Issues in Contemporary Management Essay Example | Topics and Well Written Essays - 2500 words

Issues in Contemporary Management - Essay Example In this essay, the most important characteristics of an effective organization and the main obstacles to effective organizational performance and the ways to overcome them are discussed. The success of an organization depends on the nature of the human resource. According to Whetton and Cameron, (2005) the most important personal qualities essential for a manager are the awareness of one's own self and ability to solve problems analytically and creatively. First and foremost quality that builds clarity in the thought process is the self awareness. Self awareness does not stop at the individual level, but the awareness of one's inner potential and capabilities as a team and as an organization. Self awareness helps to understand the customers more by taking a closer look at their lifestyle and environement as expressed by Anita Roddick in her interview about her best management practice. Cox(1994) in his work mentions that, self awareness is very essential to have a concept of self regard and worthiness to define the persons' emotional intelligence . More awareness of the person's personal values gives direction when decisions have to be made. When a person is aware o f the inner self, then they can appreciate the differences between individuals when working in a group. An effective manager feels comfortable in welcoming different viewpoints and can create a shared sense of commitment in a team. The other personal skill that has to be possessed by a manager is the ability to solve problems analytically and creatively. A manager should be able to think beyond the traditional boundaries of thought. If the manager has the ability to do so, he can create alternative solutions which are far beyond the traditional options available. Like Anita Roddick remarks, the team should not be rigid in its thought process so that the spirit of trying new ideas is killed. He should be able to combine unrelated alternatives to create an alternative solution for a problem which can create a platform for innovation. Managers in an organization are supposed to have a range of interpersonal skills like coaching, counseling, offering supportive communication, exercising influence, motivating others and managing conflicts. Of all these interpersonal skills the ability to offer supportive communication is very essential. According to Golen (1990), supportive communication is the communication that seeks to preserve a positive relationship between the communications while still addressing the problem at hand. It allows you to provide negative feedback or to resolve a difficult issue with another person and as a result can strengthen the relationship. The most important barriers to communication are the semantic barriers such as the symbols with different meanings, badly expressing the message, faulty translations, unqualified assumptions and the use of highly technical language loaded with technical jargons. There can be some psychological barriers also which include, premature evaluation which is caused by premature judgments made without proper analysis, lack of attention when the message is sent across, loss in the transmission of message and poor retention by the audience, undue reliance on the written word and ignoring the value of face to face interactions and distrust

What is the evidence of debate ideas to a critical period (CP) effect Essay

What is the evidence of debate ideas to a critical period (CP) effect and What are the flaws - Essay Example Various studies have been largely conducted with the basis of debating on this hypothesis and the ideas that affect the critical period. Subsequently, there have been studies conducted too with a view to assessing the flaws that have surrounded this hypothesis, particularly in relation to the selective overview of the theoretical issues and empirical findings that relate to the question of the second language acquisition and a person’s age (White, 2003). In this study, the concentration point shall be laid on the flaws that have been experienced with in relation to the ideas of the critical period effect. To achieve this, a degree of familiarity has been assumed on the familiarity of readers in connection to specific linguistic structures that relate to this hypothesis. Subsequently, it is assumed that the audience is well informed of the methodology in relation to the critical period effect. In discussing the critical period debate, publications that have been made on the same shall form the basis of the analysis taking into consideration the availability of the concepts that have been geared towards the support for the hypothesis. For instance, according to Birdsong (2006), an understanding into the debate of critical period effect requires that brain based data and the behavior of individuals be discussed in relation to the cognitive neuro-functioning and neurocognitive aging of persons. His first argument is that there is a demonstrably different outcome in the acquisition of a second language among adults in comparison to the acquisition of the first language among children. A departure from this basic observation is what has triggered the attempts by various researchers to seek for an understanding of the age-related effects of acquiring a second language based on the hypothesis of the critical period. According to Qingxin (2012), there is no existence of a critical/sensitive learning period for the second language. The argument

The Current Issues of Education in Cambodia

The Current Issues of Education in Cambodia Education plays very important role in the society. One country can be developed based significantly on the variety of Human resources. Anyway, the only way to get rid of Human Resources is Education. Thus, people have tried their best to find way to educate people in order to gain Human Resources for working and serving in the society. Cambodia is one of the countries in the world that has its own tradition of Education. Thus, how did Cambodia produce its human resources in the past? A system of education has been in place in Cambodia since at least the thirteenth century. This traditional education system was centered on local temples and involved teaching students about the foundations of religion, basic literacy, and skills such as carpentry that were relevant to the rural life of most Cambodians. While this nonformal system endured after the arrival of the French in Cambodia, it was gradually replaced by a Westernized educational model. The French authorities did not pursue this modern education system with any great enthusiasm and seemed unwilling to devote the educational resources that were needed to meet local demand. The educational heritage of the colonial period in Cambodia was the importation of the Western idea of a formal school system and the gradual undermining of its traditional counterpart. The colonial era introduced to Cambodians the idea that education could lead to upward social mobility. It was a realization that led to extraordinary demand for access to education in the years that immediately followed independence. There were so many problems existed in education sector in Cambodia and it is still remain existing in present day such as the inequality of participation between boy and girl at school poor attendance by girls at school, widespread difficulties in communications; the problems of hygiene and water supply within education facilities, and lack of trained educational personnel. The countrys teachers, who are grossly underpaid, have resorted to charging their students unofficial fees. Many are spending less time in the classroom as they seek additional employment elsewhere. Almost 20 percent of students in urban areas, and 26 percent in rural areas, have repeated at least one grade at school. From every one thousand students who begin primary school, only twenty-seven will graduate from upper secondary school. Girls, students from remote areas, and the poor are all grossly underrepresented in education statistics. With these significant problems as a backdrop, and the school-age populat ion continuing to grow, the Cambodian government still denies the education sector the funding it needs to realize its important role in Cambodian society. The education system in Cambodia continues to be overwhelmed by many difficulties, including an acute shortage of qualified teaching staff, poor morale due to low salary levels and lack of suitable teaching materials. Attendance at school remains limited in rural areas since children are often expected to stay at home and help their families in the fields. What methodology did Cambodia use in Education? Cambodia conducted the teacher-centered in teaching and this methodology keep conducting until the last few decades which there were some changes in Education Curriculum. In the past, students were strictly forced to learn by their teachers and most of time they were punished by various activities including violent. Therefore, many students were frighten and afraid of their teachers and finally decided to drop out of school. Nowadays, student-center methods are accepted but it not completely implemented effectively due to the lack of qualified trainers and teaching aids. II. Biography of Friedrich Froebel Life of Friedrich Froebel Friedrich Froebel, a German Philosopher, was born on April 21, 1782 in Oberweissback, Germany; Friedrich was the youngest of six children. Friedrichs mother died when he was still an infant, and his father, a pastor, left him to care for himself. When he was ten years old, his uncle took over his care. As a young child, Friedrich Froebel spent a lot of time playing alone in the gardens around his home. This led to a love and respect of nature that would remain throughout his adult life. In 1797, Froebel attended school to learn about forestry, geometry, land surveying, and valuation; and by 1802, he was working as a forester. Ever the student, Friedrich attended Frankfurt University to study architecture, and later, began teaching under Johann J. Pestalozzi, a well respected educator of the day. Pestalozzi welcomed the poor into his school, including orphans. He believed that children needed to be active in their own learning. Froebel died on the 21st June 1852. Work of Friedrich Frobel It was at Frankfurt, where he was studying architecture that he developed some relationship with the Director of a Model School. This director discovered that true field for Frobel was education. Then Frobel was advised to give up architecture and join the Model School. Froebel found his long-missed life element and was in-expressibly happy with the job of teacher. He worked there for two years. Latter he felt that he should have more training in the teaching profession. Thus, he undertook to coach three boys of one family. He was dissatisfied with his own work so he took his wards to Pestalozzis school at Yverdun where he remained for four years. His desire for knowledge of natural science carried him in 1811 to Gottimgen University whence he went to Berlin. Two years later, his university studies were interrupted as he joined the Army. Military experience showed him the value of discipline and united action. In 1814, he returned from military and became a keeper of the Museum in Be rlin. But he still kept thinking about becoming an educator. In 1816, he opened a small school which became a successful institution in 10 years. He published a book about The Education of Man which was very great work of him. Froebel opened a school in Switzerland in 1830. The Swiss Government took advantage of his presence and sent their teachers to him for instruction. Soon he moved to Burgdorf to run an orphanage and to superintend the training of teachers for short time courses of three months. In these conferences with the teachers, he learnt that the schools suffered as they did not get good raw material the educand. This he believed was due to no education in the pre-school age. In 1837, at the age of 55, Friedrich Froebel founded his own school and called it kindergarten, or the childrens garden. Kindergarten was a new word created by Froebel to express his vision for early childhood education: Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers. His Philosophy on Education Prior to Froebels kindergarten, children under the age of seven did not attend school. It was believed that young children did not have the ability to concentrate or to develop cognitive and emotional skills before this age. However, Froebel expressed his own beliefs about the importance of early education by stating that . . . because learning begins when consciousness erupts, education must also. Froebel labeled his approach to education as self-activity. This idea allows the child to be led by his or her own interests and to freely explore them. The teachers role, therefore, was to be a guide rather than lecturer. Froebels kindergarten was designed to meet each childs need for: physical activity, the development of sensory awareness and physical dexterity, creative expression, exploration of ideas and concepts, the pleasure of singing, the experience of living among others, and satisfaction of the soul Froebels school featured games, play, songs, stories, and crafts to stimulate imagination and develop physical and motor skills. The materials in the room were divided into two categories: 1. Gifts: were objects that were fixed in form such as blocks. The purpose was that in playing with the object, the child would learn the underlying concept represented by the object. 2. Occupations: allowed more freedom and consisted of things that children could shape and manipulate such as clay, sand, beads, and string. There was an underlying symbolic meaning in all that was done. Even clean up time was seen as a reminder to the child of Gods plan for moral and social order. In 1852, after a short illness, Friedrich Froebel passed away. During his lifetime, he changed the face of education in Germany, and led other educators to follow in his path. Between 1848 and 1852 thirty one kindergartens had been founded in German cities. Unlike other educational institutions, many kindergartens were open to children of all social classes and religious denominations. The teachers encouraged broadmindedness and understanding among these varied segments of the population. Froebels most important gifts to children were invaluable. He gave children respect for their intellectual and emotional, abilities and development, the classroom, and that which he needed most as a child. A teacher who took on the role of loving, supportive parents. Friedrich Froebel was truly a pioneer of Early Childhood Education, and a role model that all educators can still learn from today. III. Conclusion What is Friedrich Froebel Perspective on Education? And how did Froebels theory help Education in Cambodia to be better? In 1837, after years of trying to establish better schools for children, Froebel founded the first Child Nurture and Activity Institute, or Kindergarten. This school was designed for infants, reflecting Froebels belief that an improvement to infant education was necessary for educational reform. In spite of Prussian government opposition to kindergarten, the idea spread throughout Europe, effecting a lasting change to childrens education. Thus, we can see that, Froebel pay particular attention on the children education especially in the preschool education. In contrast, based on the history of Education in Cambodia society, people dont pay any attention to child education. Most children need to help their parents to earn the living and they are always staying at home and go to the rice field. This tradition leads Cambodia to have extremely poor educated people. Nowadays, many kindergarten schools have been established in Cambodia. People send their children to preschool for education as well as they are busy in their job and have no time to take care of them. We can see that, children who have attended in preschool education learn well and more qualified than those who didnt attend the preschool education. In short, in order to produce good human resources, Cambodia should adopt Froebels theory of Education. We should take particular attention on Children because education is the development of habits, attitudes and skills which help a man to lead a full and worthwhile life. Thus, we need to start educating them at the early stage of their life. IV. References Ayres, David M. (2005). Anatomy of a Crisis. Education, Development and Education Taneja, Vidya Ratna V.R.(2010). Educational Thought and Practice Zimmermann, Thomas Cohort 5. Course Reading. Foundations of Education(MEd103) http://hubpages.com/hub/Friedrich-Froebel-Founder-of-the-First-Kindergarten http://www.culturalprofiles.net/cambodia/Directories/Cambodia_Cultural_Profile/-36.html

The Accomplishments of Cardinal Richelieu :: European Europe History

The Accomplishments of Cardinal Richelieu Up until the mid 17th century, it was evident that France was by no means a major player in the field of European affairs. Spain was still the most powerful state as it held a dominant monopoly over European commerce and economics. However, by 1648, this power would shift, and France would come into it's own in terms of political and economic influence. The transfer of power was aided by a weakening of the Spanish Empire, along with the establishment of an increasingly strong French state. This establishment of France would begin to occur prior to the religious wars, and would be spearheaded by a strengthening of the centralized government through the development of royal absolutism. The most significant contributor to this movement was Cardinal Armand du Plessis de Richelieu, political advisor to the king, Louis XIII, and head of the French Roman Catholic Church. The Cardinal's capable leadership, ambition and strong will fortified France's move from a second rate country to a Europ ean powerhouse. During his reign as first minister, Richelieu would accomplish numerous tasks, and establish himself as a symbol of power and leadership in France. Born in Paris in 1585, Armand du Plessis de Richelieu is considered by many to have been "the most important single figure in the building of French absolutism" . Despite his role in distinguishing France on the European map, some of the Cardinal's greatest personal accomplishments lie before his reign as first minister. To best understand these accomplishments, in particular how a "middle ranking ecclesiast" of little influence would become the most successful of the King's political advisors, it is best to look into his personal background. Probably the Cardinal's greatest assets in his rise to the top were his strong ambition and will. These characteristics can be traced back to his father, Francois Richelieu, whose own ambition and military accomplishment helped gain him the reigning King's, Henry III, favor. This rise in favor, along with the establishment of important family connections, would allow Francois to "tap into royal ecclesiastical patronage" . Armand eventually benef ited from this by gaining the title of Bishop of Lucon. Unfortunately, before Richelieu's father could create any form of financial establishment, he died, and left the family in debt. However, the message he left his sons, in particular Armand, was not one of failure, but rather one of what could be accomplished when one was willing and ambitious. The Accomplishments of Cardinal Richelieu :: European Europe History The Accomplishments of Cardinal Richelieu Up until the mid 17th century, it was evident that France was by no means a major player in the field of European affairs. Spain was still the most powerful state as it held a dominant monopoly over European commerce and economics. However, by 1648, this power would shift, and France would come into it's own in terms of political and economic influence. The transfer of power was aided by a weakening of the Spanish Empire, along with the establishment of an increasingly strong French state. This establishment of France would begin to occur prior to the religious wars, and would be spearheaded by a strengthening of the centralized government through the development of royal absolutism. The most significant contributor to this movement was Cardinal Armand du Plessis de Richelieu, political advisor to the king, Louis XIII, and head of the French Roman Catholic Church. The Cardinal's capable leadership, ambition and strong will fortified France's move from a second rate country to a Europ ean powerhouse. During his reign as first minister, Richelieu would accomplish numerous tasks, and establish himself as a symbol of power and leadership in France. Born in Paris in 1585, Armand du Plessis de Richelieu is considered by many to have been "the most important single figure in the building of French absolutism" . Despite his role in distinguishing France on the European map, some of the Cardinal's greatest personal accomplishments lie before his reign as first minister. To best understand these accomplishments, in particular how a "middle ranking ecclesiast" of little influence would become the most successful of the King's political advisors, it is best to look into his personal background. Probably the Cardinal's greatest assets in his rise to the top were his strong ambition and will. These characteristics can be traced back to his father, Francois Richelieu, whose own ambition and military accomplishment helped gain him the reigning King's, Henry III, favor. This rise in favor, along with the establishment of important family connections, would allow Francois to "tap into royal ecclesiastical patronage" . Armand eventually benef ited from this by gaining the title of Bishop of Lucon. Unfortunately, before Richelieu's father could create any form of financial establishment, he died, and left the family in debt. However, the message he left his sons, in particular Armand, was not one of failure, but rather one of what could be accomplished when one was willing and ambitious.

Discuss how this idea is highlighted in Arthur Miller Essay

Arthur Miller was a playwright who dealt with many issues and themes. His play ‘The Crucible’ involves a past parallel of McCarthyism in the form of the Salem Witch Trials. McCarthyism came about when a politician named Joseph McCarthy tried to cover up his shaping of an anticommunist policy by using scapegoats. In this play, a girl named Abigail accused almost the whole town of witchcraft. This happened because in her own cunning way she turned the accusation against her, created when some girls in the town becoming ill, and used a scapegoat to avoid being hanged. She had had an affair with a local towns-person, John Proctor. The play ‘The Crucible’ deals with many issues and themes relevant both then and now. Persecution and power are probably the most influential. Persecution, by definition, is the subjecting of a group of people to cruel or unfair treatment, for example because of their ethnic origin or religious beliefs. In ‘The Crucible’ all of the prisoners were persecuted by torture i.e. stoning, or by force i.e. being put in jail. Righteousness is a thing wanted by many humans, mainly religious ones, as they want to be seen as good in the eyes of their God. This can sometimes lead to the persecution and torture of others in order to do something seen as righteous. In ‘The Crucible’ the whole role of persecution in the trials raises the debate of human cruelty in the name of righteousness. As the persecution of the prisoners is not righteous in itself, the goal it is set out to achieve is. People’s minds work today as they did then. While they carried out hunts for witches to evict them from society, we today ‘witch hunt’ for paedophiles and terrorists to exclude them. We may think it is radical today to hunt down and kill people just because of what a culture thinks but we carry on doing it to a lesser extent today. The search to uncover paedophiles is a case where people want to know who the paedophiles are in order to avoid them and even hurt them and punish them for what they have done and to maintain a social order. Witchcraft is not a bad practice but the people back then saw it as Satanism although it was not. It was conceived from the fact that illustrations of the Wicca god were found, who had horns, and bared a strong resemblance to the Christian view of Satan. That is why which craft was frowned upon, and people were hunted down in order to stop public outrage. Wise people of the day, such as Elizabeth Proctor and Reverend Hale, saw the absurdity of the ‘witch hunts’. They did not want to play a part in a system where if you confessed to being a witch, which was feared, you were set free; and if you claimed to be innocent, you were killed unnecessarily.  Among many others, these are the main sins committed in the play in this so-called holy society. Throughout the play, Abigail Williams had a hatred for Elizabeth Proctor, for she got to keep John. When Abigail realised that she held the power to destroy a person she quickly accused Elizabeth of being a witch, so she could have John for herself. However, John did not want to be with Abigail and so she ran away to avoid embarrassment and a revolt against her accusations. The innocent people who were accused of witchcraft had an obvious hatred for Abigail and the girls, as they had sentenced them to death. Abigail’s accusation of Elizabeth Proctor stemmed from the affair she had had with her husband. This showed John Proctors lack of self will with lust at the start, which he became to fear later. He feared that if he lusted after Abigail again he would have to stay with her and lose his wife and his clean name. Also he was disgusted with Abigail’s accusations in court and was disgraced that he even slept with her. Since Reverend Parris was appointed in Salem, he had done nothing but spend the collection on greedy things such as golden candlesticks. This was seen as valuing mortal possessions over God. With him being a Reverend it caused much uproar with Elizabeth Proctor and the whole community: Elizabeth † Pewter ones weren’t good enough he had to go and get gold ones†Ã‚  Her shock about the minister expressing such need for golden candlesticks was evidence to her denotation of greed and valuing possessions over God. Reverend Hale of Beverley was so proud of his reputation as a witch hunter that when he thought the accusations had got out of hand he wouldn’t speak up and protect innocent people. Rebecca Nurse likewise was so proud of her reputation in Salem that she would not confess to witchcraft to avoid being hanged. It was the extremely good reputation of Rebecca Nurse and her hanging that ended the madness. Abigail had sworn to get revenge on Elizabeth Proctor and she did, but it was pointless as she had failed to see the consequences of her actions. John would never have chosen Abigail over Elizabeth whether she was alive or dead.

Morality and Obligation Essay

1. Two preliminary steps taken, that may be necessary, before one can intui? vely appreciate the rightness of an ac? on are thinking fully about the consequences of an ac? on. In other words, think before you act. Also give thought (considera? on) to the persons involved in said ac? on or your rela? on(ship) with the persons involved. 2. An ac? on is considered morally good in addi? on to being right when it is the right thing to do, while also stemming from a good place. When the person or â€Å"agent† performs said act because it is right, from a feeling of obliga? on, a morally good act is also right. 3. According to Prichard, an ac? on done from a sense of obliga? on, there is no purpose â€Å"consis? ng either in the ac? on itself or in anything which it will produce†. A mo? ve, being something that moves one to act, can be the sense of obliga? on, an ac? on done from a sense of obliga? on can indeed have a mo? ve. 4. Avirtuous act is done from a desire that is intrinsically good. A moral act may be done from obliga? on. There can’t be an obliga? on to act virtuously, because we can only â€Å"feel an obliga? on to act† or do something. We cannot, however, feel an obliga? on to act from a certain desire 5. It is a mistake to expect moral philosophy to prove through argumenta? on that we ought to ful+ll our obliga? ons, because moral rightness â€Å"cannot be demonstrated, only apprehended directly by an act of moral thinking†. The sense of obliga? on is a result of a moral thought or thoughts. Moral philosophy can provide re-ec? on on the â€Å"immediacy of our knowledge of moral rightness† and the intui? ve recogni? on of the goodness of the virtues.