Job Application Personal Statement Example | Topics and Well Written Essays - 1000 words

Job Application - Personal Statement Example In other words, I know that I should be very discrete in choosing job openings I wish to pursue so I can be successful in my pursuit. Despite the immediate need of finances, I know that I should not jump to a job because it fills my pocket. I made it a point to make myself well-informed. I took the time to research on newspapers, advertising and company announcements. All these in consideration, I decided I would pursue a customer related position at _________________. Upon determining the job opening of my choice, I concentrated on finding out the details about the company. I researched on __________________'s reputation, how it has faired in the business world. I also predicted the fulfillment I will have with the position of interest. I also performed a SWOT analysis and compared it to the requirements of the job. It is shown as follows: After the preparations, I then wrote an application letter, prepared my resume and collected endorsement letters. The completion of the aforesaid documents for application was a long process. To be sure I observe the proper format; I consulted books and reputable sources online. I also asked the assistance of people I know. I made the effort to make my application documents impressive for I am aware that these are the first things an HR manager will base his impressions on. I I am now ready to be interviewed. Though I am not required to go to an interview, I still researched on the proper attire and the proper decorum that is expected of me in an interview. As I have assessed myself via the SWOT analysis, I am now fully aware of my value as a prospect employee and will convey this value in the interview. Even before the interview, I already have an idea of what I want to happen. With the end in mind, I will act accordingly. To further increase my chances of being hired, I will bring with me a portfolio of my achievements and previous work experience; and bring this portfolio up when the time is right. All things considered, it can be said that every employer wants something from every one of us. It is our goal to identify to them this certain something. As Hellen Keller once said, "We can do anything we want to do if we stick to it long enough". Thus, the secret of a successful job hunt is dedication and passion to one's

Pros and Cons of Abortion Research Paper Example | Topics and Well Written Essays - 500 words

Pros and Cons of Abortion - Research Paper Example According to the research findings, it can, therefore, be said that to understand the phenomenon of abortion better it would be ideal to look at its pros and cons. It is believed that abortion is a justifiable act as it is a killing of a fetus and not that of a human being. A person is originated at birth and not during conception. This is a biologically proven fact and hence favor abortion. The oath of Hippocrates which the medical professionals take itself forbids abortion and hence is a malpractice. â€Å"The original text of the Hippocratic Oath, the oath that doctors traditionally take when swearing to practice medicine ethically, forbids abortions†. The U.S constitution gives liberty to live to all men and killing of one life is against nation’s proclamation. â€Å"Allowing abortion directly contradicts the Founding Fathers intentions for an inalienable right to life in this country†. It is evidently clear from the discussion that abortion having pros and cons can be defended and justified according to the situation and effect of this medical procedure. It is not possible to condemn abortion altogether as it offers va rious benefits to women. The good side of abortion is weighed more in American society and the bad effects stand as reasons for the public to defend against it.

Approaches to Strategic International HRM (ISHRM)

Approaches to Strategic International HRM (ISHRM) Managers are not aware of the severe consequences treating their employees like that? Is it because of a deficit in managing people within an opposed cultural working environment or is it because of an inconvenient HRM strategy? Skinner, B. (1971) argued, that people are simply a product of the stimuli they get from the external world. Interestingly, negative reinforcement causes behavioral change in undesirable ways, whereas positive reinforcement causes rather intended change. General management is therefore not only accountable for defining such stimuli according the corporate strategy, but also its degree of involvement is a prerequisite for a successful HRM (Baron, J. Kreps, D., 1999). What difference does it actually make to augment the word international to HRM? Needless to say, as corporations globalize, HRM activities like HR-planning, staffing, developing, and retaining employees goes far beyond a national scope. Thus, IHRM broadly covers all issues related to the management of people in an international context (Stahl, G. Bj rkmann, I., 2007). Morgan (1986) developed a three-dimensional model of IHRM (Figure 1), which expose firstly the broad human resource activities of procurement, allocation and utilization, secondly the national or country categories involved in IHRM activities (host, home, other), and lastly three categories of employees of an international firm (HCNs, PCNs, TCNs). Morgan defines IHRM as the interplay among these three dimensions. Generally, IHRM involves the same activities as domestic HRM, for instance, procurement refers to HR planning and staffing; however, domestic HRM focuses only on activities within only one national boundary. Many firms underestimate the complexities involved in international operations, a nd there is some evidence to suggest that business failures internationally may often be due to poor management of HR (Desatnick, R. Bennett, M., 1978). Strategic International Human Resource Management in Multinationals Alfred Chandler highlighted once, structure follows strategy. Hence, a holistic  corporate strategy is not only based on a precise knowledge of internal and external factors  or can be measured along financial and non-financial KPIs. In fact, a sustainable corporate strategy must be a reference point towards every part of the value chain. Thereby, the functional-level is typically concerned with maximizing efficiency; and particularly the HRfunction addresses the question, Are the current HRM policies sufficient enough to support the strategy? Schuler, R. Jackson, S. (1987), took up Porter s framework of competitive strategies in order to develop a model of its idea in SIHRM (Figure 2). Their model concludes that business performance will increase, if HR policies mutually reinforce the firm s strategy. According to Dowling, P. Welch, D. (2005), MNEs operate in the context of worldwide conditions, including the external contexts of industry, nation, region and interorganizational networks and alliances. De Cieri and Dowling (1999) developed the model of strategic HRM in MNEs (Figure 3). The internal organizational factors are shown in order of most tangible to most intangible. Pointed out by Dowling, P. Welch, D. (2005), following developments in the literature, such as that of Taylor et al. (1996), (), the model suggests that there are reciprocal relationships between organizational factors, SHRM and multinational concerns and goals. For instance, HR activities such as expatriate management are influenced by both factors of procedures from in- and outside the company. Contrasting Two Approaches of Strategic International Human Resource Management Any convergence will be balanced by divergence (Harzing, A. Ruysseveldt, J., 2004). Its sound so simple, however, since MNEs globalize and their structure change rapidly, managers should decide upon two major issues; firstly, to which extent key decisions have to be made at the parent-country HQ or at the subsidiary units and secondly, which type of management control system the parent could execute in the subsidiary unit. Thus, the main distinction is whether to standardize or customize SIHRM. In case of standardizing SIHRM, the HQ decides upon HR policies and standards independently from their foreign subsidiaries. Forces towards standardization are mainly driven by the need for control and sustain of competitive advantage. Assuming that a generalized approach leads to conformity and unity among all employees, while neglecting cultural differences, the standardization may ensure adoption of corporate values und promotes the corporate strategy above national boundaries. However, the probability of a successful standardized approach depends very much on the openness of the foreign subsidiary to cohere, for instance, with the corporate work practices and cultural differences (Dowling, P. Welch, D., 2005). Since a standardized SIHRM approach is not only influenced by cultural differences that may facilitate resistance of the foreign subsidiary, Bae, J. Lawler, J. demonstrated (Figure 4) comprehensively which factors influence standardization of work practices (2000). Discussing issues about customization, the statement `Think global and act local pops up frequently. As customization of SIHRM considers the specific demands of the hostcountry, the involvement of foreign subsidiaries in managerial decisions is in comparison to a standardized SIHRM very high. By involving host management, parent firms should do both, acknowledge different cultural attitudes and take actions in order to incorporate them when feasible. Obviously, there is more than one correct way to manage people; thus, the HQ and the foreign subsidiary can gain from customization due to knowledge-sharing, resulting in cross-cultural learning. Another interesting point is the implication of corporate language. Even though, within most MNEs English is the corporate language, Marschan-Piekkari et al. puts it, companies do not have languages, people do. Therefore, language standardization in contrast to customization increases burden on foreign subsidiaries since being competent in the c orporate language is considered to be important for career development (Dowling, P. Welch, D., 2005). Conclusion Effective ISHRM is expected to assist the firm in achieving its goals and objectives. The managerial challenge for HRM is thereby not only the implementation of the corporate strategy, but also to define a meaningful balance between standardization and customization of its activities and policies. Heading for sustainable corporate values, MNEs should focus on managerial consistency. However, due to thinking global and acting local, they should not deny regional and cultural differences; rather heading for knowledge-transfer in order to  achieve a comparative advantage. Clearly, like Dowling, P. Welch, D. argued, while the global nature of the business may call for increased consistency, the variety of cultural environments may be calling for differentiation (2005). Reference List Baron, J. Kreps, D. (1999). Strategic Human Resources. John Wiley Sons: Hoboken Bae, J. Lawler, J. (2000). Organizational performance and HRM strategies in Korea. Academy of Management Journal, 43(3): 502-517. Chandler, A. (1996). Strategy and Structure: Chapters in the History of the American Industrial Enterprise. Cambridge, Massachusetts: The MIT Press. Clavell, J. (1983). The Art of War: Sun Tzu. New York: Dell Publishing. Desatnick, R. Bennett, M. (1978). Human Resource Management in the Multinational Company. New York: Nicholson. Dowling, P. Welch, D. (2005). International Human Resource Management: Managing People in a Multinational Context. Toronto: Southwestern College Publishing. Morgan, P. V., International Human Resource Management: Fact or Fiction. Personnel  Administrator, Vol. 31, No. 9 (1986) p. 44. Skinner, B. (1971). Beyond Freedom and Dignity. New York: Knopf. Stahl, G. Bj rkmann, I. (2007). Handbook of Research in International Human Resource Management. Cheltenham, UK: Edward Elgar Publishing Ltd. Schuler, R., Dowling, P.J. de Cieri, H. (1993). An Integrative Framework of Strategic International Human Resource Management. Journal of Management, 19(2): 419 60. Schuler, R. Jackson, S. (1987). Linking competitive strategies and human resource  management practices. Academy of Management Executive, 1(3): 207-9. Taylor, S., Beechler, S. Napier, N. (1996). Toward an Integrative Model of Strategic International Human Resource Management. Academy of Management Review, 21(4): 959 86.

Lsd :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  LSD stands for Iysergic acid diethylamide. LSD is a hallucinate know to be the most powerful drug of this kind. LSD is commonly known as acid. This drug changes a person’s mental state by distorting the perception of reality to the point where at high doses hallucination occurs. Acid is derived from a fungus that grows on rye and other grains. It is semi-synthetic. It’s manufactured chemically in illicit laboratories, except for a small percent, which is produced legally for research. A very minute does can significantly alter ones perception to the point of hallucination. Hallucination is when a person hears, or sees thing that don’t really exist. LSD is the most potent hallucinate. Approximately 100 times stronger than psilocybin, and 4000 times stronger than mescaline. LSD as it is pure is a white, odorless crystalline powder that is water-soluble. But because an effective does of the drug when it is pure is almost invisible it is mixed with other substances such as sugar and packaged in capsules, tablets, solutions, or spotted on to gelatin pieces of blotting paper. Dosages Acid is normally taken orally but sometimes is inhaled or injected, but there is a big risk that you might get infections or Aids while using unsteril needles or sharing with others.   Ã‚  Ã‚  Ã‚  Ã‚  The effects of LSD depend on several factors like: -  Ã‚  Ã‚  Ã‚  Ã‚  The amount taken at one time -  Ã‚  Ã‚  Ã‚  Ã‚  The user’s past drug experience -  Ã‚  Ã‚  Ã‚  Ã‚  The manner in which it is taken -  Ã‚  Ã‚  Ã‚  Ã‚  The circumstances under which the drug is taken, place, presents of other people ect These factors are especially important with the use of acid. The effects of LSD on any user or even the same user but at different times are difficult to predict. Short-term effects   Ã‚  Ã‚  Ã‚  Ã‚  These effect will appear a few hours after usage and disappear in hours or days: Physical effects like, numbness, muscle weakness and trembling, rapid reflexes, increased blood pressure, heart rate, and temperatures, impaired motor skills and coordination, dilated pupils, nausea and sometimes seizers. Dramatic changes in perception, thought, and mood occur shortly after physical effects. These may include: - Pseudo-hallucinations that the user is aware of. -  Ã‚  Ã‚  Ã‚  Ã‚  Distorted perception of times. -  Ã‚  Ã‚  Ã‚  Ã‚  Distance -  Ã‚  Ã‚  Ã‚  Ã‚  Gravity -  Ã‚  Ã‚  Ã‚  Ã‚  The space between oneself and the environment

Curriculum designing guidelines Essay

Purpose The construction of experiences and outcomes that effectively provide progression in each curriculum area and convey the values, principles and purposes of A Curriculum for Excellence is central to the success of the program. In particular, it is important that you reflect relevant aspects of the four capacities in your work. If we can get this right these outcomes and experiences will have a significant, positive, impact on classroom practice and hence on the learning experience of all children and young people. It is an exciting prospect. Starting point In phase 1 each early review group should be asked to simplify and prioritise the curriculum (from age 3 to 15 in the first instance) retaining what currently works well and making changes where these were justified by research evidence. The output from phase 1 of the review process and the rationale for your curriculum area, research and other national and international comparators are your starting points. Your work will be based on the relevant parts of the Curriculum Frameworks: for Children 3 – 5, 5 – 14 guidelines, Standard Grade, and National Qualifications. It is important that experience and outcome statements you write at each Curriculum for Excellence level provide appropriate cognitive demand. The framework for outcomes The experiences and outcomes will sit within a framework of advice to teachers. Curriculum Area The eight curriculum areas are: Expressive Arts, Health and Wellbeing, Languages, Maths, Religious and Moral Education, Science, Social Studies and Technologies. Rationale The rationale provides an overview of the curriculum area states its main purposes and describes its contribution to the values and purposes. Subsets of the curriculum area Each curriculum area is subdivided either into fields of learning – or ‘subjects’ (e. g. Expressive Arts into art, drama, dance and music) or into aspects of learning in that area (e. g. Languages into listening and talking, reading and writing) Lines of development These identify learning tracks in each subset of the curriculum area. They are expressed in different ways in each area of the curriculum. For example within expressive arts they identify the skills to be developed: creating, presenting and evaluating in art, drama, dance and music; within science they describe broad areas of knowledge and understanding to be developed; biodiversity, being human and cells in Our Living World. Experiences and outcomes Within each line of development, experiences and outcomes describe the expected progression in learning for children and young people. Essential outcomes. Essential outcomes are a small number of high level statements, derived from the main purposes described in the rationale, that encapsulate what learning in that curriculum area provides for all children and young people. Taken together, the essential outcomes are intended to sum up the expectations for the broad general education of all young people. The focus of your work will be writing the experiences and outcomes for your curriculum area. It is likely that there will be interplay between what you produce and the ‘essential outcomes’ , which are the ones helping to shape and refine the other in an iterative manner. Outcomes should be written in the clearest possible English. Where possible these should be accessible to children and young people, but not at the expense of clarity. It is also important to try to write lively and engaging experiences and outcomes. Best Practices of Writing the Curriculum Ultimately the intention is to produce streamlined guidance for the entire curriculum in a single document. We also intend to make the outcomes available in electronic format to allow curriculum leaders and teachers to identify and blend outcomes from both within and beyond curriculum areas. Several stages will be required to achieve this.

What Are the Main Barriers to Particpation in Sport of Disabled Bodied Sports Men and Women

What are the main barriers to participation in sport for people with disabilities? People with disabilities have much to offer the world of sport. As well as the top disabled sportspeople, there are many ordinary disabled people who can and do benefit from sport. Sport allows everybody to stay healthy and to meet people. However, people with disabilities do face serious obstacles to participation in sport. Society continues to discriminate against, handicap and impose barriers on disabled people.Also it is interesting to know that as much as three quarters of disabled adults rely on state benefits as their main source of income they are also financially disadvantaged, which multiples barriers to participation. The ‘disabled' are not all the same, but a mixture of people with a range of disabilities including deafness, sight impairment, amputation, paraplegia, cerebral palsy and learning difficulties.Elite athletes with a disability competed for the first time for medals in the Commonwealth Games in 2002, but much more still needs to be done if disabled people are to enjoy the same sporting opportunities as the rest of the population. A survey taken out by Sport England in the same year reveals that people with disabilities must overcome significant problems if they are to enjoy anything like the same access to sporting activity s the non-disabled population.Amongst the results, Sport England discovered that just over 50% of the disabled population had taken part in any kind of sporting activity in the last month before the survey. This is 24% less than non-disabled people. Looking at the experiences of disabled people who take part in sport, the study found that: Of those disabled adults who participated in sport in the 12 months before the survey, 65% would like to play more. Also a negative experience in sport due to their health problem or disability was reported by 14% of disabled adults.The overall conclusion of the report is that rather than concent rating on increasing the supply of suitable facilities or providing adapted equipment, which have been the usual responses to this problem, more needs to be done to provide people with a disability with credible information on the sports and physical activities that they might be able to do given the nature of their disability. There are currently seven national disability sports associations, which are united by the English Federation of Disability Sport, a charity founded in 1999.The associations are: Disability Sport England (DSE), British Deaf Sports Council, British Blind Sport, Cerebral Palsy Sport, British Wheelchair Sports Foundation, British Amputee and Les Autres Sports Organisation, the English Sports Association for People with a Learning Disability. Traditionally, disability has been viewed from a medical perspective. People with disabilities have been considered as dependant and passive rather than independent and self-governing, probably because they have been support ed by various carers and professionals.This limited and limiting view has more recently been updated with a social view which recognises that attitudes, assumptions, myths and stereotyping, along with inadequately deigned environments all impose limitations on disabled people. Organisations, which are developed by and for non-disabled people, are now seen as the main sources of discrimination. Identifying the Barriers It is not always possible for disabled people to go to events. Transport to facilities may be difficult. This is because venues may be too far away for them to travel and modes of transport for them are limited, depending on their disability.There may not be suitable doors and ramps at entrances to buildings. Modifying buildings for disabled people can be expensive, so therefore most buildings lack correct access. Also plans for facilities, funding and events do not always take account of needs of the competitors and spectators with disabilities. Sports centres and clu bs do not automatically make provision for everyone, including people with disabilities. Governing bodies do not usually hold events for disabled people within the able bodied championships. People with disabilities may have had little opportunity in the past to develop their sporting skills.This is because integration of school pupils with disabilities into physical education lessons presents many challenges. Also disabled people may not be able to afford the coast of taking part in sport. This is because as previously stated three quarters of the disabled population rely on state benefits and do not have much disposable income. Also disabled people face the one of the same barriers women face. This barrier is the media. Women have a lot less media coverage compared to men; however the disabled have even less than that.If there are many more sporting role models for the disabled, such as Tanni Grey Thompson and Ade Adepitan, they will be encouraged to participate more and aspire to be more like them. What's Being Done? The Sports Council aims to ensure equality of opportunity for people with disabilities to take part in sport and recreation at the level of their choice. They have seen main objectives: * To raise the profile of people with disabilities in sport. * To make sure plans for sport include the needs of people with disabilities. * To provide opportunities for people with disabilities to take part in sport. To improve access to sport for people with disabilities. * To encourage involvement for people with disabilities in international sport. * To use all resources and to seek extra fiance * To make sure sport meets the needs of people with disabilities. Our local council is committed to promoting equality of opportunity and providing equal access to employment opportunities, services and facilities for everyone within the community. People who work in the public sector have to consider the impact of their work on disabled people, and take action to ta ckle disability inequality.This should means that disabled people have better employment opportunities and do not come across discrimination when using a service. It should also help promote positive attitudes towards disabled people in everyday life. The Disability Sport Wales National Community Development Programme is a joint initiative between the Sports Council for Wales, the Federation of Disability Sport Wales and the 22 local authorities across Wales. The scheme is aimed at developing quality community based sporting and recreational opportunities for disabled people throughout Wales.The programme is promoted and delivered through a network of Disability Sport Wales Development Officers located across every Local Authority in Wales. Disability Sport Wales aims to create new clubs and give professional advice and support to improve existing clubs, increase the number of disabled people who actively participate in sports clubs, groups and sessions. Also to improve the quality and number of coaches and volunteers within disability sport through coach education and other systems and create new and further develop existing opportunities for disabled people to compete in sport at local, regional and national level. Another of heir aims is to work closely with the Federation's National Performance Manager ensuring that individuals with potential are given the opportunity to train and, where appropriate, compete to the highest standards. Another of their ‘missions' is to ensure that Wales maintains the Nations current medal winning achievements and continues to support and contribute toward Great Britain Teams in Paralympics, Deaflympic and Intellectual Disability sport They aim to do this by delivering an athlete centred programme ensuring that elite athletes reach their full potential at the very highest standards of performance within disability sport.Do you think that sportsmen with disabilities should be able to compete in the same sports as able bo died athletes? Yes I think that anyone should have the chance to participate at any level if they have the required skill set and talent, being disabled may give a performer little advantage or disadvantage, some new rules or different regulations would have to occur or be instated.