature of this site has made it prone to bias feedbacks and confusing conclusion (Environmental Economics & Sustainable Development 2006). The American Scene describes the age of abundance, which includes the American politics, movie, culture, etc. that happened as the baby boomers grew up, and once who saw the war in their childhood. But the site shares the same problem like the previous one. It is kind of blog and has got the place to leave replies there is no academic support and viability to have faith on the articles (The American Scene 2008). Fertility change in Utah: 1960-1975 has discussed the fertility rate of the area and it social and economic contribution that started from 1800 and continued till the post 60s period. But it is futile to discuss on this site as the site is lacking in genuineness. It appears to be a word document with certain links to connect for further information. Even the source cited is also absurd up to a great extent (Fertility change in Utah: 1960-1975 2008). Reference Andrews, Richard N. L. 2006. Learning from History: U. S. Environmental Politics, Policies, and the Common Good. Environmental Economics & Sustainable Development. http://environmental-economics. blogspot. com/2007/08/sustainable- development-21st-century. html (accessed October 30, 2008). Collins, William J. 1971. Race, Labor Markets, and Social Disorder in Twentieth- Century America: An Introduction. Social Science History 29, No. 2: 235-239. http://muse. jhu. edu/login? uri=/journals/social_science_history/v029/29. 2collins. h tml (accessed October 29, 2008). Goodwin, Susan. and Bradley, Becky. 2008. American Cultural History 1960 – 1969. Lone Star College – Kingwood. http://kclibrary. lonestar. edu/decade60. html (accessed October 29, 2008). Syrquin, Moshe. 1986. Growth and Structural Change in Latin America since 1960: A Comparative Analysis. Economic Development and Cultural Change, 34, no. 3: pp. 433-454. http://www. jstor. org/pss/1154048 (accessed October 29, 2008). Spicer, J. L. 2008. Fertility change in Utah: 1960-1975. POPLINE Document Number: 015540. http://www. popline. org/docs/0576/015540. html (accessed October 30, 2008). Tim Lee 2008. The Age of Abundance. The American Scene. http://www. theamericanscene. com/2008/06/27/the-age-of-abundance (accessed October 30, 2008). Whitfield, Stephen J. 2004. A Companion to 20th-century America. Blackwell Publishing.

Top 5 Less Crowded Sites to Look For Retail Jobs

Top 5 Less Crowded Sites to Look For Retail Jobs You’re looking for a job in retail and it seems that all the usual job search sites are teeming with applicants. You want to find somewhere less crowded and more focused where you can search and apply in peace for your very specific skill set. Try searching off the beaten path for your next retail job- you’ll find employers who aren’t getting absolutely inundated with responses, and you might just find your next job! 1.  All Retail JobsThis site is free, lists from over 12,000 retail employers and recruiters, and lists both management and hourly job openings. You can save search specifications and set up email notifications that match your profile.2. Work In RetailThis site can also send you real-time job recommendations as they are posted. It’s free and focuses on retail- with job postings at any level.3. Retail Careers NowThis site is free, lets you set up an account/alerts, upload your resume, and do market and salary research. Good for both browsing and searching, it highlights â€Å"featured† jobs and employers.4. Retail CrossingThis free site boasts that it’s the â€Å"largest collection of retail jobs on earth.† It displays how many new jobs were posted by week and how many total jobs are currently available to search, and lets you preview your search by job type. You can also upload your resume and get some good general retail career information by browsing through.5. Retail Jobs WebAnother free site, much like the others, this one  very easily lets you search not only by position type but also by industry, or state, or full-time/part-time. You can even search by company, if you already have one in mind.

Layers of the Atmosphere

Layers of the Atmosphere Earth is surrounded by its atmosphere, which is the body of air or gases that protects the planet and enables life. Most of our atmosphere is located close to Earths surface, where it is most dense. It has five distinct layers. Lets look at each, from closest to farthest from the Earth. Troposphere The layer of the atmosphere closest to the Earth is the troposphere. It begins at the surface of the Earth and extends out to about 4 to 12 miles (6 to 20 km). This layer is known as the lower atmosphere. Its where weather happens and contains the air humans breathe.  The air of our planet is 79 percent nitrogen and just under 21 percent oxygen; the small amount remaining is composed of carbon dioxide and other gases. The temperature of the troposphere decreases with height. Stratosphere Above the troposphere is the stratosphere, which extends to about 31 miles (50 km) above the Earths surface. This layer is where the ozone layer exists and scientists send weather balloons. Jets fly in the lower stratosphere to avoid turbulence in the troposphere. Temperature rises within the stratosphere but still remains well below freezing. Mesosphere From about 31 to 53 miles (50 to 85 km)  above the surface of the Earth lies the mesosphere, where the air is especially thin and molecules are great distances apart. Temperatures in the mesosphere reach a low of -130 degrees Fahrenheit (-90 C). This layer is difficult to study directly; weather balloons cant reach it, and weather satellites orbit above it. The stratosphere and the mesosphere are known as the middle atmospheres. Thermosphere The thermosphere rises several hundred miles above the  Earths surface, from 56 miles (90 km) up to between 311 and 621 miles (500–1,000 km). Temperature is very much  affected by the sun here; it can be 360 degrees Fahrenheit hotter (500 C) during the day than at night. Temperature increases with height and can rise to as high as 3,600 degrees Fahrenheit (2000 C). Nonetheless, the air would feel cold because the hot molecules are so far apart. This layer is known as the upper atmosphere, and it is where the auroras occur (northern and southern lights). Exosphere Extending from the top of the thermosphere to 6,200 miles (10,000 km) above Earth is the exosphere, where weather satellites are. This layer has very few atmospheric molecules, which can escape into space. Some scientists disagree that the exosphere is a part of the atmosphere and instead classify it actually as a part of outer space. There is no clear upper boundary, as in other layers. Pauses Between each layer of the atmosphere is a boundary. Above the troposphere is the tropopause, above the stratosphere is the stratopause, above the mesosphere is the mesopause, and above the thermosphere is the thermopause. At these pauses, maximum change between the spheres occur. Ionosphere The ionosphere isnt actually a layer of the atmosphere but regions in the layers where there are ionized particles (electrically charged ions and free electrons), especially located in the mesosphere and thermosphere. The altitude of the ionospheres layers changes during the day and from one season to another.

Globalization commerce Essay Example | Topics and Well Written Essays - 250 words

Globalization commerce - Essay Example Communication across the globe is the main reason behind the expansion of market and commerce. Moreover, the advancements in the field of transportation have also modified the standards of globalized trade and commerce. The idea behind globalization of commerce is to maximize the opportunities for production and sales. Over the last few decades a lot of companies based in the developed countries have transferred their production units to under developed or less developed countries (Dunning 67-68). The reason behind expanding businesses across borders is to undermine the opportunities like new consumer base, access to raw materials, and cheaper labor. When foreign investors bring their capital to the under developed countries, it automatically improves the revenue generation of a country. Moreover it offers jobs that help in improving employment statistics of a country. Overall, the idea of globalization is a progressive one; however, there are some flaws that include exploitation of cheap labor, export of quality produce to foreign countries, inequality, and injustice. Over the years several laws have been made for improving the living standards of the labor, the fight for labor rights has yielded in strict government policies and wage threshold. However, these laws are only applicable in the developed countries, while people living in the under developed regions do not have these securities. Therefore foreign investors look for countries that do not follow these laws, and hence they extract maximum by spending minimum. Further, globalized commerce offers tough competition for the organizations as well as the country, though competition leads to improvement in quality and quantity, but it also eliminate the weaker competitors, which is obviously not good, if one considers the current unemployment statistics. To conclude one can say that globalization maximizes the scale of opportunities, but if it is not implemented properly there are several

Aspects Of Connected Speech Research Paper Example | Topics and Well Written Essays - 3750 words

Aspects Of Connected Speech - Research Paper Example Preceding the conclusion, findings will be accrued in relation to the three particular characters providing the dialogues (Chapter 3), in an attempt to determine whether particular phonetic features and/or phonological rules pertain to each individual accent or whether the same occur across the connected speech of all three people. Hypothesis: it is expected that results will show similar occurrences in terms of pronunciation and phonological rules across all three characters. Apart from the fact that all three actors are of British descent this assertion is made on the basis that all three are portraying a British accent in a British movie, so it is to be expected that similar phonetic and phonological occurrences will be evident. Chapter 1: Simplification Assimilation An important aspect of connected speech is that of assimilation, wherein the articulation of words is altered in accordance with phonetic characteristics in their immediate environment; in other words sounds are influ enced by other immediate sounds and thus assimilated (Davenport & Hannahs, 2005, p.25). It largely depends upon context, with speakers who are speaking slowly and carefully using it less, and speakers who speak rapidly using it more (Roach, 1998, p.123), and is the reason why mechanized speech, where each word is recorded in isolation, does not work (Roach, 1998, p.123). Roach (1998, p.124) states there are two basic types of assimilation, namely progressive and regressive. Progressive assimilation is where the affected word comes after the word that affects it, as in ‘did you’ [did ju]; for example, in connected speech many speakers would assimilate the approximant /j/ with the alveolar /d/ and articulate it as [did?u] or [did] (Tyrode, 2008, p.2)....   An important aspect of connected speech is that of assimilation, wherein the articulation of words is altered in accordance with phonetic characteristics in their immediate environment; in other words, sounds are influenced by other immediate sounds and thus assimilated (Davenport & Hannahs, 2005, p.25).   It largely depends upon context, with speakers who are speaking slowly and carefully using it less, and speakers who speak rapidly using it more (Roach, 1998, p.123), and is the reason why mechanized speech, where each word is recorded in isolation, does not work   (Roach, 1998, p.123).   Roach (1998, p.124) states there are two basic types of assimilation, namely progressive and regressive.   Progressive assimilation is where the affected word comes after the word that affects it, as in ‘did you’ [did ju]; for example, in connected speech many speakers would assimilate the approximant /j/ with the alveolar /d/ and articulate it as [didÆ ·u] or [didÆ ·Ã‡ ] (Tyrode, 2008, p.2).  Regressive assimilation, on the other hand, is where the affected word precedes the word that affects it, as in ‘is she’, where in isolation the word ‘is’ ends with a voiced alveolar fricative /z/ [É ªz] not its voiceless counterpart.   In connected speech, however, the final articulation of ‘is' /z/ assimilates with the voiceless postalveolar fricative /ÊÆ'/ to and becomes devoiced [É ªs ÊÆ'i] (Tyrode, 2008, p.1).

Tourist Typologies and Tourist Motivations Essay

Tourist Typologies and Tourist Motivations - Essay Example Closely related to tourist motivation are tourist typologies. Tourist typologies refers to the profiles of groups of people with similar travel needs and requirements. Tourist typologies are closely related to tourist motivations because originally tourist motivations were used in constructing tourist typologies. This is true with the work of many early writers especially Cohen.Different authors have come up with different versions of constructing tourist typologies. Cohen(1972),categorized tourists into four types. The first category is what he called ‘organized’ mass tourists. This type of tourists buy their holiday package and after that they follow the decisions and programs of their tour operators. They interact less with the host community and confine themselves in an ‘environmental bubble’. An environmental bubble is what surrounds the tourist ‘from the security of which they observe and experience the strangeness of the host environment’ making the tourist to taste the new environment without being overwhelmed by it.(Cohen 1972)The second type of tourist is the ‘individual mass tourist’. This type, unlike the organized mass tourist,have some control of their own programs although, like the organized mass tourist, they use the facilities provided by their tour operators. Again, many individual mass tourists visit ‘sights’ in much the same way as organized mass tourists.(Cohen 1972)The third type of tourists is the ‘explorer’ .This type of tourist i s much more independent than the above two types. ... many early writers especially Cohen. Different authors have come up with different versions of constructing tourist typologies. Cohen(1972),categorized tourists into four types. The first category is what he called 'organized' mass tourists. This type of tourists buy their holiday package and after that they follow the decisions and programs of their tour operators. They interact less with the host community and confine themselves in an 'environmental bubble'. An environmental bubble is what surrounds the tourist 'from the security of which they observe and experience the strangeness of the host environment' making the tourist to taste the new environment without being overwhelmed by it.(Cohen 1972) The second type of tourist is the 'individual mass tourist'. This type, unlike the organized mass tourist ,have some control of their own programs although, like the organized mass tourist , they use the facilities provided by their tour operators. Again, many individual mass tourists visit 'sights' in much the same way as organized mass tourists.(Cohen 1972)The third type of tourists is the 'explorer' .This type of tourist is much more independent than the above two types. The explorer makes his own programs on where he wants to go and visit. He associates himself more with the local people and many a times speaks the language of the local people although he still puts up in comfortable hotels. He sticks to the things he does in his daily life. (Cohen 1972). The last type of tourists according to Cohen is the 'drifter'. The drifter will live with the community. He gets embedded in their culture and even earns his income from the community often by doing low skilled jobs. This helps him to easily mix with the

Why Should We Teach Shakespeare English Language Essay

Why Should We Teach Shakespeare English Language Essay The writings of Shakespeare play an important part of the heritage of the English literature which sends us the moral obligation to teach Shakespeare. Constructed by critical approach, the narrow, elitist hierarchy of texts written by Shakespeare, which was considered as the apex as a touchstone of excellence to protest to match inferior productions, are now a remote view, quite different from the great variety and richness of human experience in the arts. However, personal sense of works should be encouraged to communicate with many people by sharing celebration, accessing to tradition of communal dramatic experience, not as the key to ivory tower. Language of Shakespeare contains not only specific historical and cultural context, but also introduces all kinds of linguistic development by widening the way of seeing and thinking. Besides, our language, concept, and perception can be enriched by coping with his language. As a teaching aid, Shakespeares innovative use of vocabulary helps show children how to use the language they are born with better than a bland textbook, even when used without this aim in mind. Children should be encouraged to access to Shakespeare, and since parents seem to be too lazy to read to their children any more, it must be the place of school to offer this education. His dramatic and lyric poetry speaks powerfully and directly to the belief of the essential poetry in education. The idea that good poetry is deep, rich, obscure, and complex is sometimes promoted by textual analysis. Readers of Shakespeares poetry will find depth in simplicity, wisdom, or tragic mode. Dr. Johnson (1765) considers Shakespeare as a poet of Nature who filled his plays with practical axioms and domestic wisdom by his universal sympathies. Shakespeare treated his characters in action a depth and various insights that can sharpen our self-knowledge and knowledge of human condition which bring us context to test out our potential for good or ill in private reflection when discussing with others. In the field of drama and theatre, scripts of Shakespeares plays provide us full range of practical activity, workshop improvisation and mime which is based on different moments or themes to full-scale public performance. Students from primary school onwards can experience through the formal and narrative structures, as well as the language of plays and poetry of Shakespeare. From this, deeper understanding his texts can be raised higher to each level. The texts in Shakespeares works are open to explore the way in which apparently settled notions of kingship, order, harmony, nobility, and social class and gender are threatened by unresolved forces. Difficulties and challenges in teaching Shakespeare are the opportunities. Shakespeare is the cultural treasure not only of England but also the world. An education in England cannot ignore the vast cultural wealth of our country. For too long England have lost pride in its national icons and allowed nationalists to reclaim them as their own. Keeping control of the powerful icons such as Shakespeare is a tool for integration. Shakespeare has enlightened the lives of the people of this country for 500 years, and for good reason. His poetry and drama represent the pinnacle of the English language, and influences the way we speak today. It is a beautiful body of work, ranging from comedy to tragedy, murder to hatred, treating difficult subjects brilliantly. If we are to remain proud of the history of this country, we cannot ignore the contribution made by this one man to our culture, and wider European culture. Shakespeare made his name here, but has been read by an audience far beyond the reaches of this sceptred isle (Shakespeare: Richard II, 2.i). Shakespeare is also the cultural integration. Many people are worried about an upcoming generation of immigrants that do not identify themselves as British, while living in Britain and paying taxes to the British government. Culture is a key tool in integration; if you can share a cultural identity, you can share other values and bring the wider community together. Teaching Shakespeare, a bastion of British culture, in schools to this end is far better than forcing citizenship ceremonies and oaths of allegiance on children. It is not forceful, but creates a sense that they are part of a country with a long and proud history, willing to integrate new communities into its growth. Shakespeare was way ahead of his time. Many of his characters and situations are modern day and relate to us. Also, his plays and poetry show us things about ourselves that other pieces of literature often cant. The mastermind himself has invented a whole new phase of the English language. To this date, we all use words which directly or indirectly have their origins in Shakespeares works. Also, many movies are being made on his works which has further generated an interest in the Bard. They are even applicable to todays 21st century. There are still Macbeths, Othello, Julius Caesars and others in the society. Its just that their lifestyle has become more advanced, more tech-savvy and dressed differently. Its just that their lifestyle has become more advanced, more tech-savvy and dressed differently. Shakespeare is a pro at deciphering the human emotions and the working of the mind. One can also see his works from a psychological point of view and identify with some of the characters . It might also give an insight to the students who are learning about it and give a better view of the real world as opposed to seeing the world through rose-tinted glasses. II. Recent Shakespeare teaching in schools Generally, teaching and learning in schools have been transformed radically during the last twenty-five years. Learning process is now emphasized within different contexts, oral, as well as valuable written outcomes, active modes of learning, such as: role-play, group discussion, and independent learning). The development of media studies encourages extending the range of linguistic and visual experiences. Literature, in this stream, is no longer perceived as the central study in English, but one of a range of possibilities. Not only competing for time with other literature, Shakespeare also fights with the role of English as a support subject across the curriculum. Shakespeare studies in schools have got many fruitful developments, in which there are two significant ones: the growth of practical drama work through workshop and Theatre-in-Education, and plain text examinations. The pioneers of the first fruit are Henry Caldwell Cook (1917) and Beacock (1943) who established the mummery in Perse School, Cambridge, and were seminal influences on teaching through drama. It was not until in the late 1960s when the growth of educational drama introduced Shakespeare into the teaching in state schools with possible way of grouping students into 4 or 5 member resident companies who are responsible a certain part given by teacher to discuss and perform before evaluation of the whole class. Plain text examinations are given particularly to O level by providing the text in the examination room shifting students to respond by using their own words. III. Teaching Shakespeare in England With many young people, Shakespeare play is just a story with fixed values to be learned, rather than the dramatically dynamic, emotionally shifting and unstable play text which it really is. There are still many classes where students sit at their desks experience by reading through a Shakespeare play. Nothing startling, but a few right ingredients were there with enthusiastic teaching, playing the text, and seeing a performance. Many people leaving school along with the thinking of the most unbelievable and unutterable rubbish to ever hear about Shakespeares plays. Ted Wragg, one of the most well-respected and well-loved educationalists of Britain agreed that there was nothing but doing Shakespeare, rather than reading if someone wants to let children access the power of Shakespeares words. 1. Pre-national Curriculum Beginning of the twentieth century sees the secondary education becoming compulsory and English taking its prestige value from the Classics. Along this, attitudes to Shakespeare were very much influenced by nationalist pride. William Shakespeare, whose timeless characters and portrayed universal values in his plays define our humanity, was reversed as the greatest poet of all time. Shakespeare, in the post enlightenment age when art was considered as the human surrogate for religion (Peter Widdowson, 1981), was like the apex of high culture which was the target for Victorian belief of a better person if exposing to it. Richard Adams (1985), despite decrying the static of Shakespeare, comments that most students still respect Shakespeare although they get bored to tears by reading incomprehensive words if his plays. In the first half of twentieth century, Shakespeares plays were read around class only, which was the main topic for the influential critics such as: AC Bradleys character -based criticism, LC Knights journal Scrunity, and critics like Tillyard, Wilson Knight and Leavis whose concepts of an ordered Elizabethan world helped transmit clear cultural values in Shakespeares plays to us. This tradition of criticism the liberal humanist took the plays in the view of literature rather than drama and influenced a long life in secondary schools. However, on the other side, different views on seeing the plays as the performance texts also existed. Founded in 1906, The English Association suggested in its first pamphlet publications The Teaching of Shakespeare in Schools how to study Shakespeares plays: It is desirable that all the Shakespeare chosen for study should be read aloud in class. The living voice will often give a clue to the meaning, and reading aloud is the only way of ensuring knowledge of the metre. In a class of beginners the teacher must take a liberal share of the reading, but the pupils should be brought into play. They can be cast for some of the parts; the forum scene in Julius Caesar comes one step nearer the dramatic if the teacher is Anthony and the other parts are distributed and the class transformed into a Roman mob shouting for the will. Many writers on Shakespeare education agreed that it was so dangerous for opening textbooks before students in classrooms but forgetting what drama really meant. This pamphlet also recommended good practice by acting out scenes and seeing performance of the play occasionally. Henry Caldwell Cook (1917) strongly encouraged the case for a theatrical approach to the study of Shakespeare. Under the influence of the liberal humanist tradition in teaching, the trend for drama-based teaching of texts was still calling. A.K Hudson (1954) confirmed the important role of active approaches to teaching Shakespeare in his book Shakespeare and the Classroom for The Society for Teachers of English. He wrote in the introduction of this book: The unsuccessful methods [of teaching Shakespeare] normally display two features: they are non-dramatic and they reflect a tendency to regard school children as textual scholars in embryo. The present book recognises frankly the difficulties which the modern pupil finds in dealing with Shakespeare. It has been written in the belief that the plays can be made intelligible and interesting only if the teaching remains stage-centred. The writer suggests practical advice and ideas on how to work with the plays with 11-18 years old. He believes in the benefits from his ways to students when learning Shakespeare. Government, in this time, also had innovative opinions on teaching Shakespeare, which is illustrated by its document named The Newbolt Report (entitled The Teaching English in England) published in 1921. The report, besides remaining the traditional view of regarding Shakespeare as the greatest English writer, focused on the need for English to be enjoyable and encouraged the use of drama for improving the imagination and empathy. School curriculum in this time is the secret garden where schools decide themselves on how much and what about Shakespeare to teach. Frank Whitehead (1966) and J.W. Patrick Creber (1965) introduced a more pragmatic view on Shakespeare in their two books influential in the teaching of English in the mid 1960s. Despite keeping the point of view of Shakespeare as greatest English wri ter, they see that Shakespeare was really difficult for the majority of students, and wonder the suitability of the study of Shakespeare for young teenagers. Jan Kott (1965) concludes that the attitudes to Shakespeare academic and theatrical world were undergone the revolution. Moreover, universities and theatres ignored the traditional, reverential view of Shakespeares plays. 2. The 1980s In the mid 1980s, independent schools and higher ability streams were the province of Shakespeare studies which, despite of having lost favor with general rank and files of teachers in England, became very much the norm with its performance consciousness. Neil King (1985) suggested that Shakespeare should not be taught below Year 9 because the language is too high and difficult to attempt. He chose Macbeth and Henry V instead of the full of violence and hatred in Romeo and Juliet to deal with thirteen-year-old students. John F Andrews writes in the Teaching Shakespeare a special edition produced by American Shakespeare Quarterly in 1984: A decade ago performance-oriented pedagogy was relatively unfamiliar among Shakespeareans and was anything but universally accepted as the wave of the future. Now it is difficult to find a dissenting voice: virtually everybody acknowledges the need to approach Shakespeares plays as dramatic rather than literary works. The only real question seems to be just how to put the new consensus into practice. Also in this edition, Kenneth Muir, in his essay Teaching Shakespeare: the wrong way or the right, affirms that the most effective and only legitimate way to study Shakespeares plays in schools is to turn the lessons into a rehearsal. Late 1980s and early 1990s sees the clash of view over the position of Shakespeare in education between the left wing cultural materialist academics and the right wing guardians of cultural heritage. 1980s was the period of critical theories which opened up academic Shakespeare study. The Feminist and Cultural Materialist got the most influential on Shakespeare teaching. Bardolatry, which had built up around Shakespeare at seemed to be out of time and a repository of universal truth, was strongly attacked by Cultural Materialism. In 1980s, context to the plays in textbooks dealing with Shakespeare were increasingly adapted. Besides, educationalists who were already working with such ideas were provided a theoretical underpinning by the academics. Opposite the awareness of cultural, historical and other contextual influences which is embedded as part of examination requirements along with the awareness of literary heritage of these days, summer 1993 came what the Observer called The Battle of the Bard which saw John Major, at his Party Conference, railed against 500 academics who had written a letter protesting against the Governments policies on literature teaching in which the introduction of Shakespeare was compulsory at Key Stage 3. While the academics view of the policies was like an ill-thought-through elitist imposition of a death white man, it was, with the party members, the chance for moral fibre of all right-minded inhabitants of this sceptred isle to be strengthened. Meanwhile, teachers shrugged and tried to get on with their daily teaching tasks. Luckily, in the stream of this chaos, Dr Rex Gibson, the English greatest Shakespearean educationalist, was building an oasis of sense for some teachers with quiet achieving great success of his invaluable research in project Shakespeare in schools started in 1986. Gibsons team, working from the Cambridge Institute of Education, produced a termly the newsletter named Shakespeare and Schools which is as a support for the teaching of Shakespeare, containing quotes, articles, information, and writings by teachers on their direct experiences with Shakespeare in Primary and Secondary schools. Gibson introduced his fruitful result by using active and flexible approaches to the plays to involve every student of any age to appreciate Shakespeare: In total, our research reveals an encouraging picture. Teachers increasingly report success as they employ a variety of methods, at the heart of which is social collaborative, imaginative, re-creative activities. Such methods deepen and enhance students informed personal responses. First appeared in 1991, Gibsons school editions of plays provides a wealth of practical ideas facing with each page of text. They soon became popular in every English stock-cupboard and the compulsory study of Shakespeare in Key Stage 3. Moreover, his book, Teaching Shakespeare (1998) became the favorite of many new and experienced teachers alike. In the early 1990s, Royal Society of Arts (RSA) project also conveyed the same spirit of how to make Shakespeare accessible in the origin to all age groups from 5 upwards by using well prepared, exciting, and enjoyable teaching and learning approaches. The project, in the echo of Gibsons work, tried to counter the idea of Shakespeare as a bogeyman whose works are so difficult, irrelevant, and inaccessible. RSA introduced a more practical, fun approach to replace the scholarly one, which allows teachers and students to develop skills, knowledge and sharing ideas. In the same purpose, Shakespeare and Schools project, the work of Royal Shakesp eare Company (RSC), National Theatre, and Globe education departments, involved enormously the development of teaching and learning Shakespeare with new approaches. 3. The National Curriculum From 1976, the quality of state education and a great deal of discussion about the curriculum were questioned but most ideas were still theoretical and generalized. Despite broadly mentioned in Curriculum Matter 1, a document of Department of Education and Science, published in 1984, there was still unclear way of how much, which work(s) of Shakespeare, which age of students to teach Shakespeare. Having initiated plans for National Curriculum (NC) of predecessor, Keith Joseph, Kenneth Baker, as Secretary of State for Education in May 1986, was determined to change and create specific requirements for all school children. He got his goal and opened the door of opportunity in 1987 by tying up all the details for NC. He clearly believed that Shakespeare should be a compulsory author to study for having cultural and intellectual cachet. Nigel Lawson, in an interview with The Guardian, in September 1983, summed that Shakespeare was a Tory without any doubt. Shakespeare, in the view of Tor ies, is as the bastion of British culture and values, a stable enduring symbol of Englishness in a shifting world. In September 1992, the Conservative view was stated clearly by John Patten, then Education Secretary: It is essential that pupils are encouraged to develop an understanding and appreciation of our countrys literary heritage. Studying the works of Shakespeare is central to that development. That is why the study of Shakespeare is an explicit requirement of the National Curriculum. This point of view alienated many teachers and academics who did not support the compulsory Shakespeare study. They still questioned the values about class and women in the writings of this white man, and denied students access to a man who is generally regarded as the worlds greatest playwright but simply reverse snobbery. From autumn 1989, the National Curriculum was introduced progressively. It begins with unspecific state that pupils should learn some of Shakespeares works. Besides, a new battle of the Bard began in September 1990 when SATs, a kind of Scholastic Assessment Test, were first embarked to Year 7 students on the English NC program. The Cox Report, English for Ages 5-16, in 1989, mentioned the implication of drama-based methods for teaching Shakespeare: In particular, every pupil should be given at least some experience of the plays or poetry of Shakespeare. Whether this is through the study, viewing or performance of whole plays or of selected poems or scenes should be entirely at the discretion of the teacher. The report continued on the comment of Gibsons Shakespeare and Schools project that secondary students received wide range of abilities to find Shakespeare meaningful, accessible and enjoyable from the project which also replaced traditional methods of reading desk-bound students by exciting, enjoyable approaches. The place of Shakespeare in NC is also validated in this report: Many teachers believe that Shakespeares work conveys universal values, and that his language expresses rich and subtle meanings beyond that of any other English writer. Other teachers point out that evaluations of Shakespeare have varied from one historical period to the next and they argue that pupils should be encouraged to think critically about his status in the canon. But almost everyone agrees that his work should be represented in a National Curriculum. Shakespeares plays are so rich that in every age they can produce fresh meanings and even those who deny his universality agree on his cultural importance. In 1995, as the information in the Dearing Report, a new slimmed-down version of NC was given to schools, which stated that at least two Shakespeare plays should be taught during the Key Stage 3 and 4. 4. The SATs Early 1990s, Shakespeare was added on Paper 2 of the Key Stage 3 SATs examinations, which went along with the fact that all Year 9 students had to study 3 plays of Shakespeare: Romeo and Juliet, Julius Caesar, and A Midsummers Night Dream. The questions in exam were traditionally literary, based on the set scenes of the plays. Students were required to answers the questions as well as writing their response in 1 hour 15 minutes. Both reading and writing skills were required. However, the questions were still in the form that regards an audience member as a reader rather than a witness at a place. For example, the question relating to Act 1 Scene 3 of Julius Caesar: At this point in the play do you support the conspirators? Or the question relating to Act 1 Scene 5 of Romeo and Juliet: How are moods of excitement, romance and danger created during the scene? How do they affect the audiences feelings about Romeo and Juliet at this point in the play? A better question that allows students to give more interpretive response is the one relating to Act 3 Scene 1 of A Midsummers Night Dream: If you were directing the scene, what would you tell the actors to help them bring out the comedy? However, this paper was boycotted by the majority of schools in the trend of boycott the English Key Stage 3 SATs because teachers and students felt that the paper was so quick to be adequately prepared. In 1995, the first year of national tests for all Year 9 students, SATs were deigned to be as inoffensive although the format was the same. The questions tried to put students into characters behavior in the set scene or characters place, and then asked students to writes a letter or diary as that character. In the next years, most questions were largely character-based. 2003 sees another battle when the ideas of Estelle Morris vetoing a QCA (Qualifications and Curriculum Authority) recommendation of reducing the test to 45 minutes and checking reading skill only. The set plays were Twelfth Night, Macbeth and Henry V, each of which was put in a separate paper within two questions to be answered in 1 hour and 15 minutes. This new version also got so many complaints the QCA had to do a survey of teachers on how to change the paper into the best way. Because of having not enough time to change, 2004 version got the same format of paper and the problems were compounded further. The negative stress factor caused by SATs was highlighted in the Report on KS3 English Review of Service Delivery failure 2003-2004 to QCA Board. 30/09/04 that the test results of school-level key stage 3 had significant impact on school with the potential affect on teachers careers. 2005s Paper 2 was also considered as a disaster. Shakespeare in 2005, 2006 was assessed by student s who would answer one question which possessed 18% of the total English papers. The question based on the set play and required 45 minutes to respond. Since 2009, following the public consultation, only two plays Romeo and Juliet, and The Tempest have been chosen as the set texts for SATs. For Key Stage 3, the NAA suggests four plays Romeo and Juliet, As You Like It, A Midsummers Night Dream, and Julius Caesar should be on a rolling program of plays. 5. Key Stage 4 Exams In 1960s and 1970s, Shakespeare was the unique compulsory author in the old O-Level English Literature syllabus which required the study of three texts: A Shakespeare play, a novel and some poetry. It was free for the boards to choose texts from any period, although in practice, the texts were in the trend of drawing from Great Tradition. Differently, 1980s came the boards withdrawing away from the Great Tradition and compulsory Shakespeare. O-Level texts no longer insert plays or poetry. Therefore, students could escape from plays or poetry all together, and left school without having studied Shakespeare at all. The three genres: poetry, prose and drama were recovered by the introduction of GCSE supplanting the O-Level and CSE syllabuses for first examination in 1988, but the study of Shakespeare was placed in the discretion of the teacher. Some schools chose coursework with 100% mark or took chance to do some interesting assignments on Shakespeare. However, when adding both Shakespeare and a modern text, for example Forsyths Gregorys Girl, while most teachers were trying to convey the lessons in mixed-ability groups, many opted not to bother Shakespeare. In 1994, Shakespeare returned the only compulsory author on the Literature syllabuses when the Key Stage 4 program of study which was set out in the 1991 National Curriculum, came into force. In 1995, the exam boards required the texts be compared and contrasted, and be shown social and historical contexts, which became the hints for teachers to set discussions the relevance between texts social and historical contexts and today ones. Since 1999, GCSE English Language has required the study of a Shakespeare play to meet the requirement of NC that a play should be studied at Key Stage 4. Regardless the ability, for the first time, all students had to study a Shakespeare play for their important 16+ exam in English. Shakespeares works are still the industry standard of literature, teaching Shakespeare in England has been innovative to update and create new approaches for a wider and deeper view on his social, historical contexts and humanity. Teachers and students play important keys to make Shakespeare lifelong.

Essay --

A prophet was a person viewed upon as an inspired teacher or proclaimer of the will of God. Prophets bring the word of God to the people of God and calls the people to respond. They were called by God in times of crisis, and were chosen by God to lead His people and protect them. "I will raise up for them a Prophet like you from among their brethren, and will put My words in His mouth, and He shall speak to them all that I command Him. And it shall be that whoever will not hear My words, which He speaks in My name, I will require it of him(Deuteronomy 18:18-19)." When it was difficult to see the hand of God, Prophets would give direction, so that God's people know what was happening, and what they should do. Prophets were the â€Å"fortune tellers† who have insight into God's purposes for many things. The prophet speaks to the present, considering the future that God has revealed to him. They also received new identities when God calls on them to act in His name. Prophets hav e done many things, no two prophets were called to do the same thing and  every prophet has had a contribution in carrying out the teachings of God. The prophet, Amos, spread the Word of God in such a way that inspired sinners to find redemption. The life that Amos lived, influenced the type of prophet that he became. Amos translates â€Å"to carry the burden,† and the burden that he carried were the sins of the Israelites at the time. Their sins had an impact on his life. Amos lived during â€Å"the days of Uzziah king of Judah and in the days of Jeroboam the son of Joash, king of Israel, two years before the earthquake(ESV. Amos, Intro),† and worked as a shepherd in the town of Tekoa in Judah, suggesting that he was from the lower ranks of society, â€Å"I was neither a prop... ...;  Ã‚  your assemblies are a stench to me (Amos 5.21).† During Amos’ time, the people allowed lust, pride and greed to take control and become the main focus of their lives. God turns to Amos and wants him to explain to the people of Israel the consequences of their behaviour. The Lord explains, â€Å" ‘For three sins of Israel,  even for four, I will not relent.They sell the innocent for silver,  and the needy for a pair of sandals’(Amos 2.6).† Amos is unapologetic when he expresses the wrongdoings of civilization forcefully, and the changes that people must make in their lives. The people fail to listen to Amos which leads to the destruction of Israel. When Israel is consumed by destruction, it is explained as, â€Å"Will not the day of the Lord be darkness, not light—pitch-dark, without a ray of brightness?(Amos 5.20)† The destruction of Israel is the outcome of all their sins.

Human Resourse Essay

Introduction 1. The Definition and Discrimination of HRM and PM 1.1 The Definition of Human Resource Management  Human Resource Management (HRM) is the function within an organization achieved  the best from their highly motivated people and it is new management techniques to  ensure the effective use of human talent to accomplish organizational goals.   Human Resource Management is the process of recruitment, selection of employee,  providing proper orientation and induction, providing proper training and the  developing skills, assessment of employee (performance of appraisal), providing  proper compensation and benefits, motivating, maintaining proper relations with  labour and with trade unions, maintaining employees safety, welfare and health by  complying with labour laws of concern state or country.   (http://www.whatishumanresource.com/human-resource-management) 1.2 The Definition of Personal Management  Personal Management (PM) is includes the functions that Human Resources staff  perform relative to the organization’s employees and include recruiting, hiring,  compensation and benefits, new employee orientation, training, and performance  appraisal systems. The management of the people in working organizations. It is also frequently called  personnel management, industrial relations, employee relations, manpower  management, and personnel administration. It represents a major subcategory of  general management, focusing exclusively on the management of human resources, as  distinguished from financial or material resources. The term may be used to refer to  selected specific functions or activities assigned to specialized personnel officers or  departments. It is also used to identify the entire scope of management policies and  programs in the recruitment, allocation, leadership, and direction of employees. (http://dictionary.reference.com/browse/personnel+management) 1.3 The difference between Personal Management and Human Resource  Management. Human Resource Management Driven by employer needs for   competitive advantage in the marketplace. Operates within competitive markets and  a change agenda Is a distinctive approach to managing  people, with a strong strategic purpose Adopts a unitary frame of reference to  organisation and people management Manages employees individually rather  than collectively Personnel Management Driven by employer needs to treat people fairly in organisation. Operates in relatively stable market  conditions Is a traditional approach to managing  people, with a strong administrative  purpose Is long term, with a strategic time  perspective  Is short time, with an ad hoc perspective Adopts a pluralist frame of reference to  organisation and people management Negotiates with trade unions where they  are recognized 2. The four major stages of the evolution of Personal and Human  Resource Management. 2.1 Social Justice 2.1.1 Explain the Social Justice The origin of personnel management lies in the 19th Century, deriving from the work  of social reformers such as Lord Shaftesbury and Robert Owen. Their criticism of the  free enterprise system and the hardship created by the exploitation of workers by  factory owners led to the appointment of the first personnel managers. In the late 19th  and early 20th centuries, some large employers began to appoint welfare officers to  manage new initiatives designed to make life less harsh for their employees. The  results were higher productivity, improved retention of the workforce and a bigger  pool of applicants for each job.  2.1.2 Robert Owen (14 May 1771-17 November 1858)  The Industrial Revolution provided the impetus for developing various management  theories and principles. Preclassical theorists like Robert Owen made some initial  contributions that eventually led to the identification of management as an important  field of inquiry. This led to the emergence of approaches to management: classical,  behavioral, quantitative and modern. The classical management approach had three  major branches: scientific management, administrative theory and bureaucratic  management. Scientific management emphasized the scientific study of work methods  to improve worker efficiency. Bureaucratic management dealt with the characteristics  of an ideal organization, which operates on a rational basis. Administrative theory  explored principles that could be used by managers to coordinate the internal  activities of organizations. The behavioral approach emerged primarily as an outcome  of the Hawthorne studies. Mary Parker Follet, Elton Mayo and his associates,  Abraham Maslow, Douglas McGregor and Chris Argyris were the major contributors  to this school.   (http://www.icmrindia.org/courseware/Introduction%20to%20Management/Evolution  %20of%20Management%20Chap2.htm) 2.1.3 Cadbury Cadbury Schweppes employs more than 50,000 people and has manufacturing  operations in more than 35 countries. It is the world’s third largest soft drinks  company and holds either the top or second position in the market share of 24 of the  world’s top 50 confectionery markets. This illustrates that the large Quaker company  has its value in the market where it is important for HR to manage their employee’s  performances, working culture and management in an efficient and positive way.  Resource based model, the SHRM role becomes one of the creating systems and  procedures that focus not on external relationships but on how staff and their abilities  are used. The resource-based model recognizes that many aspects of capability can be  formally defined in skill terms and allows the integration of the intangible aspects of  work alongside other more visible areas such as patents, trademarks and other  intellectual. The core competencies inclu de many things such as aspects change of the  management, capability of staff, strategic development capability and speed of  response. (http://www.ukessays.com/essays/business-strategy/cadbury-strategy.php#ixzz2xjamqFC) 2.2 Human Bureaucracy 2.2.1 Explain the Human Bureaucracy Marked the beginning of a move away from a sole focus on welfare  towards meeting various other organisational objectives. The  fostering of social relationships in the workplace and employee  morale thus became equally important objectives for personnel  managers seeking to raise productivity levels. 2.2.2 Henri fayol (1841-1925) Fayol’s â€Å"14 Principles† was one of the earliest theories of management to be created,  and remains one of the most comprehensive. He’s considered to be among the most  influential contributors to the modern concept of management, even though people  don’t refer to â€Å"The 14 Principles† often today. In 1916, two years before he stepped  down as director, he published his â€Å"14 Principles of Management† in the book  Ã¢â‚¬Å"Administration Industrielle et Generale.† Henri Fayol’s â€Å"14 Principles of  Management† have been a significant influence on modern management theory. His  practical list of principles helped early 20th century managers learn how to organize  and interact with their employees in a productive way. Although the 14 Principles  aren’t widely used today, they can still offer guidance for today’s managers. Many of  the principles are now considered to be common se nse, but at the time they were  revolutionary concepts for organizational management. ï ¼Ë†http://www.mindtools.com/pages/article/henri-fayol.htmï ¼â€° 2.3 Consent by Negotiation 2.3.1 Explain the Consent by Negotiation The elements of hard bargaining or win-lose bargaining were illuminate how to set  aggressive target, start high, concede slowly and employ threats, bluffs, and  commitments to positions without triggering an impasse from 1950s to 1960s. 2.3.2 Collective Bargaining Process The process of negotiating the terms of employment between an employer and a  group of workers. The terms of employment are likely to include items such as  conditions of employment, working conditions and other workplace rules, base pay,  overtime pay, work hours, shift length, work holidays, sick leave, vacation time,  retirement benefits and health care benefits. In the United States, collective bargaining  takes place between labor union leaders and the management of the company that  employs that union’s workers. The result of collective bargaining is called a collective  bargaining agreement, and it establishes rules of employment for a set number of  years. The cost of this employee representation is paid by union members in the form  of dues. The collective bargaining process may involve antagonistic labor strikes or  employee lockouts if the two sides are having trouble reaching an agreement. (http://www.investopedia.com/terms/c/collective-bargaining.asp) 2.4 Organisation and Integration 2.4.1 Explain the Organisation and Integration At the late 19th and early 20th century, there are some social problems in British, which  is social injustice and Rich-poor gap. So British make some legislation on the basis of  economic situation, political democracy, the international environment and social  thoughts. 2.4.2 Race Relations Act 1976 The Race Relations Act 1976 applies to discrimination on the grounds of colour, race,  nationality and ethnic and national origins. It applies in Great Britain but not in  Northern Ireland. Religious discrimination is not explicitly covered in Britain but  separate legislation covers this in Northern Ireland. â€Å"Ethnic origin†, however, has  been interpreted broadly to cover groups with a common or presumed common  identity such as Jews or Sikhs. There are important exceptions to the legislation  which, for example, allow discrimination on grounds of nationality to preserve  immigration controls. Both direct and indirect discrimination are covered by the  legislation which applies to all stages of employment: arrangements made for  deciding who is offered a job; the terms on which the job is offered; opportunities for  promotion, training and transfer; the benefits and services granted to employees; and  in job termination or other unfavourable treatme nt of employees. The Act provides for  a few, specific exemptions where it may be a genuine occupational qualification  (GOQ) to be a member of a particular race, ethnic group, etc. (http://www.eurofound.europa.eu/emire/UNITED%20KINGDOM/RACERELATIONSACT1976RRA-EN.htm) 2.4.3 Disability Discrimination Act 1995 The Disability Discrimination Act (DDA) 1995 aims to end the discrimination that  faces many people with disabilities. This Act has been significantly extended,  including by the Disability Discrimination (NI) Order 2006 (DDO). It now gives  people with disabilities rights in the areas of: employment, education access to goods,  facilities and services, including larger private clubs and transport service buying or  renting land or property, including making it easier for people with disabilities to rent  property and for tenants to make disability-related adaptations functions of public  bodies, for example issuing of licenses. (http://www.nidirect.gov.uk/the-disability-discrimination-act-dda) 3. References http://www.whatishumanresource.com/human-resource-management http://dictionary.reference.com/browse/personnel+management http://www.icmrindia.org/courseware/Introduction%20to%20Management/Evolution%20of%20Management%20Chap2.htm http://www.mindtools.com/pages/article/henri-fayol.htm http://www.nidirect.gov.uk/the-disability-discrimination-act-dda http://www.eurofound.europa.eu/emire/UNITED%20KINGDOM/RACERELATIONSACT1976RRA-EN.htm  http://www.investopedia.com/terms/c/collective-bargaining.asp http://www.ukessays.com/essays/business-strategy/cadbury-strategy.php#ixzz2xjamqFC http://www.uniassignment.com/essay-samples/management/cadburys-approach-to-managing-its-human-resources-management-essay.php http://www.ukessays.com/essays/management/study-on-strategic-human-resource-management-at-cadburys-management-essay.php http://www.studymode.com/essays/Henri-Fayol-Five-Functions-Of-222700.html