Essay on Human Resource Management

Question: Compose a paper about the Human Resource Management. Answer: Edited compositions The task has been set up to examination the two most significant ideas of human asset the board in the current day business world. The two ideas are adaptability at the working environment and work life equalization of the representatives, which are as a rule profoundly considered by the administrators nowadays to improve the workplace, augment efficiency, hold workers and increment the degrees of employment fulfillment among them. The task has been extremely useful in increasing a careful understanding into the two ideas and picking up information about their past, present and future status. It likewise causes us in understanding the impacts that the long working hours can have on representatives and the activities that an organization can take to encourage work life balance for the human asset in any event, when the organization is experiencing a financial downturn. Presentation The task has been set up to investigation the ideas of adaptability and work life balance. The fundamental motivation behind the task is to consider the ideas and discover the substances that profit by the usage of adaptability at the working environment. It further means to examine the impact of long working hours on the human asset and by what means can the administration advance work life balance even in the times of monetary downturn. To concentrate the entirety of the above focuses, we would counsel various online sites and articles to arrive at a resolution. Adaptability at Workplace The cutting edge business world is very unpredictable and the presentation of globalization has additionally expanded up the complexities. The organizations are currently making progress toward their endurance in their market and are eager to do whatever would help them in accomplishing an upper hand over different firms. In such a situation, it is practically difficult to accomplish an upper hand through items, administrations or procedures as they can be effectively figured out and imitated inside no time. Along these lines, the organizations are depending upon their HR to accomplish upper hands which they can't accomplish something else. So as to accomplish such upper hands, the organizations are attempting to build up the most ideal workplace for the representatives with the goal that they can perform well and contribute more towards the general profitability. Adaptability at working environment is one such methodology that targets improving the work conditions by permitting the administration and the representatives to together choose the working conditions, which would be reasonable to both the gatherings. The essential point of work environment adaptability is to give adaptability in the work conditions to the representatives and accomplish an expansion in the profitability and effectiveness while cutting down the working costs one next to the other. Adaptability is discussed a great deal in the current day associations and is nearly requested by all representatives since it helps the workers in keeping up a superior harmony between their work life and individual life (Flexibility in the working environment Employee qualifications Fair Work Ombudsman, n.d.). Let us talk about certain points of interest of actualizing adaptability at the work environment: Work environment adaptability can help the association in expanding the representatives duty towards the activity and the association. Working environment adaptability can likewise help in expanding the personal satisfaction of the representatives The greatest bit of leeway of executing adaptability at the working environment is that it helps in the enhancement of profitability and effectiveness. Working environment adaptability is an idea that was presented several decades back. There are a lot of business associations that have put together their examples of overcoming adversity with respect to work environment adaptability while there are additionally associations that have not had the option to execute the idea effectively and have lost their profitability and effectiveness because of the disappointment. Adaptability is likewise in an extraordinary interest as the representatives want to work with the organizations that offer adaptability to their workers. Such organizations can keep up a positive picture in the market and can hold their current workforce and draw in new pool of capable representatives. Moreover, various scientists have reasoned that working environment adaptability can help in improving the work life parity of the representatives and decrease the degrees of worry among them (why workers need adaptability, n.d.). Work environment adaptability is ending up being a critical idea in the administration of HR in spite of many accepts that it has lost its unique worldview and is not any more powerful as it used to be before. As per Juliet Bourke, the idea of adaptability has lost its unique worldview in light of the fact that now a similar work is relied upon to be practiced by a lesser workforce. The perspective of Juliet Bourke is absolutely wrong as such things rely on the strategies that the administration can detail under working environment adaptability. Adaptability doesn't mean all the work for certain representatives and no work for different workers. Or maybe, it implies that the work is the equivalent for every worker except they are simply permitted to achieve it inside whenever of the day. Further, on the off chance that solitary a couple of representatives were over-burden with all the work, at that point the specialists couldn't have reasoned that adaptability at work environment cou ld help in cutting down the degrees of stress. Subsequently, it tends to be effortlessly said that working environment adaptability has not lost its unique worldview and the main issues being looked in adaptability are because of the issues in appropriate usage. Ramifications of Long Working Hours on Employees Long working hours or additional time is where the representatives working in an organization are permitted to work for an additional span of time with the goal that they can gain more than they get paid for their ordinary work. It is a remarkable way to deal with acquire cash for those workers who are experiencing cruel occasions or can't make both their finishes meet. It additionally helps the organization in satisfying the requests of the HR when the flexibly gets lower because of surprising reasons as the organization can pay extra to the representatives and still complete the work. Notwithstanding, the negative effects of long working hours have been painstakingly thought of and they exceed the advantages of long working hours quickly. Let us currently examine a portion of the negative effects of long working hours: Increment in issues identified with soundness of the representatives various specialists have attempted to examine the impact of long working hours on the wellbeing of the workers and have reasoned that there are not kidding negative effects of long working hours on the strength of the workers. A portion of the regular issues, which have been seen as basic in representatives that work for longer hours, are recorded underneath: Expanded chance of wounds because of physical effort More severe hypertension in individuals performing clerical occupations An expansion in the emotional wellness issues Probability of decrease in development age in ladies and birth weight An expansion in the measure of liquor devoured by guys An impressive increment in the quantity of suicides Various examinations have likewise inferred that the representatives who work for over 50 hours in a solitary week have more issues in their families, diminished emotional well-being, illicit drug use and separations. Lessening in profitability Some organizations accept that by making the representatives work for longer lengths, they would have the option to accomplish an expansion in the general profitability and productivity, which is clearly false. Representatives are people not machines and they will in general get exhausted with a bit of work on the off chance that they need to do it over and over and for longer lengths. At the point when the representatives get exhausted of their work, there would be a conspicuous decrease in the profitability and proficiency as they would not have any desire to accomplish a similar work over and over. Further, a portion of the representatives may even leave an association which requests that they continue doing an equivalent bit of work for exceptionally extensive stretch of time. Expanded truancy one of the most genuine effects of long working hours on the human asset of an organization can be an expansion in the non-attendance of representatives. At the point when the representatives are given a bit of work which they need to perform more than once and for extensive stretches of time, they regularly will in general get exhausted of their work. Long working hours likewise upset the work life parity of the representatives, which eventually expands the degrees of worry among them. Subsequently, at some point or another, the representatives feel worried with their work and will in general take superfluous leaves from their occupations so they can take rest and can improve their work life balance. Slowed down work another negative effect of long working hours is slowed down work. Additional time and long working hours are in other manner an arrangement of examination that assesses the representatives investing additional effort as money related pay. To make the best out of it, the representatives may now and again slow down their ordinary work with the goal that they can come up with a rationalization and convey it further to their additional time periods. They probably won't work with a similar speed as they would have done without an additional time opportunity. By slowing down the work, they can finish a similar work in additional time and win additional motivating force (How Does Overtime Affect Employee Performance?, n.d.). Expanded in turnover rates as non-appearance is one of the results of long working hours, clearly gradually and consistently, the workforce would arrive at a phase where they would lean toward leaving the association as working there would build the outstanding burden on them and upset their work life balance. Subsequently, they at long last quit the associations and wind up expanding the turnover rates. Turnover rates can increment exponentially when associations approach their representatives to work for longer timeframes without really furnishing them with any sort of pay for the additional endeavors put in by them. Division long working hours can likewise cause division in the h

The Old Man and the Sea Essay

The Old Man and the Sea Essay Free Online Research Papers The Old Man and the Sea is an extremely mind boggling novel; there are emblematic implications behind everything. This tale was composed by Ernest Hemingway, the story of this elderly person in Cuba depended on himself his life. The elderly person named Santiago and the kid named Manolin would angle constantly together. The kid and the man once went eighty-five days without getting a solitary fish however they never surrendered trust. The boy’s guardians made him work for an alternate pontoon however the elderly person realized the kid despite everything had confidence in him. The elderly person would experience numerous irksome clashes with himself and his environmental factors, however one of which could be the fight for his life. The elderly person has battled through a ton of things, however the spasm in his left hand was difficult. It couldn't have come at a more awful time, he had quite recently gotten the marlin and now would need to battle it and attempt to kill it with one hand. The old man’s left had bombed him previously, similar to when he was arm wrestling in Casablanca. â€Å"He had attempted a couple of training matches with his left hand. However, his left hand had consistently been a deceiver and would not do what he approached it to do and he didn't trust it† (Hemingway 71). The old man’s hand was solid and he was unable to get it to quit squeezing, and in the event that he required it to get the marlin he would need to open it coercively. The marlin was one of a kind about how he took care of being on the line. The marlin would not flail wildly or leap out of the water. The elderly person combat the marlin for three days living without rest or much food: At that point he started to feel sorry for the incredible fish that he had snared. He is magnificent and odd and who realizes how old he will be, he thought. Never have I had such a solid fish nor one who acted so oddly. Maybe he is too insightful to even consider jumping. He could destroy me by bouncing or by a wild surge. In any case, maybe he has been snared commonly previously and he realizes this is the way he should make his battle (Hemingway 48, 49). The elderly person was beginning to get confounded. â€Å"I couldn't care less who murders who† (Hemingway 92). He begins to surrender, however he realizes he has nothing else; to live for so he keeps a hold of the marlin and doesn't cut the line. The marlin at long last swims up near the vessel and with everything the elderly person had he drove the spear through the marlin. Santiago had at long last achieved his fantasy about getting this hugely enormous marlin, yet what he didn't know was the fight had quite recently started. As the elderly person cruised towards home the marlin’s blood left a path of dark red in the sea behind him. It would not be long until the main shark of the free for all came to chow down on the old man’s trophy. â€Å"He was a major mako shark worked to swim as quick as the quickest fish in the ocean and every little thing about him was wonderful aside from his jaws† (Hemingway 100). As the shark came nearer his expectation began to reduce. Numerous sharks followed and polished off whatever was left of the marlin and what was left of the old man’s pride, he was really vanquished. The elderly person isn't a lot of a strict man, yet he stills goes to God to support him. The elderly person solicits God to assist him with freeing from his issues and to assist him with getting the marlin. â€Å"I am not strict, he said. However, I will say ten Our Fathers and ten Hail Marys that I should get this fish† (Hemingway 65). God and the old man’s supplications have helped him through the fish and his issue, yet will it help him when the sharks come to take care of? The marlin and the elderly person build up a relationship while they are fighting one another. The elderly person alludes to the marlin as his sibling, yet the elderly person understands this is likewise his opponent. He says that the marlin is solid and insightful however so is the elderly person. As they battle through the three days he acquires and more regard for his enemy. With the exception of the feathered creatures and the fish he is totally alone away from any kind of human advancement. The elderly person has been on a battle with the ocean for three days attempting to keep him normal and to get this marlin. He begins conversing with the feathered creatures and wishes he resembled them to be free. After the fights the sharks off he at last reaches shorewards it was an entire other battle to get himself back to his shack, he was amazingly feeble and tired. The elderly person left with a wrecked heart and no pride, everything he could do was rest. The unfortunate and momentous novel of The Old Man and the Sea had representative or scriptural implications behind it where some allude to the author’s life. The old man’s fantasy about getting the marlin had worked out as expected yet was in a matter of seconds finished by the misleading sharks. The elderly person needed to show the town that he despite everything had something left and that he was not only a vulnerable elderly person and didn't need individuals to feel sorry for him. The kid despite everything admired the elderly person and still kept confidence in him. Research Papers on The Old Man and the Sea EssayLife After Death Personal EssayEmmett Till BiographyQuebec and CanadaMRSA Staph BacteriaThe Damnable Life of FaustTartaros A Place of Ultimate PunishmentExempt versus Non-Exempt EmployeesProbation OfficersThe Story of Beatrix PotterThe Color Purple

Greek mythology in western art and literature Essay

With the rediscovery of traditional vestige in Renaissance, the verse of Ovid turned into a significant effect on the creative mind of artists and specialists and stayed a crucial impact on the dispersion and impression of Greek folklore through ensuing centuries.[2] From the early long stretches of Renaissance, craftsmen depicted subjects from Greek folklore close by increasingly regular Christian topics. Among the most popular subjects of Italian specialists are Botticelli’s Birth of Venus and Pallas and the Centaur, the Ledas of Leonardo da Vinci and Michelangelo, and Raphael’s Galatea.[2] Through the mode of Latin and crafted by Ovid, Greek legend impacted medieval and Renaissance artists, for example, Petrarch, Boccaccio and Dante in Italy.[1] In northern Europe, Greek folklore never took a similar hold of the visual expressions, however its impact was evident on writing. Both Latin and Greek old style writings were interpreted, with the goal that accounts of folklore opened up. In England, Chaucer, the Elizabethans and John Milton were among those affected by Greek fantasies; almost all the significant English artists from Shakespeare to Robert Bridges turned for motivation to Greek folklore. Jean Racine in France and Goethe in Germany resuscitated Greek drama.[2] Racine adjusted the antiquated fantasies †including those of Phaidra, Andromache, Oedipus and Iphigeneia †to new purpose.[3] The eighteenth century saw the philosophical unrest of the Enlightenment spread all through Europe and joined by a specific response against Greek fantasy; there was a propensity to demand the logical and philosophical accomplishments of Greece and Rome. The fantasies, be that as it may, kept on giving a significant wellspring of crude material for producers, including the individuals who composed the libretti for Handel’s shows Admeto and Semele, Mozart’s Idomeneo and Gluck’s Iphigã ©nie en Aulide.[3] By the century's end, Romanticism started a flood of enthusiam for everything Greek, including Greek folklore. In Britain, it was an extraordinary period for new interpretations of Greek catastrophes and Homer, and these thusly roused contemporary writers, for example, Keats, Byron and Shelley.[4] The Hellenism of Queen’s Victoria artist laureate, Alfred Lord Tennyson, was to such an extent that even his representations of the quintessentially English court of King Arthrur are suffused with echoes of the Homeric sagas. The visual expressions kept pace, animated by the acquisition of the Parthenon marbles in 1816; huge numbers of the â€Å"Greek† canvases of Master Leighton and Lawrence Alma-Tadema were genuinely acknowledged as a feature of the transmission of the Hellenic ideal.[5] The German writer of the eighteenth century Christoph Gluck was additionally impacted by Greek mythology.[1] American writers of the nineteenth century, for example, Thomas Bulfinch and Nathaniel Hawthorne, accepted that legends ought to give delight, and held that the investigation of the traditional fantasies was basic to the comprehension of English and Americal literature.[6] As per Bulfinch, â€Å"the supposed divinities of Olympus have not a solitary admirer among living men; they have a place now not with the division of philosophy, yet to those of writing and taste†.[7] In later occasions, traditional subjects have been rethought by such significant producers as Jean Anouilh, Jean Cocteau, and Jean Giraudoux in France, Eugene O’Neill in America, and T. S. Eliot in England and by extraordinary authors, for example, the Irish James Joyce and the French Andrã © Gide. Richard Strauss, Jacques Offenbach and numerous others have set Greek legendary subjects to music.[1] References 1. ^ a b c d â€Å"Greek Mythology†. Reference book Britannica. 2002. 2. ^ a b c â€Å"Greek mythology†. Reference book Britannica. 2002. * L. Consume, Greek Myths, 75 3. ^ a b l. Consume, Greek Myths, 75 4. ^ l. Consume, Greek Myths, 75-76 5. ^ l. Consume, Greek Myths, 76 6. ^ Klatt-Brazouski, Ancient Greek and Roman Mythology, 4 7. ^ T. Bulfinch, Bulfinch’s Greek and Roman Mythology, 1

Writing About Deadling with Criticism in MBA Admissions

Many MBA essays ask you to write about a time you were given criticism and how you dealt with it. This may not be the kind of question you wished they had asked, but it is one that provides an excellent opportunity to show the highly prized quality of emotional intelligence (or EQ). Additionally, the people writing your letters of recommendation are almost sure to be asked to assess you in this same sensitive area: Did you respond with maturity and self-reflection, or did you struggle to suppress your anger at the perceived insult? How Criticism is Viewed by Millennials Adcom members remain acutely interested in candidates’ EQ. This may be due, in part, to the fact that today’s millennial applicants (especially Americans) have been raised without much constructive criticism, and in fact, have been taught to expect lavish praise for things previous generations did with no expectation of rewards or perks. Adcoms need reassurance that millennial applicants can accept criticism with grace, self-reflection, and maturity. This ability to turn a negative experience into an opportunity for growth is key to demonstrating your EQ – and your management potential. 6 Ways to Prep for the Question on Criticism Stay current. Choose an experience that took place within the last two years. It will be a more accurate gauge of your current maturity. State the circumstances leading up to the criticism briefly and directly. Did you discover the new software product still had bugs during the testing just three weeks before launch, but were afraid to report the bad news to your supervisor? Had you become angry with a colleague who was difficult to work with? Were you asked to mentor a new-hire, but found the job thankless and managed to evade some of those mentoring responsibilities? Whatever the situation, just tell it like it was. Show how your responded to the criticism. Did you expect what was coming, or were you blindsided? The adcoms will be alert to answers that seem shallow or lacking in sufficient detail. Did you respond instantly to the critic, or let them know you thank them for the feedback and would like a day to get back to them? Show a bit of the conversation you had with your critic and what you learned from that conversation. Reveal what you did to improve or mitigate the situation that led to the feedback. What actions have you taken to address your weaknesses? How did you improve after receiving this particular piece of feedback? And if the feedback was recent and you haven’t yet addressed it, what do you plan on doing? Show growth. What have you done to avoid future episodes like this? Don’t gloss over this with a one sentence answer, such as: â€Å"From this situation I learned to be more sensitive to how my colleagues were feeling.† Go deeper. For example, did you begin to spend more time talking to those colleagues on a regular basis, evaluating their view of events? Did you read any books on successful communication skills, or workplace dynamics? Did you set up regular times to meet with your supervisor to make sure you were on the same page with projects? Your changes have to be believable as a result of honest self-reflection and action. Put yourself in the critic’s shoes. What if you felt the criticism was unfair or unwarranted? If this is the case, it will still be important to show that you dealt with it in a mature way. Show how you tried to put yourself in your critic’s shoes: How was it possible they viewed the situation that way? The ability to consider another person’s point of view, even if it is erroneous, and then respond with tact, is an important element of EQ. Everyone makes mistakes, and everyone is on the receiving end of criticism from time to time. One thing that can distinguish you from other applicants is your ability to embrace such uncomfortable situations, and to turn them to your advantage through greater self-awareness and commitment to personal and professional growth. Check out Accepted’s MBA Admissions Services to learn how we can help you choose the criticism examples to include in your application and write about them with accuracy, maturity, and flair. Learn more about working one-on-one with your personal admissions coach now. By Judy Gruen, former Accepted admissions consultant. Judy holds a Master’s in Journalism from Northwestern University. She  is the co-author of Accepted’s first full-length book,  MBA Admission for Smarties: The No-Nonsense Guide to Acceptance at Top Business Schools, and other Accepted ebooks,  MBA Letters of Recommendation That Rock  and  Law School Letters of Recommendation that Rock.  Want an admissions expert help you get accepted? Click here to get in touch! Related Resources: †¢Ã‚  9 Secrets to Standing Out in Your MBA Application, free guide †¢Ã‚  Writing About Resilience in the Face of Failure †¢Ã‚  Can You Get Accepted After Doing Something Stupid? Writing About Deadling with Criticism in MBA Admissions Many MBA essays ask you to write about a time you were given criticism and how you dealt with it. This may not be the kind of question you wished they had asked, but it is one that provides an excellent opportunity to show the highly prized quality of emotional intelligence (or EQ). Additionally, the people writing your letters of recommendation are almost sure to be asked to assess you in this same sensitive area: Did you respond with maturity and self-reflection, or did you struggle to suppress your anger at the perceived insult? How Criticism is Viewed by Millennials Adcom members remain acutely interested in candidates’ EQ. This may be due, in part, to the fact that today’s millennial applicants (especially Americans) have been raised without much constructive criticism, and in fact, have been taught to expect lavish praise for things previous generations did with no expectation of rewards or perks. Adcoms need reassurance that millennial applicants can accept criticism with grace, self-reflection, and maturity. This ability to turn a negative experience into an opportunity for growth is key to demonstrating your EQ – and your management potential. 6 Ways to Prep for the Question on Criticism Stay current. Choose an experience that took place within the last two years. It will be a more accurate gauge of your current maturity. State the circumstances leading up to the criticism briefly and directly. Did you discover the new software product still had bugs during the testing just three weeks before launch, but were afraid to report the bad news to your supervisor? Had you become angry with a colleague who was difficult to work with? Were you asked to mentor a new-hire, but found the job thankless and managed to evade some of those mentoring responsibilities? Whatever the situation, just tell it like it was. Show how your responded to the criticism. Did you expect what was coming, or were you blindsided? The adcoms will be alert to answers that seem shallow or lacking in sufficient detail. Did you respond instantly to the critic, or let them know you thank them for the feedback and would like a day to get back to them? Show a bit of the conversation you had with your critic and what you learned from that conversation. Reveal what you did to improve or mitigate the situation that led to the feedback. What actions have you taken to address your weaknesses? How did you improve after receiving this particular piece of feedback? And if the feedback was recent and you haven’t yet addressed it, what do you plan on doing? Show growth. What have you done to avoid future episodes like this? Don’t gloss over this with a one sentence answer, such as: â€Å"From this situation I learned to be more sensitive to how my colleagues were feeling.† Go deeper. For example, did you begin to spend more time talking to those colleagues on a regular basis, evaluating their view of events? Did you read any books on successful communication skills, or workplace dynamics? Did you set up regular times to meet with your supervisor to make sure you were on the same page with projects? Your changes have to be believable as a result of honest self-reflection and action. Put yourself in the critic’s shoes. What if you felt the criticism was unfair or unwarranted? If this is the case, it will still be important to show that you dealt with it in a mature way. Show how you tried to put yourself in your critic’s shoes: How was it possible they viewed the situation that way? The ability to consider another person’s point of view, even if it is erroneous, and then respond with tact, is an important element of EQ. Everyone makes mistakes, and everyone is on the receiving end of criticism from time to time. One thing that can distinguish you from other applicants is your ability to embrace such uncomfortable situations, and to turn them to your advantage through greater self-awareness and commitment to personal and professional growth. Check out Accepted’s MBA Admissions Services to learn how we can help you choose the criticism examples to include in your application and write about them with accuracy, maturity, and flair. Learn more about working one-on-one with your personal admissions coach now. By Judy Gruen, former Accepted admissions consultant. Judy holds a Master’s in Journalism from Northwestern University. She  is the co-author of Accepted’s first full-length book,  MBA Admission for Smarties: The No-Nonsense Guide to Acceptance at Top Business Schools, and other Accepted ebooks,  MBA Letters of Recommendation That Rock  and  Law School Letters of Recommendation that Rock.  Want an admissions expert help you get accepted? Click here to get in touch! Related Resources: †¢Ã‚  9 Secrets to Standing Out in Your MBA Application, free guide †¢Ã‚  Writing About Resilience in the Face of Failure †¢Ã‚  Can You Get Accepted After Doing Something Stupid?

Personal Growth And Development Through Your Leadership...

Describe a specific example(s) of your personal growth and development through your leadership experiences in college. See the help text for additional direction. Through my leadership experiences at SCSU, I have grown into a strong, independent, and courage woman. This past spring semester, I took the opportunity to apply and be accepted to present at M.E.Ch.A.’s national conference about my independent studies course that I developed. I never imagined to share my cultural experiences on that level and have professors comment afterward about how they enjoy my presentation. There have been opportunities where I was able to discuss with administrators among other students and our concerns on campus issues facing students of color directly to them. I have met strong, academic leaders and students at conferences that have exposed me to love and embrace my cultural identity, indigenous roots, femininity, strength, and personal struggles. The education program gave me the opportunity to continue learning in another location for student teaching, which again has exposed me to new experiences, people, environments, and academic challenges. I n o longer view challenges as obstacles, rather I view them as tests to help me remember how worth it, the path I am on and pursing, is to me. When I first started my freshman year in fall 2012, I could have never imagined that I would do and come as far as I have. I remember when I began this journey, I said to myself that I would graduateShow MoreRelatedSelf Awareness And Environmental Influence1600 Words   |  7 Pagesinfluential and area of class I saw the most growth in myself was during the days I led class discussion. The first topic I had the pleasure of presenting to the class was on self-awareness. Leading discussions allowed me to really comprehend the material and I learned a lot from these experiences. 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You don t make your fortune in a day; you make it daily, a little bit at a time. What matters most is what you do day after day, over the long haul. The secret to leadership success is investing in your leadership development, much like letting your assets compound. The final result is Leadership Growth over time. Leaders aren t born; their made. The process of leadership is longRead More5 Levels of Leadership998 Words   |  4 PagesLEVELS OF LEADERSHIP. ‘an adaptation from the work of John Maxwell the leadership skills of Darek Nowakowski† Becoming an effective leader is a lot like being in the stock market. You don’t make your fortune in a day; you make it daily, a little bit at a time. What matters most is what you do day after day, over the long haul. The secret to leadership success is investing in your leadership development, much like letting your assets compound. The final result is â€Å"Leadership Growth† over time

Corruption Of The Russian Government - 1606 Words

Abstract Over the past decade (from 2004 to 2014), political corruption in Russia government is gradually uncovered by some global medias and organizations. Such tendency not only repainted the entire landscape of Russia government, but also raised public awareness on the significance of preventing a greater deterioration of this political phenomenon worldwide. This report aims to prove such political phenomenon is unethical through the comparison with code of conduct, and to provide tangible measures and solutions. The result suggests that high-level of corruption in the Russian government is one of the factors of inflation. It is also found that corruption will lead to social issues. Most importantly, such political behavior is unethical regarding the code of conduct. In order to achieve a revolutionary change in the Russia government, therefore, a redefinition of legislation and a recreation of domestic press are indispensible. Table of Content ABSTRACT 3 1. INTRODUCTION 4 1.1 BACKGROUND 4 1.2 AIMS AND PURPOSE 5 2.0 DISCUSSION 5 2.1 BACKGROUND 5 2.1.1 The influence on the economy 6 2.1.2 The influence on the society 6 2.2COMPARISON WITH CODE OF CONDUCT 7 2.3 MEASURES TAKEN TO DISCIPLINE OR PREVENT FURTHER OCCURRENCES 8 2.3.1 Redefinition of legislation 8 2.3.2 Recreation of domestic press 8 3.0 CONCLUSION 9 4.0 RECOMMENDATION 10 BIBLIOGRAPHY 10 1. Introduction 1.1 Background Political corruption, an abuse of power by government officials in orderShow MoreRelatedThe Country Of Moldova And The European Union1681 Words   |  7 Pagesdid not even exist to my knowledge. I had never heard its name, did not know where it was located, and I obviously had no idea about the extremely complex and serious ongoing issue with their government system. Moldova is one of the poorest countries in all of Europe and has been tossed around between Russian and Romanian control since the 16th century. 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Novel Resource for Abduction by Peg Kehret free essay sample

Novel Resource for Abduction! by: Peg Kehret |Title: abduction |Abduction! | |Author: |Peg Kehret | |Publisher: |Dutton Children’s Books | |Copyright Date: |2004 | About the Author: |Peg Kehret was born Margaret Ann Schulze in Wisconsin, moved to Minnesota when she was eight, and attended the University of Minnesota and California State | |(Interesting facts, etc) |Colleges for one year each. When she was a child, she had a bout with polio, which paralyzed her from the neck down for nine months. She married Carl | | |Kehret, adopted two children and moved to Washington State where she still lives. She published her first book in 1979 and her first children’s book in 1985| | |and has since written dozens more. She received her first Children’s Book Honor in 1986 and has received many more since. She and her husband traveled all | | |over the United States in a motor home so she could speak at schools, libraries and conferences. She is active in animal welfare causes, enjoys reading, | | |watching baseball and gymnastics, and playing with her pets and four grandchildren. |Web Address: |http://www. pegkehret. com/ | |E-Mail: |[emailprotected] net | | | | |Mailing Address: |Peg Kehret, P. O. Box 303, Wilkeson, WA 98396 | |Picture: |[pic]http://www. pegkehret. com/index. html | |Connection to the Book: |Peg Kehret recently told Contemporary Authors that she enjoys writing books that are entertaining and share her values at the same time. A recurring theme | | |she uses is that violence is never a solution and the characters in her books will use their brains to get out of trouble instead of a weapon. This is | | |evident in Abduction! when Bonnie and Matt must get away from their abductor by using a baseball. She is an animal lover and will use animals in her | | |stories. Again, the family dog, Pookie, is taken as a lure to abduct Matt. She is also a baseball fan and in the story, Bonnie finds Matt at a Mariner’s | | |baseball game. |Other books by this author: |Children’s Books | | |Winning Monologs for Young Actors: 65 Honest-to-Life Characterizations to Delight Young Actors and Audiences of All Ages | | |Deadly Stranger, Dodd | | |Encore! More Winning Monologs for Young Actors: 63 More Honest-to-Life Monologs for Teenage Boys and Girls | | |The Winner | | |Nightmare Mountain | | |Sisters, Long Ago | | |Cages | | |Acting Natural: Monologs, Dialogs, and Playlets for Teens | | |Terror at the Zoo | | |Horror at the Haunted House | | |Night of Fear | | |The Richest Kids in Town | | |Danger at the Fair | | |Dont Go Near Mrs. Tallie | | |Desert Danger | | |Cat Burglar on the Prowl | | |Bone Breath and the Vandals | | |Backstage Fright | | |Earthquake Terror | | |Screaming Eagles | | |Race to Disaster | | |Small Steps: The Year I Got Polio | | |The Ghost Followed Us Home | | |Searching for Candlestick Park | | |The Volcano Disaster | | |The Blizzard Disaster | | |Im Not Who You Think I Am | | |Shelter Dogs: Amazing Stories of Adopted Strays | | |The Flood Disaster | | |The Secret Journey | | My Brother Made Me Do It | | |Dont Tell Anyone | | |The Hideout | | |Saving Lilly | | |Five Pages a Day: A Writers Journey | | |The Stranger Next Door | | |Escaping the Giant Wave | | |Spy Cat | | |The Ghosts Grave | | |Plays | | |Cemeteries Are a Grave Matter | | |Let Him Sleep till Its Time for His Funeral | | |Spirit! | |Dracula, Darling | | |Charming Billy | | |Bicycles Built for Two (musical) | | |Adult Books | | |Wedding Vows: How to Express Your Love in Your Own Words | | |Refinishing and Restor ing Your Piano | |Annotation: | Six-year-old Matt has been abducted by a father he has never met. He has always imagined meeting his father but now he’s not so sure. Very few clues | | |have been left behind and now his mother and sister, along with law enforcement, are doing everything they can to find him. Why was he abducted? Will he | | |ever be found? | | |Peg Kehret has a way of creating suspense in her stories. She easily conveys the inner feelings and thoughts of the characters in her book in order for the | | |reader to relate to their mood and frame of mind. Each character is unique in their personality, age and concerns. She has the ability to create a story | | |about a social issue such as child abduction and present techniques that children should use to avoid such a situation. | |Book talk: |Six-year-old Matt has been abducted by a father he has never met. He has always imagined meeting his father but now he’s not so sure. Very few clues have | | |been left behind and now his mother and sister, along with law enforcement, are doing everything they can to find him. Why was he abducted? Will he ever be| | |found? | | | |Characters: |Name Age: |Relationship to other characters: |Personality traits: | | |Matt – 6 years-old |Abducted child |Knows that he shouldn’t go with strangers but is fooled into going,| | | | |misses his mother and sister | | |Bonnie – middle school age |Half sister of Matt |Cares for her brother, really thinks about how and who took him, | | | | |does whatever she can to try to find him | | |Anita Sholter – adult |Mother of Matt and Bonnie |Frantic to find Matt, still has the sense to take care of Bonnie | | |Denny Thurman |Father of Matt Liar, gambler, thinks only of himself | | |Pookie – old |Matt’s dog |Old, slow, almost blind, loves attention | | |Nancy – middle school age |Bonnie’s friend |Supports Bonnie in this hard time, tries to keep her spirits up | | |Grandma and Grandpa |Grandparents of Matt and Bonnie |Worried and upset but ready and willing to help | | |Fred and Ruth Faulkner – 70’s |Old couple who found Pookie |Dog lovers, take care of Pookie until they find out who he belongs | | | | |to | | |Detective Morrison |Detective looking for Matt |Business-like and efficient but concerned about the family dealing | | | | |with the kidnapping | |Conflict: |Matt has been abducted. Everyone is looking for him but all clues lead to a dead end until Bonnie sees a boy who looks like Matt at the Mariner’s b aseball | | |game. She decides to check him out but gets caught by Denny and is taken too. Now she and Matt must try to escape together. | Conflict Resolution: |As Denny points a gun at Bonnie, she yells out â€Å"zinger† to Matt. â€Å"Zinger† is a special word the two children use when Matt is practicing his fastest and | | |hardest pitch. Matt throws the baseball and hits Denny, which gives them time to escape while Denny is captured. | |Genre: |Contemporary Realistic Fiction | |You’ll love these: |Same genre / interest level: |Colibri by Ann Cameron | | | |Hope’s Crossing by Joan E. Goodman | | | |Lion Boy trilogy by Zizou Corder | | | |Quid Pro Quo by Vicki Grant | | |By same author: |Spy Cat | | | |Earthquake Terror | | | |Escaping the Giant Wave | | | |My Brother Made Me Do It | | | |Terror at the Zoo | | | |Searching for Candlestick Park | |Interest level / reading level:|From www. perma-bound. com: |Interest level – grades 5 – 9, Reading level – grade 4. 7 | | |From Bound to Stay Bound Catalog: |Age Range – 10 – 14 | Read-aloud pages/passage: |Chapter and page #: |Description of action: | | |Page 44, last 3 paragraphs and 1st |Matt is arguing with Denny about leaving Pookie in a park. Denny shows Matt the gun he has hidden under his shirt and Matt moves| | |paragraph on page 45 |as far away from him as he can. | | |Page 116, last 3 paragraphs |Bonnie summarizes what is happening three days after Matt was kidnapped. Her grandparents have arrived and it’s not like their | | | |usual visit. Each day is a blur as they go out to various places to hang missing posters. | |Setting: |Present day, in Seattle, Washington | |Summary: |Six-year-old Matt has been abducted by a father he has never met. He has always imagined meeting his father but now he’s not so sure since his father is | | |only using Matt in order to get money to gamble. Very few clues have been left behind and now his mother and sister, along with law enforcement, are doing | | |everything they can to find him. Luckily, Matt’s sister, Bonnie, sees him at a Mariner’s baseball game but is caught by Denny, Matt’s father. Now both Matt| | |and Bonnie are his captives and must escape. While riding on a ferry, Bonnie yells out to Matt, â€Å"zinger,† which tells Matt to throw his hardest pitch. Matt| | |is right on target and hits Denny, which allows the two to escape while Denny is apprehended. | |Point of View: |First person by various people during the book – Denny Thurman, Bonnie, Matt, Fred and Ruth Faulkner | |Themes: |Kidnapping, Crime Scene Investigation, Family Relationships | Across the Curriculum Connections: | |Subject: |Suggested Activities: |Resources: | |Kidnapping |These handouts describe ways for parents to |National Center for Missing and Exploited Children | | |protect their children as well as ways |http://www. missingkids. com/en_US/publications/NC122. pdf | | |students can act to protect themselves. |http://www. missingkids. om/en_US/public ations/NC94. pdf | | |Teachers can discuss these handouts with |http://www. missingkids. com/en_US/publications/NC01. pdf | | |students, send them home to parents, and then| | | |possibly do some role-playing with different | | | |scenarios. | |Crime Scene |Activities include fingerprinting, shoe |Susan Seagraves, teacher at Dannelly School QUEST Enrichment Center | |Investigation |prints, lip prints and handwriting analysis. |http://us. geocities. com/sseagraves/forensicscienceactivites. htm | |Activities: |Group Size |Description: | | |Whole Class |Ask a law enforcement representative to conduct a lesson on ways children can keep themselves safe and protected. Also, a chance to| | | |meet and learn about a canine unit would work well. | Discussion Questions: |Question |Type of Question (comprehension, analysis, | | | |predicting, cause/effect) | |Pre-Reading: |Why do you think the author chose the title, Abduction? What do you think this story is about? |Predicting | |Post-readi ng: |Would you have acted the same way Bonnie did? Why or why not? |Analysis | |First 1/3 of book: |What are all of the steps Denny had to go through in order to convince Matt to get into his car? Comprehension | |Second 1/3 of book: |What did Denny tell Matt to keep him from trying to escape? |Comprehension | |Last 1/3 of book: |How many clues did Bonnie and Matt leave behind? Would things have turned out differently if someone picked|Cause / Effect | | |up on the clues? In the end, whom did Bonnie and Matt have to rely on? | | |Language (spelling/vocabulary): | |Definition (found at www. dictionary. om) | | |Term | | | |paranoid |Exhibiting or characterized by extreme and irrational fear or distrust of others. | | |microfiche |A card or sheet of microfilm capable of accommodating and preserving a considerable number of pages, as of | | | |printed text, in reduced form. | |abduct |To carry off by force; kidnap. | | |premonition |A feeling of evil to come. | | |canine |An animal of the family Canidae, especially a dog. | | |custody |Guardianship over; in divorce cases it is the right to house and care for and discipline a child. | | |visitation |The right of a parent to visit a child as specified in a divorce or separation order. | |noncustodial |Not having custody of ones children after a divorce or separation. | | |debts |Something owed, such as money, goods, or services. | | |arsonist |A criminal who illegally sets fire to property. | | |ransom |Money demanded for the return of a captured person. | | |evicted |To put out (a tenant, for example) by legal process; expel. | Indiana Standards met by novel content: | | |English/Language Arts: |6. 1. 4, 6. 2. 6, 6. 2. 7, 6. 3. 2, 6. 3. 6, 6. 3. 8, 7. 1. 3, 7. 2. 4, 7. 2. 6, 7. 3. 2, 7. 3. 3, 8. 1. 3, 8. 3. 2 | |Science: |6. 2. 3, 6. 2. 5, 7. 2. 6, 8. 2. 8 | |Health: |6. 1. 1, 6. 3. 3, 6. 5. 1, 6. 5. 6, 7. 1. 1, 7. 3. 3, 7. 5. 1, 7. 5. 6, 8. 1. 1, 8. 3. 3, 8. 5. 1, 8. 5. 6 |