An Elder Interview about the Aging Process and Health Care Essay

After spending an afternoon interviewing my elderly father-in-law, I gained insight into how he perceives the aging process and the impact on the quality of his life. First, and foremost he viewed aging in a very positive and healthy manner. He believes that a positive attitude assists in accepting physical and psychosocial changes and enjoyed the fact that he and his wife are both physically fit and cognitively alert. He felt confident that advances made in health care and the quality of their lives would continue to be empowering. He enjoys the benefits of being a senior citizen including discounted travel, free education, and other incentives marketed towards seniors. He expressed a sense of well-being with respect to the numerous housing options geared towards the graying population, such as Retirement Villages, and assisted living. However, the subjects of Long Term Care, Social security reform and government involvement in health care reform were subjects he regarded with very strong negative emotions. During the interview these issues as related to his experiences with health care were discussed with zeal and frustration. Ron is my father-in-law; he is seventy-seven years young and lives in Smallville with his wife. They live independently in a sprawling 4,500 foot custom built cape style home. Ron was the oldest of three siblings and was raised in a farming town by his father who was a disabled war veteran in poor health and a feisty Italian mother. Ron had the opportunity to complete high school and receive the gift of learning to work with his hands as a master finish carpenter. He worked on many farms as a young boy during the summers of high school to help support his family; he is no stranger to working very ... ... a better understanding of what everyone needs especially the elders over the age of 65 living in the United States. As a nation we know it is time for reform, we will get involved and make our opinions count and cry out for access and affordable health care for all. References Chait, Jonathan. (April, 1999). Countdown to Reform: The Great Social Security Debate. Washington Monthly. http://www.findarticles.com/p/articles/mi_m1316/is_4_31/ai_54367642/print Marshall, Will and Martin Schram. (1993) , Mandate for Change. New York: Berkley Books. Reynolds, Sean.(2004). Privatization of Social Security. National Parliamentary Debate Workshop. Retrieved from http://www.willamette.edu/cla/rhetoric/workshop/DebateResearch/shaunreed.doc Spitzer-Resnick, Jeffrey.(1987), Your Real Medicare Handbook. Madison, Wisconsin: Center for Public Representation.

Punishment in Ancient & Medieval India and the World

ASSIGNMENT ON Presence of Illegal Bangladeshi Immigrants: A Grave Threat to India’s Internal Security Submitted By: Dhanya Babu 32712001 1st Year M. A Criminology INTRODUCTION The illegal immigrants from Bangladesh who are present in large numbers in India poses a grave threat to India’s internal security. It is found that there are around 10-20 million illegal Bangladeshi migrants in India. Unchecked and unregulated migration flows together with high fertility rates could create an alarming situation. Though attempts have been made in India to prevent illegal migration, they have been relatively weak.The 25-member committee, led by Bharatiya Janata Party leader Sushma Swaraj, took note of reports that counterfeit notes were in large circulation along the India-Bangladesh border and presence of illegal Bangladeshi immigrants in large numbers poses a grave threat to India’s internal security and the government should take it seriously and strictly monitor their mo vement. It took cognisance of reports that illegal Bangladeshi migrants were able to secure ration cards, driving licences, voter identity cards and even PAN cards.Media reports have attributed claims to the intelligence sources that terrorist groups have been recruiting Bangladeshis in India. It has also been reported that certain Bangladeshi insurgent groups were involved in the terrorist incidents in our country. Illegal Bangladeshi Migrants are also threat to language and culture of Assam. ULFA which arose as a protest against Bangladeshis lost credibility only when its leaders took shelter in Bangladesh after the Bhutanese operation against the group in December 2003. Arrest of Bangladeshi national S.M. Alam in January 2008 by Assam Police revealed ISI’s plan to turn northeast into a volatile region. The migrants have also spread into other places like Dimapur and Kohima. The illegal migrants are not involved into terrorism in a big way, but involved in gun running, fake currency rackets and drug running etc. Illegal Immigration – Why and How? Growing population pressure in Bangladesh acts as a push factor whereas growing Indian economy, relatively less pressure on land and weak state resistance act as pull factor.Islamic fundamentalist extremist groups are growing in Bangladesh and they are able to expand their activities in West Bengal as well. Some of such organistaions are Jamait-e-Islami-e-Hind, Jamait-Ahle-Hadis, Students Islamic Organization (SIO), Students Islamic Movement of India (SIMI) and Tabligh-e-Jamat. Four of them are most active. Meetings have taken place between Jamaat-e-Islami and West Bengal based radical Muslim organizations and it is believed that ISI is behind them. There has been a growth of unauthorized, illegal madrassas all over West Bengal particularly along the Bangladesh border.They are also using Kolkota and Agartala as bases being close to the border and people from both sides speak the same language. There ar e also groups which are directly involved in subversive activities such as HUJI. Siliguri town acts as gateway to Guwahati, Gangtok and Kishengunj and also shares the border with Bangladesh, Bhutan and Nepal. Important highways, railways tracks, vital installations such as the airfields of Bagdogra and Hashimara and oil pipelines are located here. Increase in Muslim population in Siliguri and adjoining areas has grown at an astonishing 150% in the past seven years.There are villages in and around Siliguri which have curious population mix and often act as heaven for ISI operatives. The villages have some 2,000 Pashto and Baloch settlers from Afghanistan along with 6,000 Iraninas. The increased activity of the ISI has endangered the security of the Siliguri corridor. ISI attempted sabotage in 1999 following a bomb blast at New Jalpaiguri Station. Steps Taken: To prevent the illegal immigration, the Union Home Ministry has taken various measures like construction of border fencing, fl ood lighting and roads to enable more effective patrolling etc.Assignment of border guarding duties on the Indo-Bangladesh border to a single force, Border Security Force, augmentation of its strength through additional battalions, reduction of gaps between border outposts, and provision of modern surveillance and other equipment and gadgetry to BSF are some other steps. The Home Ministry has also been issuing instructions to state governments and Union Territories from time to time to take sustained action to detect foreign nationals, including Bangladeshi nationals, staying illegally in the country.As many as 32 Foreign Tribunals under the provisions of the Foreigners (Tribunals) Order, 1964, have also been constituted in Assam for detention of illegal migrants and foreigners. The issue of illegal migrants from Bangladesh also figured prominently in the recent talks between the heads of Border Security Force and Bangladesh Rifles in Delhi. Steps Ought to be Taken: The following ar e some steps which can be taken to put an end to the illegal immigration in the country from Bangaldesh. Diplomatic Effort – India has to make diplomatic effort to get Bangladesh to cooperate as illegal migration cannot be solved in an effective manner unless sending country cooperates. Sharing of digital database of its citizens will make it easier. * Financial Incentives: India should think of offering illegal migrants financial incentives in the form of liberal trade regime, an infusion of aid and investment. * Coercive Diplomacy- The action of security forces should clearly convey to the illegal migrants that they would face greater danger if they try to cross the border. Better Border Management- Fencing, construction of border roads and proper management of border will make a difference * Use better Indo-Bangladesh relations- Both the countries have better relations and both side should demarcate remaining 6. 5 km of the border and the areas in adverse possession should be negotiated and form well defined border * Unique Identification Number (UID) scheme – Compilation of data is likely to reduce the comfort level of fresh illegal migrants. Bar from Voting rights- Bangladeshi who are already in could be allowed to work but should not be allowed to vote and this will diminish their ability to influence government decisions by being a political force. CONCLUSION The illegal Bangladeshi migration was not the core focus of the government but it has been forced to take a close look at the problem as the terror incidents grew in intensity and frequency. India must go for better border management and effective record keeping of its nationals so that outsiders are easily identified and discouraged from infiltrating.

Five Force Analysis of Southwest Airline Essay

1. The threat of new entrants. In terms of economies of scale, Southwest fleet grew to 537 Boeing 737 aircraft providing service to 64 cities in 32 states throughout the United States, with 397 city pairs being served nonstop, by the end of 2008, thus has reached sufficient economies of scale. And Southwest Airline gains its cost advantage through the implementation of â€Å"low-cost strategy†. It not only flew planes point-to-point—short-haul flights bypassing the expensive hub-and-spoke operations but also chose less popular, less congested airports to achieve quicker turnarounds which enabled the airline to operate with fewer planes and gate facilities than would otherwise have been necessary. Cost consciousness has been a part of its culture. Training people for technical skills is possible but imitating SWA culture is out of question. The high initial investments and fixed costs to enter the airline industry makes it difficult to compete financially with profitable Southwest for entrants. When compared with key competitor, Southwest Airline got the largest net income(TTM) and EPS(TTM) in 2009(Exhibit 5). Since Southwest Airline was the first major airline to introduce ticketless travel and one of the first to put up a Web site and offer online booking, it has won the high product differentiation. As a pioneer of â€Å"low-cost strategy†, SWA has set up its reputation and won a large number of loyal customers. However, SWA has no special control over distribution channels. On the other hand, since the publication of in 1978, there is low barrier to set up airline company in the US. 2.The threat of substitutes. Southwest Airline focuses on the short-haul flight, so customers are likely to switch to other transportation means, such as train. And the low-cost airline has been a emerging industry. There are more choices for customer which posts high threat for SWA. To reduce the threat, Southwest provides low price or time-optimized tickets, good service to their customers. Price for trains, or gasoline cost for self-driving are comparable to the price of Southwest ticket for the same route, not much cheaper. Moreover, the switching costs for customers to train or car for the Southwest routes requires more travel times,cause a lot of inconvenience.The company even  created the â€Å"Southwest effect†, an explosion in the number of people traveling by plane, including many who would have gone by car before. 3.Rivalry among existing firms. There are many new airline with opposite strategies with Southwest Airline. They offered far more attractive service, such as leather seats and in-flight entertainment systems, for almost the same fare.With the increase of living standard, people prefer comfort to low-cost. The loyalty of Southwest’s customers will be questioned. And due to the expensive and highly specialized equipments, the high barriers for exit leads to the white-hot competition. 4.Bargaining power of buyers. Travel agents buy large volumes, there’s a concentration of buyers, therefore their switching to a different supplier might have larger impact on the profits. As for individual buyers have almost no strong bargaining power. And switching to an alternative product is relatively simple and is not related to high costs. The airline is not of strategic importance for the customer because there are many other short distance transportation means. 5.Bargaining power of suppliers. The market is dominated by a few large airplane suppliers including Southwest Airline. As for the catering, gift services and other indirect materials, there are many fragmented sources and therefore their power is of almost no significance. The cost of switching from Boeing 737 to Airbus A320 is very high. Apart from purchase price, the company should pay for the training of employees and the maintenance of new airplanes. The suppliers’ customers are fragmented, so their bargaining power is low.

Critical reflection practice Essay

Introduction The area of critical reflection is generally understood to be a difficult and contested terrain, that appears to be attractive on paper but is complex to put into action. Educators say this is an important capability for students to develop as it contributes to greater depth of understanding and learning (Boud, Cohen, & Walker, 1993; Lay & McGuire, 2010; Moon, 2006; Wolf, 2010). The wide range of approaches to critical reflection suggests the focus of learning is placed on technique rather than the broader purpose and outcomes of critical reflection. Critical reflection should not be a prescriptive activity (Moon, 2006) but guidelines should enable the student to develop their own style. This paper begins a conversation on the challenging topic  of critical reflection in cooperative education. Defining Critical Reflection There appears to be lack of a clear understanding of critical reflection, as it is a contested term reflecting the ideology of the user. Depending on one’s perspective critical reflection can be understood to mean very different things (Boyd & Fales, 1983; Brookfield, 2009; Gardner, 2009; Harvey, Coulson, Mackaway, & WinchesterSeeto, 2010; Hatton & Smith, 1995; Smith, 2011; van Woerkom, 2010) and varies within individuals and contexts. Critical reflection is widely recognised as a key component in the learning processes of individuals and is advocated in many areas of professional practice (Brookfield, 2009; Jarvis, 2010; Leijen, Valtna, Leijen, & Pedaste, 2011), especially within programmes where there is rich learning possible through specific experiences (Harvey et al., 2010). The terms reflection, critical reflection, reflective practice, reflective thinking and reflexivity have similar meanings and application in educational literature, as well as, used interchangeably (Black & Plowright, 2010; Rogers, 2001). Authors consider that not all reflection is critical reflection and critical reflection maybe at higher, more complicated level that challenges the learner and the educator (Harvey et al., 2010; Hatton & Smith, 1994). Further unpacking is required to clearly identify the true nature of ‘critical’ reflection. Fook (2006) suggests work needs to be done from a â€Å"common basis of understanding† so the practice of critical reflection maybe refined and improved. Mezirow (1990) considers critical reflection as a precursor to transformative learning, which may lead to changes in personal understandings and potentially behaviour. Students can use critical reflection practices for engaging in metacognition (Eames & Coll, 2010). It is associated with a number of learning outcomes including improved thinking, learning and assessment of self and social systems (Smith, 2011). Dewey (1938) states that while we cannot learn or be taught to think, we do have to learn how to think well and especially to acquire the practice of reflection. To use knowledge critically we do not accept the situation at ‘face value’. This  requires the ability to look beneath the surface to see what may influence the situation, resulting in critical depth to understanding. In addition, the ability to examine the bigger picture and view the situation more holistically develops critical breadth. These enable us to develop a fuller understanding of experiences so we are better equipped to manage similar future situations (S. Thompson & Thompson, 2008). This ability to think critically is developed over time (Crowe & O’Malley, 2006) through guidance and support. Critical reflection is advocated in many areas of professional development and practice, including the all areas of health care education, teaching, management, and research, as it encourages practitioners to gain insight into their own professionalism through their experiences. These programmes generally require some form of fieldwork to be closely integrated with academic study. Consequently there is wide variation in the techniques and approaches used in the practice of critical reflection. Approaches may range from informal discussions to highly structured formats. Guidelines in the literature on how to determine, facilitate and assess critical reflection in practice appear to be limited (Leijen et al., 2011; Smith, 2011). Models of critical reflection This vast area in the literature, which explores models of critical reflection, lacks clarity. There seems to be similarities within and across the various applications from many fields or disciplines of education that may have little or no areas of overlap (Fook & Gardner 2007). Many models of reflection based on a philosophical approach, may be considered to assist students develop an understanding of critical reflection. These have been briefly outlined in table 1.0 to help visualize the relationship between the models and frameworks. The framework chosen to guide students’ reflections may be determined by the expectations of the learning outcomes. Some models of reflection may not encourage critical reflection. Models may guide the process of reflection but should not impose a prescription of what reflection is. It is not essential to follow a model and some practitioners choose not to. There is some criticism of models that reduce reflection to levels but this approach maybe useful for teaching what the focus of  reflection entails. The student may choose whether or not to adopt a model to frame their reflection as a temporary measure until confidence in the reflective activity is gained and understood. Table 1.0: Three models of critical reflection identifying two frameworks that provides guidance for reflecting within each model. Model of critical reflection Framework General comments Dewey’s model of reflective Knowledge can be constructed learning through active reflection on past and present experiences. Pragmatic approach. Gibb’s model A cyclic generic framework. A general and nonspecific approach to reflection. Novices may find it too vague requiring further guidance. Stephenson’s framework A detailed set of cue questions. Focuses on consequences of actions and examines practice knowledge. Habermas’s model of critical Based on 3 areas of knowledge: reflection technical, practical and emancipatory. Critical theory approach. Taylor’s framework Describes activities associated with 3 types of reflection: technical, practical and emancipatory. Highly structured. Kim’s framework Called critical reflective enquiry. Three phases of reflection: descriptive, reflective, critical/emancipatory. Processes and products applied to each phase. Kolb’s model of reflexive Attempts to integrate thinking and learning practice. Experiential learning approach. Borton’s framework Simplified model using 3 questions: What? So what? Now what? Very easy to remember. Rolfe’s framework Expanded Borton’s framework. Added questions to each step. Turned the last step back to form reflexive cycle. Generic, easily adapted to suit most situations. * Adapted from Rolfe et al (2011). Critical reflection in cooperative education According to Martin and Fleming (2010) cooperative education is more than work experience but a recognised pedagogical approach to learning. Critical reflection is an essential component of the pedagogy of cooperative education and other forms of work integrated learning. The process of critical reflection needs to be facilitated with structured strategies within the course that encourage engagement in reflection. It is important to create a culture where reflection is valued as a learning tool and it is safe to be honest. Practice and feedback on reflection throughout the program are important to enable the student to progress through their learning experience. Van Gyn (1996) suggests that reflective practice to enhance student-learning outcomes requires an organised partnership between the student, academic and industry supervisors. There is a widespread  assumption that reflection has positive outcomes for student learning. Cooperative education is student driven learning, which increases the need for the student to be self-motivated, proactive, organised and reflective. Critical reflection encourages students to be willing and able to question, explore and critique ways of behaving and thinking as they engage in workplace experiences (Higgins, 2011) and into the future. Consequently the student is better able to understand and gain insights into his/her skills, competencies and knowledge. The use of critical reflection in cooperative education increases the chances of the learning being relevant and meaningful to the student. Therefore the student’s engagement in reflection can assist them in making sense of themselves, their learning experience and preparation for the future. The importance of the social context (Fook, White & Gardner, 2006) of reflection should be considered, as personal reflection is part of the broader context of the organization culture and structure (Thompson & Pascal, 2012). The industry context is complex and may challenge other dimensions of reflection, such as emotional demands of the learning experience, power relationships and time constraints. The strategies that facilitate reflection should cater for the individual needs of the student, suit the learning environment and guide the development of students reflective skills (Martin & Fleming, 2010). Strategies may include learning contracts, reflective journals, progress reports, reports and oral presentations providing the student with many opportunities to practice critical reflection. Conclusion Critical reflection is used in education to encourage the integration of theory and practice while enhancing student learning and self-confidence. However, an extensive literature search on the role of reflection for learning through experience by Harvey et al (2010) concluded that the relationship between reflection and positive student learning outcomes was inconclusive. This suggests there is scope to explore the role of critical reflection in learning and the development of a theoretical basis in cooperative education. There is increasing interest in the concept of critical reflection (Boud & Walker, 1998) in work-integrated education and research (Brookfield, 2009). References Black, P. E., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. Reflective Practice, 11(2), 245-258. doi:10.1080/14623941003665810 Boud, D., Cohen, R., & Walker, D. (1993). Using experience for learning. Buckingham [England] ; Bristol, Pa.: Society for Research into Higher Education and Open University Press. Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191. Boyd, E. M., & Fales, A. W. (1983). Reflective learning. Journal of Humanistic Psychology, 23(2), 99-117. Brookfield, S. (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293-304. Crowe, M., & O’Malley, J. (2006). Teaching critical reflection skills for advanced mental health nursing practice: a deconstructive-reconstructive approach [Article]. Journal of Advanced Nursing, 56(1), 79-87. doi:10.1111/j.1365-2648.2006.03982.x Dewey, J. (1938). Experience and education. New York: Touchstone. Eames, C., & Coll, R. K. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Billett (Ed.), Learning through practice (pp. 180-196) Fook, J. (2006). Beyond reflective practice: reworking the â€Å"critical† in critical reflection. presented at the meeting of the Professional Lifelong Learning: Beyond Reflective Practice, Leeds. Fook, J., & Gardner, F. (2007). Practising critical reflection : a resource handbook. Maidenhead: Open University Press. Fook, J., White, S., & Gardner, F. (2006). Critical reflection: a review of contemporary literature and understandings. Critical reflection in health and social care, 3-20. Gardner, F. (2009). Affirming values: using critical reflection to explore meaning and professional practice [Article]. Reflective Practice, 10(2), 179-190. doi:10.1080/14623940902786198 Harvey, M., Coulson, D., Mackaway, J., & Winchester-Seeto, T. (2010). Aligning reflection in the cooperative education curriculum| Macquarie University ResearchOnline. Asia-Pacific Journal of Cooperative Education, 11(3), 137-152. Hatton, N., & Smith, D. (1994, July 3-6, 1994)). Facilitating Reflection: Issues and Research. presented at the meeting of the Conference of the Australian Teacher Education Association (24th), Brisbane, Queensland, Australia. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. Higgins, D. (2011). Why reflect? Recognising the link between learning and reflection. Reflective Practice, 12(5), 583-584. doi:10.1080/14623943.2011.606693 Jarvis, P. (2010). Adult education and lifelong learning : theory and practice (4th ed.). New York: Routledge. Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. doi:10.1080/713693162 Lay, K., & McGuire, L. (2010). Building a Lens for Critical Reflection and Reflexivity in Social Work Education [Article]. Social Work Education, 29(5), 539-550. doi:10.1080/02615470903159125 Leijen, A., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2011). How to determine the quality of students’s reflections? Studies in Higher Education, 1-15. doi:10.1080/03075079.2010.504814 Martin, A., & Fleming, J. (2010). Cooperative education in outdoor education. Australian Journal of Outdoor Education, 14(1), 41-48. Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering critical reflection in adulthood, 1-20. Moon, J. A. (2006). Learning journals : a handbook for reflective practice and professional development (2nd ed.). London ; New York: Routledge. Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57. Rolfe, G., Freshwater, D., & Jasper, M. (2011). Critical reflection in practice (2nd ed.). Houndmills, Basingstoke, Hampshire ; New York, N.Y.: Palgrave. Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211-223. Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice: International and Multidisciplinary Perspectives(iFirst Article), 1-15. doi:10.1080/14623943.2012.657795 Thompson, S., & Thompson, N. (2008). The critically reflective practitioner. Basingstoke [England] ; New York: Palgrave Macmillan. Van Gyn, G. H. (1996). Reflective Practice: The Needs of Professions and the Promise of Cooperative Education. Journal of Cooperative Education, 31(2-3), 103-131. van Woerkom, M. (2010). Critical Reflection as a Rationalistic Ideal. Adult Education Quarterly, 60(4), 339356. Wolf, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement students. Higher Education Research & Development, 29(5), 589-602. Copyright  © 2012 Patricia Lucas The Author assign to the Australian Collaborative Education Network (ACEN Inc.) an educational non-profit institution, a nonexclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a nonexclusive licence to the Australian Collaborative Education Network to publish this document on the ACEN website and in other formats for the Proceedings ACEN National Conference Melbourne / Geelong 2012. Any other use is prohibited without the express permission of the author(s).

Need for Localization: Foreign Company’s Obligations to Local Essay

This paper gives a detailed analysis of the local culture and customs that the foreign companies would have to adjust to in order to remove the social and psychological barriers which they would inevitably have to come up against during their overseas operation. The paper lays emphasis on the flexibility approach and localization as the main aspect for foreign companies in order to succeed. The study reveals that although the impact of globalization has brought greater degree of homogenization in commercial procedures, it still remains a distant dream when different cultures mingle making it imperative for these companies to accept heterogeneity as the only way to enter foreign markets. Customs and norms are die hard behavioral habits and have been ingrained in the society over a long period of time and not easily removable or made to overlook. This is especially so while operating in foreign soils and in many instances this has been seen as one of the biggest hurdles facing companies. Rules of law and government rules and regulations may exist but assuming that all businesses are managed by people and for the people, interaction between people is inevitable for its success. Some parent companies may of course have lesser amount of interaction due to the nature of their products or services yet on the whole it is generally seen that whatever be the business norms of the foreign company it has to make discernible changes when it goes into business in a foreign soil. Franchises and branches are actually an extension of the parent company that has been grounded and molded in a foreign soil by a larger participation of the local community within the internal and external environment of the organization. It is also seen that the cultural differences may be slight, marginal or make very great impact on the business due to the cultural difference that exists between the organization’s country of origin and the foreign soil. Thus, it is quite imperative on the part of the foreign company to make some structural changes which should include a changed human resource practice and a changed view of the organization as a whole in certain aspects of beliefs, assumptions and behaviors and above all understanding the positive sides of other cultures. In case the foreign company is hell bent on imposing the customs and assumptions of its own country of origin stating them to be its organizational culture then it would sooner or later find itself out of business. Hence, being indifferent and unmindful of the local customs can be very catastrophic if it doesn’t allow a certain degree of flexibility in bases that are situated on the foreign land. Areas of Conflicts A foreign company while setting its operational bases in another country invites certain risks from conflicts that it not quite seen in the home country. Firstly, the company if it happens to be a Western one inevitably tries to go about its business taking for granted that globalization has brought in a greater degree of flexibility and that the English language is the only internationally accepted language of the world population. This may sound quite okay within cultures that are a part or partake of Westernized conducts and behavioral patterns yet when such a company tries to place its foot on say Africa, the Middle East and the Asian countries then it is a different story altogether. For one there is greater degree of difference between the two cultures which if not properly understood and practiced may prove to be disastrous for the company. For instance, it is the standard procedure in the Western business to make an agreement that after a fruitful negotiation followed with signing of documents and shaking of hands which indicates that the agreement has been done as per the unanimous consent of the parties involved. However, this doesn’t hold well in the Middle East where coming to a formal agreement would mean that the beginning of several serious negotiations is on the way. In other oriental cultures the start of any business transaction is preceded by a ritualistic performance, the majority being religious based as well after ascertaining the stars on the almanac. In China there are three traditional philosophies namely the Confucianism, Taoism and Buddhism and are generally considered as the foremost philosophies for facilitating social interaction. A foreign company trying to open its branch in China would indeed be in conflict with the local customs and beliefs and hence do very poorly if it doesn’t understand the situation. This is more so with the Chinese mostly preferring a Chinese person as a mediator for any negotiation. In India too there are various religious and cultural festivals which form an integral part of the existence of the native person. In areas of human resource this is more pronounced and the foreign company must make allowance for the same by giving holidays and even be expected to participate by handing over of gifts, involving in the cultural events as well as make contributions to enhance their image with the local participants. Therefore, it is generally seen that the foreign company increases its business substantially while conforming to traditional beliefs and customs of the local people than they would otherwise. Multiculturalism and Cultural Assimilation There is growing evidence that the transnational organizations are adopting a policy of recruiting workforce from various cultures from across the world as it is by far the best way to expand overseas and also to understand and integrate better with the markets in these regions. Multinational companies should therefore make note of the fact that in their home ground things were a lot different than what they are likely to experience across the borders. Globalization as seen in the present does not imply homogenization, but the reverse as this means one has to deal with difference directly instead of from a distance as was earlier the case (Nolan, 1999). In multiculturalism, organization readily accepts the presence of varied cultural groups within its own larger cultural base. In the case of cultural assimilation the organizations by its policies prepares to assimilate those cultures of local communities and tries to effectively integrate them into its organizational culture. It is also true that both diversity and internationalization are needed to create diverse learning environment within companies in order to make them adaptive to local customs and hence remain competitive. For this the foreign company should have well laid out policies of manpower learning and understanding of the various cultures that would arise in the event of transfer of personnel. According to authors Stehle and Ernee, transfers are more likely to succeed when employees of the transfer coalition hold positive attitudes and trust towards the parent company (2007). An effective ethical principle is thus evolved in this way and the organization needn’t fear of any future uncertainties and confusion while carrying on its business in soils alien to its own customs and practices. By the process of assimilation the organization has send out the right message to the local communities. Attitudes towards ethics are rooted in culture and business practice and the term international business conduct and morals refer to the foreign company’s relationships with individuals and entities (Mahapatra and Kumar, 2009). Further those companies who are having certain degree of confusion to start operations in an alien soil can take other routes in the form of joint ventures and franchisees. The uses of joint venture can mitigate problems associated with lack of knowledge in norms, values and assumptions that are the foundation of organizational and individual behavior (Ang and Michailova, 2008). Conclusion Thus it is imperative for the foreign company to have an obligation to the local customs, languages, behavior, religion and cultural assumptions in order to consistently perform well and profitably. Once the company forms a distinctive identity with the local population with its overtures, responses and publicity campaigns the company can benefit both in its image and carry out future expansion programs. There have been several instances of the whole company’s leadership position even that of the parent company being entrusted in the hands of persons belonging to the local community with the target market which in this case means the local market too large enough to avoid or forego. The case of PepsiCo is an example as its leader is a woman of Indian origin and it is quite likely that she would be able to understand the cultural and religious sentiments of the people much better than those not native to the soil. Reference List Ang Siah Hwee and Michailova Snejina (2008). Institutional Exploration of Cross- Border alliance Modes: The Case of Emerging Economies Firm. Normative Pillars of Institutions. Management International Review. Mahapatra S N and Kumar Jitender (2009). Transnational Corporations and Marketing Ethics in Global Market in Post Globalization. International Business Ethics and Global Marketing. Abhigyan. Nolan W. Riall Communicating and Adopting Across Cultures: Living and Working In the Global Village. Cultural Basis of Difference. 1, 1. Westport, CT. Bargin & Garvey. Stehle Wolfgang and Ernee Ronel (2007). Transfer of Human Resource Practices from German Multinational Enterprises to Asian Subsidiaries. Research and Practice in Human Resource Management.

Alan Bennett on Education in History Boys

In the first half of the play, Bennett is asking the audience to consider what â€Å"education† is. How does his presentation of the characters Hector and Irwin assist with this? It is clear to the audience that, from the start, the play is concerned with education and schooling. There are â€Å"eight boys of seventeen or eighteen† disrobing a man of â€Å"studied eccentricity†; prior to this intimate scene that introduces you to the characters, Irwin is speaking to numerous MPs regarding a political matter and finishes his speech with, â€Å"Back to school.† Hectors thoughts towards education are clearly negative; on page four of the play, he says that A-level are the â€Å"longed for emblems of your conformity†: this quote can be taken as a cynical thing. He believes that the examinations themselves are useless – they do not allow you to have your own mind. You follow what everyone else does, with no substance to the style that you provide in an exam. Irwin, however, believes that â€Å"examinations are a fact of life† and, although he believes that â€Å"[exams] are for now,† he accepts that Hectors knowledge, although presented in an unorthodox manner, is good. He tells the boys to apply Hectors â€Å"gobbets† to help them in an examination. He was hired to add style to their Oxbridge applications, not particularly substance that could affect their being. He teaches them for the now, not for when â€Å"youre old and grey†. Hector insists that â€Å"there is a world elsewhere† of examinations and education for the sake of passing exams: he teaches the boys â€Å"culture† and their shared moments are a â€Å"pact – bread eaten in secret†. Akthar, when they boys are interrogating Irwin, insists that Hectors shared knowledge is â€Å"just the knowledge† Timms follows this up with, â€Å"the pursuit of it for its own sake†. Irwin, on the other end of the spectrum, believes that truth and, consequently, education, â€Å"Whats [that] got to do with it? Whats that got to do with anything?† The boys need flair over the others applying, as they will have done things that the history boys havent. If they can find a way to apply Hectors â€Å"gobbets† to spice up their exam, it should be done. If they truly want a prestigious place at their particular university, then they need to use whatever they have at their disposal in order to achieve it  Ã¢â‚¬â€œ he deems that Hectors knowledge is good for flair. Not for having substance. â€Å"Poetry is good up to a point.† Hector, again, is shown to have a negative opinion of Thatchers educational reform â€Å"Not to say that I dont regard education to be the enemy of education†. He believes that your knowledge, what you learn by heart, will stay with you forever – and that application of this lifelong knowledge in real life should be done in order to acquire more knowledge or share knowledge for the sake of knowledge. By doing this, he partially jeopardises their examinations as he allows his personal feelings to cloud his teaching. However, he believes that his view is the best way; his approach encourages the boys to think outside of the box and, instead of regurgitating facts at a rapid-fire rate, they instead can regurgitate quotes that they understand and can apply to situations, unlike what you have to learn for exams; despite Timms declaration of, â€Å"I dont understand poetry!†, when you truly understand what youre saying, its â€Å"as if a hand has come out, and taken yours†. Hector believes that education is the â€Å"pursuit of knowledge for its own sake†; he doesnt disagree with teaching, he just wants to make the boys â€Å"more rounded human beings† his â€Å"codes, runes† are not to help the boys with their high ambitions, â€Å"forget Oxford and Cambridge†, but to give the boys something personal and that will stay with them no matter what they do or where they go. He believes that his quotations and words are â€Å"making your deathbeds here, boys†. Hector also likes to split his lessons up to be memorable; one lesson he is teaching the subjunctive in French (set in a brothel) and another moment he declares, â€Å"Now for some silly time†. He is playful and breaks the rules. He likes locking the door to his lessons, which is unquestioned by the Headmaster as Hector shows â€Å"commitment†, and Akthar remarks that its â€Å"locked against the future†. Hector is the embodiment of education for the sake of knowledge, while Irwin is the idol of do it now and youll never have to do it again Regardless, both men are happy with themselves to some degree. Despite Hectors molestation of the boys and Irwins lying  about where he got his degree, they are happy – but is it better to be happy when you have so much knowledge bustling in your head, or is it better to be dull for your exams and achieve happiness later on life?

Creative Problem Solving Essay Example | Topics and Well Written Essays - 1500 words

Creative Problem Solving - Essay Example This paper illustrates that the identification of new and existing opportunities is what enables a business establishment and sustainment. To identify these opportunities, it really calls for creativity. According to Frigard, creativity is a kind of imagination that fosters originality. For creativity to be achieved, ingenuity has to be incorporated. Ingenuity is the incorporation of bodily-kinesthetic, logical-mathematical capacity and spatial capacity in the creative process. The ingenuity model for creative problem solving is what is used to incorporate ingenuity in the process of creativity. This technique is identified as the most appropriate problem-solving technique when there is a need to achieve new solutions to business problems. New opportunities identified in entrepreneurship enable a business to increase its productivity. They also enable the business to have a competitive advantage over other businesses in the industry. However, the identification and exploitation of th ese opportunities cannot happen without innovation. Therefore, entrepreneurship is directly related to innovation. Moreover, economic development results in the emergence of new opportunities that require both identification and exploitation. The identification and exploitation are done by entrepreneurship and thus entrepreneurship and economic development are related. Generation and implementation of new ideas and solutions require creative problem-solving. The ingenuity model for problem-solving enables an entrepreneur to achieve solutions and ideas that are different from those of others. This is what makes a particular firm different from the rest of the industry thus making it more competitive. Therefore, we can say that creative problem solving is a key aspect of entrepreneurship.  Ã‚