What’s Make an Effective Hrm

Course Study Guide Part 1: Course Info 2012–13 International HRM INDU1130 Contents 1. Welcome3 2. Introduction to the Course4 2. 1Introduction and Rationale4 2. 2Aims4 2. 3Learning Outcomes4 2. 4Learning and Teaching Activities4 3. Contact Details5 4. Course Content6 5. Assessment Details8 5. 1Summary of assessment8 5. 2Assignment one – Group presentation and individual report8 5. 3Assignment two – Essay11 5. 4Final Examination13 5. 5Resit Assessment13 6. Reading13 6. 1Core Textbooks13 6. 2Supplementary Reading14 6. 3Other Sources15 7. Other Details15 8. Feedback sheets15 . Past Exam Papers18 1. Welcome Dear student, Welcome to the final-year course International Human Resource Management. We hope that you will enjoy the course. This course, which is an option for students on the BABM and other programmes, assumes no detailed prior knowledge of the field of human resources management. This course handbook explains how the course is organised and what the assessme nts are. It also lists the lecture and tutorial topics. Tutorials accompany the weekly lectures, and are designed to deepen your understanding of the topic using real-life examples.We expect you to attend all lectures and tutorials, and to do all the prescribed reading (detailed in section six) – generally, you have to read one chapter per week from the course textbook. This course deals with the question how organisations (private-sector companies as well as public sector organisations) manage people, in particular how they motivate employees to achieve the high standards of performance required in today's competitive markets. The course also deals with the wider social, economic, political and historic context within which organisations operate.The course is split into two parts: The first term introduces you to Human Resource Management (HRM), while the second term introduces Employment Relations (ER), sometimes also called Industrial Relations (IR). Both fields are closel y related, but focus at different aspects of the employment relationship (the relationship between employer and employees). HRM focuses mainly at the company level, while ER also investigates the national (and international) levels; and while HRM focuses more on individual employees, ER concentrates more on groups of employees and their representatives, trade unions.Human resource management is both an academic theory and a business practice. It is based on the notion that employees are humans, and thus should not be treated as a basic â€Å"business resource† (despite the name â€Å"human resource management†). HRM focuses on the human aspect of a company and its strategic importance. HRM is, supposedly, very different from traditional â€Å"personnel management†, which is a purely administrative function. HRM is much more than the pure administration of personnel and their contracts (e. g. wages, payment systems, and working hours).HRM deals with topics such a s employee involvement (i. e. giving employees a say at work) and motivation. Employment relations or industrial relations focuses on the wider relations between management and workers, particularly groups of workers represented by trade unions, and the structure of labour markets. Industrial relations can take place on many levels, such as the â€Å"shop-floor† (i. e. at the level of the factory or office), the regional level, or the national level. Governments set the framework for industrial relations through legislation and regulations.The climate and institutions of industrial relations vary considerably between countries, being more â€Å"cooperative† in some (e. g. Germany and Japan) and more â€Å"adversarial† in others (e. g. the US, the UK and France). Again, We hope that you will enjoy the course and find it useful! Good luck! Niels-E. Wergin-Cheek (course leader)and the course team| | 2. Introduction to the Course 2. 1Introduction and Rationale Human resources are being recognised increasingly as vital to achieve competitive advantage, and managing human resources is thus a vital activity.The course introduces relevant concepts and theories in the field of HRM, and will provide students with the knowledge, understanding and key skills required to undertake human resource management at a professional level. This course is aimed at those students on generalist business and management programmes (in particular BABA and BABM students) in the Business School who have not previously studied any specialist HR courses. The course focuses, as much as possible, on comparative and international aspects of HRM. 2. 2AimsThis course aims to outline the background and the main theoretical frameworks for the study of HRM; explain the historical context in which HRM is located; and introduce the broad functional areas of HRM, its organisational responsibilities, and how they interact. Rather than focusing solely on the situation in the UK, read ings, examples, and case studies from a variety of countries will be used, highlighting international diversity, allowing students to compare the role, activities, and institutional frameworks of HRM in different national contexts. 2. 3Learning OutcomesKnowledge and understanding of: * reasons why human resource management is a vital part of organisational success, * main theoretical frameworks used in HRM, * broad activities of HRM such as resourcing, reward, performance management, training and development and employee relations, * policies and practices in these key areas of HRM that are available to HR managers, * best practice in these areas and the business reasons for them, in particular the role of employee involvement and participation in motivating and empowering employees, * the ways in which these areas are interconnected, the external and internal factors which potentially have an impact on these four areas, * the strategic integration of the main HR functions into corp orate strategy, * international and comparative aspects of HRM (†¦) 2. 4Learning and Teaching Activities The course supports the student in an independent learning process in which teaching is interspersed with reading and information gathering. Students are encouraged to relate key theories within the subject field to practice at workplace level. Lectures introduce and familiarise the students with the main issues surrounding the course.Tutorials contain a combination of tutor-led and student-centred activities. The latter will be used to enable independent learning with students collaborating in groups. Activities include the discussion of videos, case studies and other readings, as well as group discussions, role plays and presentations by students. 3. Contact Details Name | Room| E-mail | Phone | Office Hours| Le Quyen Thuy Trang| | [email  protected] com| +84-903 148 548| | 4. Course Content Abreviations: ch: chapter, wk: week; chapter numbers refer to core textbooks (se e below) Lecturers: Bui Quoc Liem, Le Quyen Thuy Trang | Date| | Topic| | Reading| Block 1| | PART I: The HRM arena and context| | | 1| | Lecture| The nature of human resource management (NW)| | Bratton,| | | Tutorial| Introduction to the course | | ch. 1| 2| | Lecture| The Context of Human resource management (PG)| | Bratton,| | | Tutorial| Oil Tool Inc case study| | ch. 4| 3| | Lecture| Strategic human resource management (PG)| | Bratton,| | | Tutorial| Air National case study| | ch. 2| 4| | Lecture| International human resource management (PG)| | Bratton,| | | Tutorial| FAEKI case study| | ch. | 5| | Lecture| Restructuring Work and Organisations (PG)| | Bratton,| | | Tutorial| Wolds Insurance case study| | ch. 5| 6| | Lecture| Flexibility (PG)| | Bratton,| | | Tutorial| ‘Flexibility at Burton Group and Ferodo’ exercise| | ch. 5| | PART II: HRM functions and practices| | | 7| | Lecture| Resourcing I: HR Planning (PG)| | Bratton,| | | Tutorial| Presentation 1: Human Re source PlanningCDX Bank case study| | ch. 6| 8| | Lecture| Resourcing II: Recruitment and Selection (PG)| | Bratton,| | | Tutorial| Short listing exercise| | ch. | 9| | Lecture| Resourcing III: Performance Management, Appraisal (PG)| | Bratton,| | | Tutorial| Presentation 2: Performance Management, AppraisalInsight Communications case study| | ch. 8| 10| | Lecture| HRD / Training and Development (PG)| | Bratton,| | | Tutorial| Presentation 3: HRD / Training and DevelopmentAppoint in Hase, Repent at Leisure case study| | ch. 9| 11| | no class| Reading week| | | 12| | Lecture| Employee Reward (PG)| | Bratton,| | | Tutorial| Presentation 4: Employee RewardCity Bank case study | | ch. 0| 13| | Lecture| Evaluating HRM (PG)| | Bratton,| | | Tutorial| Report surgery session| | chs. 14+15| Block 2| | PART III: PERFORMANCE MANAGEMENT – STRATEGIC AND GENERAL CONSIDERATIONS| | | 14| | Lecture| Chapter 1: Performance Management and Reward Systems in Context  Ã‚  | | Aguinis| | | Tutori al| Case Study: Good practice in performance management | | ch. 1| 15| | Lecture| Chapter 2: Performance Management Process  Ã‚  | | Aguinis| | | Tutorial| Case Studies:Disrupted links in the performance management process at Omega Inc.Performance Mangement at the University of Ghana| | ch. 2| 16| | Lecture| Chapter 3: Performance Management and Strategic Planning  | | Aguinis ch. 3| | | Tutorial| Case Study: Creating a Strategy and Linking It to Performance at The Gap, Inc| | | PART IV: PERFORMANCE MANAGEMENT – SYSTEM IMPLEMENTATION| 17| | Lecture| Chapter 4: Defining Performance and Choosing a Measurement Approach  Ã‚  Ã‚  | | Aguinis| | | Tutorial| Case Study: Identifying Task and Contextual PerformanceChoosing an Appropriate Performance Measurement ApproachSt. Jessica’s Urban Medical Center Emergency Room| | ch. | 18| | Lecture| Chapter 5: Measuring Results and Behaviors  Ã‚  | | Aguinis| | | Tutorial| Case Study: Accountabilities, Objectives and StandardsT he College of Business at VIP University| | ch. 5| 19| | Lecture| Chapter 6: Gathering Performance Information  | | Aguinis ch. 6| | | Tutorial| Evaluating an Appraisal Form used in higher education| | | 20| | Lecture| Chapter 7: Implementing a Performance Management System  Ã‚  Ã‚  | | Aguinis| | | Tutorial| Implementing a Performance Management Communication Plan at Accounting, Inc. Training the Raters at Big Quality Care| | ch. 7| PART V: EMPLOYEE DEVELOPMENT| 1| | Lecture| Chapter 8: Performance Management and Employee Development  Ã‚  Ã‚   Chapter 9: Performance Management Skills  Ã‚  Ã‚   | | Aguinis| | | Tutorial| Development Plan Form at Old Dominion UniversityEvaluation of a 360-Degree Feedback System DemoPersonal Developmental Plan at BrainstormWas Robert Eaton a Good Coach? | | chs. 8+9| PART VI: REWARD SYSTEMS, LEGAL ISSUES AND TEAM PERFORMANCE MANAGEMENT| 22| | Lecture| Chapter 10: Reward Systems and Legal Issues  Ã‚  Ã‚   Chapter 11: Managing Team Performance   Ã‚  Ã‚  | | Aguinis| | | Tutorial| Case Study: Stryker & Boeing Reward PlansCase Study: Rewards System at H.H. Haley Company| | ch. 10+11| 23| | Lecture| Revision Lecture | | Re-read| | | Tutorial| Exam preparation| | | 24| | no lecture| -/-| | Re-read| | | Tutorial| Exam surgery session| | | | | 5. Assessment Details Your mark for this course is made up from three components: two pieces of coursework (an essay and a portfolio), and the final exam. These components are weighted differently (i. e. some count more than others): the exam accounts for half of your final mark, the essay for one fifth, the portfolio for three tenth.Marks range from zero to 100 per cent (zero being the worst). In order to pass the two pieces of coursework and the exam, you need to achieve at least 40 per cent. If you fail any of these, you might be able to retake the failed piece of assessment once. The assessment will be different from, but similar to the original one. You must follow the instructions given for each assessment, otherwise you might fail. It is important that you hand in both pieces of coursework on time. Late submissions will be marked zero (unless you are granted â€Å"extenuating circumstances†, e. . for being ill; cf. section 7. 2). In order to pass the course, the weighted average of your four pieces of assessment needs to be at least 40 per cent. If you fail the course, you might have to re-take it in the following academic year. 5. 1Summary of assessment Assessment Title| Weight towards final grade| Pass Mark| Due Date| Group presentation and individual report (HRM part 1)| 15%| 40%| 28 December 2012| Essay (HRM part 2)| 35%| 40%| 03 April 2013| Final examination| 50%| 40%| May 2013| Total| 100%| 40%| | 5. Assignment one – Group presentation and individual report Task:This assignment consists of two parts, a group presentation and an individual report. Both elements are compulsory, but only the second part will be marked. If you do not complet e both parts of the assignment, you will automatically be marked zero. Part one:Prepare a 15-minute group presentation investigating one of the following topics, using a case study: 1. Human Resource Planning 2. Performance Management and Appraisal 3. Human Resource Development / Training and Development . Employee Reward Your presentation should be based on a case study, i. e. it should investigate: * how one organisation (either a private company or a public-sector organisation) deals with these issues, * what actual or potential problems the organisation is facing in doing this, * what the causes for these problems are, * what alternative solutions to solving these issues there are, and how these could be implemented. For detailed guidance, please see the instructions on analysing case studies below.NB: The presentation itself is not marked. However, if you do not participate in preparing and delivering the presentation, you will not be allowed to submit the second part of this a ssignment (see below), which is marked. Part two:Prepare an individual report on the topic of your presentation. Your report should be based on extensive individual research on your topic, and should be referenced throughout. Your report should not merely summarise the case study, it should cover your topic (e. g. Human Resource Planning) in general.You should then use the case study to illustrate the topic, following the instructions on analysing case studies below, and relate this to the four questions above. It is important that your report develops an argument rather than just summarising points from the textbook or the case study. This is an individual piece of work (that is, you are not to write it collectively with fellow students); and that you should develop your points from the presentation further, rather than just repeating it in written form. You have to attach the slides you used during your presentation, otherwise your assignment will be marked zero.Sources to be used : HRM and Employment Relations textbooks * Employee relations and HRM textbooks * Academic journals (e. g. Industrial Relations Journal; Employee Relations) * HR Practitioner journals (e. g. Personnel Today, People Management) * Newspaper articles (e. g. Financial Times, Independent, Guardian, not tabloids like, for example, the Sun) * CIPD website (www. cipd. co. uk) Word Limit:1,500 words Due Date: 28 December 2012 Weighting:This assessment is worth 15% of the overall mark for the course. Format: Word-processed, eleven point font, 1. 5 spacing, wide margins (2. cm top, left and bottom; 5cm right); attach a header sheet (cf. section 8. 2). If you do not follow these formatting instructions, you will be marked down ten percentage points as a penalty. FeedbackYou will receive written feedback. It is important that you read it as it will help you with your next assignment. Nota Bene: The individual report must be your own work, and not copied by or from another student or from books e tc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you must reference your sources, using the Harvard style.Make sure that you know how to reference properly, and that understand the guidelines on plagiarism! If you do not, you might fail! 5. 3Assignment two – Essay Choose one of the following two questions. You must follow the instructions given below! Question 1: What makes an effective Human Resource manager? What skills, competencies and knowledge does he or she require to become a successful manager in the organisation of today? Use at least one actual case example to illustrate your answer. Suggested Structure: Part of essay| What should be included|Introduction| Define what is meant by an HR manager. Outline the skills, competencies and knowledge required, using textbooks and journals. Give an overview of the essay’s main sections as well as your argument. | Main body| Discuss at least one case example of good practice , relating them to the skills, competencies and knowledge identified in the introduction, using the sources described below. Divide the main body into subsections, using your own subheadings. | Conclusion| Summarise your answer to the question and the main arguments you have used to arrive at that answer. References | In-text references and list of references (at the end of the essay) in Harvard style. | Sources to be used: * HRM textbooks (658. 3 in library catalogue) * Academic journals (e. g. Human Resource Management Journal) * HR practitioner journals (e. g. Personnel Today, People Management) * CIPD website (www. cipd. co. uk) * Corporate websites Question 2: How would you describe â€Å"good practice† in performance management in today's work organizations? What processes, strategic planning, measurement approach, and skills would you recommend?Illustrate your answer with at least one real life case example. Instructions: Word Limit:2,000 words Due Date: 03 April, 2013 Weighting:This assessment is worth 35% of the overall mark for the course. Format: Word-processed, eleven point font, 1. 5 spacing, wide margins (2. 5 cm top, left and bottom; 5cm right); attach a header sheet (cf. section 8. 2). If you do not follow these formatting instructions, you will be marked down ten percentage points as a penalty. FeedbackYou will receive written feedback. It is important that you read it as it will help you with your exam.Nota Bene: The essay must be your own work, and not copied by or from another student or from books etc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you must reference your sources, using the Harvard style. Make sure that you know how to reference properly, and that understand the guidelines on plagiarism! If you do not, you might fail! 5. 4Final Examination The exam lasts for two hours (plus reading time). It is a â€Å"closed book†, which means that you are not allowed to bring any books or notes into the exam (dictionaries are not allowed either).The exam accounts for 50 per cent of your overall mark for the course. The exam has two sections with four questions each. You will have to answer two (out of the four) questions from each section. Each question carries equal weighting. You will have revision lectures to prepare you for this that you must attend. Please refer to your Study Skills booklet for tips on revision and examination technique. Past exam papers for most courses are available in the library and on the University of Greenwich Business School website at http://gibs. gre. ac. uk/admin/pep. sf. Past exam papers for this course are available in section ten of this handbook. 5. 5Resit Assessment Your coursework and exam results will be reviewed by a Subject Assessment Panel (which looks at the course) and a Progression and Award Board (which reviews your progress). The discussions in these two committees will determine whether you have failed any cou rsework or exams, and whether you will be offered the chance to do resits. Please note that there is no automatic right to do resits; whether these are offered depends on your overall progress.Resits will usually involve a new coursework topic or exam. Where you have been deemed to have failed a piece of group work, or a presentation or a test, any resit of these will normally involve a similar piece of individual coursework. If you have been notified that you have to complete coursework resits, check on your course’s WebCT/Blackboard site where the details of the assessment task, submission dates and methods will be explained. If you have been notified that you have to complete exam resits, check the University’s exam timetable on the Student Portal. 6. Reading 6. Core Textbooks Block 1: Bratton, John and Gold, Jeff (2007): Human Resource Management – Theory and Practice (4th ed. ). Basingstoke: Palgrave Macmillan. ?37. 99, ISBN: 978-0230001749. Block 2: Herman Aguinis, (2013): Performance Management (3rd ed. ). Pearson. ISBN: 978-0132974356 We expect you to buy both of these books. They are essential to prepare you for, and help you with, lectures, tutorials, assignments and exam. The books are available in the university bookshop, which is located in the Mews building on campus (the first building on the left when entering the campus hrough the West Gate, opposite the library). NB: We have negotiated a special deal with the publisher: If you buy both books together at the University Bookshop, you will receive a discount of about 30% (? 20). 6. 2Supplementary Reading Bach, S. and Sisson, K. (2005): HRM and Personnel Management (4th ed). Oxford: Blackwell. Bamber, G. , Lansbury, R. and Wailes, N. (ed) (2004): International and Comparative Employment Relations: Globalisation and the developed market economies (4th ed). London: Sage. Baron, J. and Kreps, D. (1999), Strategic Human Resources: Frameworks for General Managers.New York: Wiley. Beardwell, I. , Holden, L. and Claydon, T. (2004): Human Resource Management: A Contemporary Approach (4th ed). London: FT Prentice Hall. Blyton, P. and Turnbull, P. (2004): The Dynamics of Employee Relations (3rd ed). Basingstoke : Palgrave Macmillan. Bratton, J. and Gold, J. (2003) Human Resource Management: Theory and Practice (3rd ed). Basingstoke: Palgrave Macmillan. Edwards, P. (2003): Industrial Relations – Theory and Practice. Oxford: Blackwell. Ferner, A. and Hyman, R. (ed) (2000): Changing Industrial Relations in Europe (2nd ed). Oxford: Blackwell. Foot, M. and Hook, C. 2005): Introducing Human Resource Management (4th ed). London: FT Prentice Hall. Gennard, J. and Judge, G. (2005): Employee Relations (4th ed). London: CIPD. Hollinshead, G. and Leat, M. (1995): Human Resource Management: an international and comparative perspective on the employment relationship. London: Pitman. Hollinshead, G. ; Nicholls, P. and Tailby, S. (2003): Employee Relations (2nd ed). Londo n: FT Prentice Hall. Huczynski, A. and Buchanan, D. (2003): Organizational Behaviour: an introductory text (5th ed). Harlow: Pearson. Hyman, R. (1975): Industrial Relations: A Marxist introduction.London: Macmillan. Hyman, R. (1989): The Political Economy of Industrial Relations. London: Macmillan Press. Hyman, R. and Ferner, A. (ed) (1994): New Frontiers in European Industrial Relations. Oxford: Blackwell. Kessler, S. and Bayliss, F. (1998): Contemporary British Industrial Relations (3rd ed). London: Palgrave Macmillan. Legge, K. (2005) Human Resource Management: rhetorics and realities (anniv. ed). Basingstoke: Palgrave Macmillan. London: FT Prentice Hall. Maund, L. (2001): An Introduction to Human Resource Management. London: Palgrave. Noon, M. and Blyton, P. (2002): The Realities of Work (2nd ed).Basingstoke: Palgrave. Redman, T. and Wilkinson, A. (2006): Contemporary Human Resource Management: Text and Cases (2nd ed). London: FT Prentice Hall. Salamon, M. (2000): Industrial Rel ations: Theory and Practice (4th ed). London: FT Prentice Hall. Torrington, D. ; Hall. L. and Taylor, S. (2005): Human Resource Management. London: FT Prentice Hall. Watson, T. (2002): Organising and Managing Work. Harlow: Pearson Education. Other books on Human Resource Management, Personnel Management or Industrial/Employee Relations in the library will also be useful to follow up particular topics.These are found at shelfmark (the book’s ID number, which can be found on it’s spine) 658. 3, or you can search the library OPAC (on-line catalogue) with keywords. The catalogue can be accessed at the library, and via the internet at http://libcat2. gre. ac. uk/TalisPrism. 6. 3Other Sources In addition to reading the texts, you should also read and consult the following newspapers, journals and web sites that are all available in the library: Newspapers: * Financial Times * The Independent * The Guardian * The Independent * The Times Journals: * Human Resource Management J ournal Incomes Data Services (IDS) Studies and Reports * Industrial Relations Journal * IRS Employment Trends * People Management * Personnel Today * Personnel Review Web Sites: * Trades Union Congress: www. tuc. org. uk * Confederation of British Industry: www. cbi. org. uk * UK Government: www. direct. gov. uk * Department of Trade and Industry: www. dti. gov. uk * ACAS www. acas. org. uk * European Industrial Relations Observatory: www. eiro. eurofound. eu. int * Chartered Institute of Personnel and Development: www. cipd. co. uk * People Management journal: www. peoplemanagement. co. k * Incomes Data Services: www. incomesdata. cu. uk . See also the websites suggested in the set texts 7. Other Details Please refer to your programme handbook for any further information you might require including methods of submitting assignments, advice and administrative procedures. 8. Feedback sheets The following three pages show the feedback sheets that your tutors will use to mark your assi gnments. Have a look at them to see what is required! ASSIGNMENT FEEDBACK Course: INDU1130 – International HRMAssignment 1: Report Student:_________________________Marker: ? NW ? PG | A| B| C| D| E| | ) Content (20%)Content relevant to topicTopic covered well| | | | | | Content has little relevanceSuperficial treatment of topic| 2) Argument (20%)Logically developed argumentAccurate presentation of evidence| | | | | | No coherent argumentEvidence questionable / no evidence| 3) Structure (20%)Good introduction (appropriate length, defines concepts used, gives overview of essay)Good main section (appropriate length, divided well into subsections using subheadings)Good conclusion (appropriate length, summarises answer and arguments used)| | | | | | Introductions not good or missingMain section not structured wellConclusions not good or missing| 4) Format (20%)| | | | | | (overall mark for section 4; details below)| 4. 1Style Fluently writtenAcademic writing style| | | | | | Inele gantly writtenInformal writing style| 4. 2 PresentationWell set outCorrect overall length| | | | | | Untidy and difficult to readUnder / over length| 4. 3 ReferencingCorrect in-text referencing in Harvard styleCorrect list of references in Harvard style | | | | | | Incorrect or missing in-text referencing Incorrect or missing list of references | 4. Syntax Correct spelling and grammarGood sentence construction| | | | | | Incorrect spelling and grammarPoor sentence construction| 5) Sources (20%)Adequate number of sources usedSources of appropriate quality (academic sources)Good range of sources (articles, chapters etc. )| | | | | | Too few sources usedInappropriate sources (e. g internet sources)Poor range of sourses. | NB: each of the five sections (content, argument, structure, format, sources) carries roughly equal weight towards the final mark; but marks are not derived mechanically from above feedback. Key to Grades: A: Excellent, B: Good, C: Satisfactory, D: Some inadequacies, E: Poor| General comments:| | First markerGrade awarded:| | Second markerGrade awarded:| | Final grade:| | ASSIGNMENT FEEDBACK Course: INDU1130 – International HRMAssignment 2: Essay Student:_________________________Marker: ? NW ? PG | A| B| C| D| E| | ) Content (20%)Content relevant to topicTopic covered well| | | | | | Content has little relevanceSuperficial treatment of topic| 2) Argument (20%)Logically developed argumentAccurate presentation of evidence| | | | | | No coherent argumentEvidence questionable / no evidence| 3) Structure (20%)Good introduction (appropriate length, defines concepts used, gives overview of essay)Good main section (appropriate length, divided well into subsections using subheadings)Good conclusion (appropriate length, summarises answer and arguments used)| | | | | | Introductions not good or missingMain section not structured wellConclusions not good or missing| 4) Format (20%)| | | | | | (overall mark for section 4; details below)| 4. 1Style Flu ently writtenAcademic writing style| | | | | | Inelegantly writtenInformal writing style| 4. 5 PresentationWell set outCorrect overall length| | | | | | Untidy and difficult to readUnder / over length| 4. 6 ReferencingCorrect in-text referencing in Harvard styleCorrect list of references in Harvard style | | | | | | Incorrect or missing in-text referencing Incorrect or missing list of references | 4. Syntax Correct spelling and grammarGood sentence construction| | | | | | Incorrect spelling and grammarPoor sentence construction| 5) Sources (20%)Adequate number of sources usedSources of appropriate quality (academic sources)Good range of sources (articles, chapters etc. )| | | | | | Too few sources usedInappropriate sources (e. g internet sources)Poor range of sourses. | NB: each of the five sections (content, argument, structure, format, sources) carries roughly equal weight towards the final mark; but marks are not derived mechanically from above feedback. Key to Grades: A: Excelle nt, B: Good, C: Satisfactory, D: Some inadequacies, E: Poor| General comments:| | First markerGrade awarded:| | Second markerGrade awarded:| | Final grade:| | 9. Past Exam Papers EXAMINATION PAPER – 2003/04 SESSION INTRODUCTION TO MANAGING HUMAN RESOURCES – INDU1025UNIVERSITY OF GREENWICH BUSINESS SCHOOL – LEVEL 1 This is a TWO HOUR examination plus ten minutes reading time. It is a closed book examination INSTRUCTIONS TO CANDIDATES You MUST answer ALL the questions in Part A (case study) Choose ONE question from Part B Choose ONE question from Part C Section A carries 33% of total marks Section B carries 33% of total marks Section C carries 33% of total marks ————————————————- SECTION A CASE STUDY SUPERSTORES Superstores is a large food retail company that has been in existence for 100 years. The organization has built a reputation for good quality fo ods, and depends on relatively well-off customers for its market.Most stores are in the South East of mainland Britain. There are more than 4,000 employees, and it is very dependent on part-time women workers and also student workers who mainly work in routine store jobs, paid just above the minimum wage level. Managers are full-time and are assigned to each store. The firm has medium to high labour turnover, because of the unsocial hours that some staff have to work, and the fact that students often do not want to stay for long. The firm has never recognized trade unions, but has had an informal system of local employee committees. However, many of these committees are no longer being used, so that there is little consultation with employees in some stores.The big retail food firms in Britain are in intensive competition with each other to sell food at low prices, which means that Superstores must find ways to cut labour costs by using its employees in a more effective way. At the same time Superstores must improve the customer service it offers and also give its customers a greater variety of quality foods. The trade union TGWU (Transport and General Workers’ Union) is actively recruiting Superstores employees. It looks as if Superstores will be presented with a claim for union recognition in the near future. The Managing Director of Superstores is aware of this, and is considering whether or not to accept a trade union presence, and if he should negotiate a partnership agreement with the union if they are recognized.SECTION A QUESTIONS – YOU MUST ANSWER ALL OF THESE (33%) 1. Advise the Managing Director on the legal position in Britain on trade union recognition. What are the advantages to Superstores of recognizing trade unions? What are the drawbacks? 2. What kind of flexibility is Superstores getting from its part-time employees? Why is this important in food retailing? SECTION B – YOU MUST CHOOSE ONE FROM THIS SECTION (33%) 3. What is Hofstede’s theory of culture? How does this help companies that operate in more than one country? What are the main criticisms of his theory? 4. Identify and outline the different managerial frames of reference. Which style of management fits each of these?Illustrate your answer with real-life examples. 5. Outline the legal position in Britain on redundancy. Besides conforming to the law, what are the advantages to firms of having a redundancy policy? 6. Briefly outline THREE theories that try to explain how the labour market works. Discuss which one best fits the current situation of the 21st century. SECTION C – YOU MUST CHOOSE ONE FROM THIS SECTION (33%) 7. What is meant by Taylorism and Fordist work systems? What problems are created by these ways of organizing work for people managers? 8. Outline TWO types of payment systems and the sort of jobs paid in each way. What are the recent trends in payment systems in the UK? 9.Describe TWO different theories that exp lain how people learn. Why do people managers need to know how people learn? 10. What do we mean by ‘performance appraisal’? What are the objectives of an appraisal interview, and what are the main problems that can arise? EXAMINATION PAPER – 2004/05 SESSION INTRODUCTION TO MANAGING HUMAN RESOURCES – INDU 1025 UNIVERSITY OF GREENWICH BUSINESS SCHOOL – LEVEL 1 This is a TWO HOUR examination plus ten minutes reading time. It is a closed book examination INSTRUCTIONS TO CANDIDATES Answer three questions in total, answer one question from each section. All questions carry equal marks. This is a closed book examination. ————————————————-SECTION A – Answer ONE question from this section 1. â€Å"Collective bargaining causes unnecessary conflict between management and workers and should be replaced by individual, direct negotiations betwe en employees and managers. † Discuss. 2. â€Å"Firms should avoid trade unions†. Discuss. 3. â€Å"Collective bargaining it the best way to give employees a voice at work. † Discuss. SECTION B – Answer ONE question from this section 4. Explain the differences between recruitment and selection. Outline three recruitment methods and three selection methods. 5. Explain the difference between overt (written) contract of employment and the covert (unwritten) psychological contract of employment. 6.Describe the advantages and disadvantages of the flexible firm for employers and employees. SECTION C – Answer ONE question from this section 7. HRM has been the subject of much debate. How would you attempt to define and explain its underlying principles? 8. â€Å"Reward refers to all of the monetary, non-monetary and psychological payments that an organization provides for its employees in exchange for the work they perform†. Describe different forms o f reward and outline the main objectives of the reward system. 9. Define ‘performance management’ and explain the role of the ‘appraisal’ in performance management. Discuss different forms of appraisal.

Why Do You Wish to Participate in the Dss Leader Ship Program?

Why do you wish to participate in the DSS Leader Ship program? I wish to participate in the DSS Leader Ship program to strengthen my leadership skills, to gain knowledge and skills in order to advance to a higher position within DaVita. The skills I will learn will allow me to encourage higher education and advancement in my teammates. In this essay, I will describe my interests, expectations, and goals to participate in this leadership program. First, I believe this program is an excellent opportunity to strengthen my leadership skills. The skills learned in this program will be used and applied in everyday job operations. Also, I hunger to learn how to lead my team according to DaVita’s Core Values; Integrity, Fun, Service Excellence, Accountability, Team, Continuous Improvement and Fulfillment. The skills obtained will also help me to carry out my job more proficiently and confidently. Being a good leader and role model is very important to me and I am very motivated to gain any skills that will assist in achieving those qualities. Secondly, the knowledge and skills gained in this program will assist me in advancement within DaVita. Currently, I work with a group of professionals which include the Medical Director, Facility Administrator, Nurses, Social Worker and Dietitian, together we are the Interdisciplinary Team, taking a holistic approach in assessing, evaluating, and implementing care for our patients. According to (http://medical-dictionary. thefreedictionary. com/_dict. aspx, 2011) Interdisciplinary Team means a group of health care professionals from diverse fields who work in a coordinated fashion toward a common goal for the patient. As one of the Interdisciplinary Team Members, I believe this program will broaden my critical thinking and problem solving skills to help me bring more to the Team for the benefit of our patients. In this ever changing field, I have a thirst for knowledge and feel the need to be challenged. In my opinion, obtaining knowledge and learning new things should always be on a continuous basis with this ever-changing world, and economy, as well as meeting the needs of my patients and teammates. Thirdly, encouraging higher education and advancement in my teammates is also a priority. I am a firm believer that education within a company means longevity. The goal of being a good leader entails encouraging others to exceed boundaries for success. My affirmation is leading by example. In addition, being a role model to my teammates is exemplified by my interest in this program. In conclusion, strengthening my leader ship skills, gaining skills and knowledge, and encouraging higher education amongst my teammates; are some of the major reasons I wish to participate in this program. I believe my role on the Interdisciplinary Team can also be enhanced by my participation in this program by broadening my critical thinking and problem solving skills. I feel this will be a great opportunity for me and my teammates to be accepted into this program to learn how to become a strong leader by using the DaVita’s Core Values; Integrity, Fun, Service Excellence, Accountability, Team, Continuous Improvement, and Fulfillment. Reference: (http://medical-dictionary. thefreedictionary. com/_dict. aspx, 2011)

African Athena Controversy Essay Example | Topics and Well Written Essays - 1500 words

African Athena Controversy - Essay Example In his first volume, â€Å"The Fabrication of Ancient Greece†, the author has attacked the nineteenth century notion that Greeks were basically Aryans from the North and he proposes to dissolve his ideas from the Aryan Model to Ancient Model and stated that the religion of the Greeks were derived from the East with Egypt in particular. The controversy is that the western ideological thinkers have criticized Bernal’s views of the Greek’s influence (p.1). Bernal argues that the widely influential books like Flaubert’s Salambà ´ (1862) suggested that the African cultures were pugnacious and uncivilized than that of the Greeks or the Romans. Bernal describes that Flaubert had originally meant to elucidate a historical novel about Egypt but later on fixed on ancient Carthage as his subject because the Egyptians were not sufficiently degenerated for his purposes. Bernal describes the authors’ work as a typical reflection of the western hypocrisy. â€Å" Flaubert implied that Europeans-with the possible exception of the English-were incapable of such things. In fact, the Romans outdid the Carthaginians in virtually every luxury and outrage while the Macedonians [i.e., Greeks] were not far behind† (p. 2). The paper focuses on the influence of the Greeks and the Phoenicians on the Greek society on the lines of Bernal’s elucidation in his â€Å"Black Athena† but at the same time criticizes his views and highlights the area of loopholes of his findings. From the initial findings of the book Black Athena project, Bernal saw the competition between the Aryan and the revised models in terms of competitive plausibility from the documents of the Late Bronze Age in terms of archaeology, language, culture and religious rituals and historical analogy and topology (p.3). In terms of the archaeology and documents the evidence hardly points out to the Revised Ancient Model but in terms of cult and language the evidence supports the very dominance of the

Research papper Paper Example | Topics and Well Written Essays - 1500 words

Papper - Research Paper Example Furthermore, it also promotes atheism because in a material world, individuals might be expected to exist without God’s existence (Olscamp 111). However, Berkeley’s main charge against the current philosophical tradition was that philosophers were guilty of complicating knowledge by introducing unnecessary abstractions. It is in this regard that the main focus of this research paper is to defend philosophy against the said charge by stating a position of endorsement and by showing the metaphysical and epistemological issues involved, that is to say, whether abstractions are epistemologically necessary, and whether Berkeley’s metaphysical charges were correct. To start with, the metaphysical and epistemological issues involved in Berkeley’s charge, as opposed to his materialist predecessors, aims to defend idealism and immaterialism. As result, Berkeley argues that no material thing exists; he rejects that material things are mind-independent things or substances, as the rationalists would call it. Hence, he argues that materialism promotes cynicism and disbelief. For this reason, Berkeley presents arguments to prove that when people perceive ordinary objects, they only perceive the idea of those objects and therefore, ordinary objects are mere ideas. Thus, Berkeley defends two metaphysical theses: first, the idealism claiming that everything that exists either is a mind or depends on a mind for its existence (Olscamp 27), and second, the immaterialism which claims that matter does not exist. Herein, Berkeley argues against the common views, which suggest that sensible objects are mind-independent. Sensible objects are perceived by sense only sensations are perceived by sense and, therefore, sensible objects are sensations. Similarly, sensations are mind-independent. Therefore, sensible objects are likewise

Compare the video in the youtube about the fieldwork for boy scouts Assignment

Compare the video in the youtube about the fieldwork for boy scouts and girl scouts - Assignment Example To avoid the heat of the sun, the comedy skit was performed at night. As a couple of Boy Scouts were doing the skit, the other group members were playing the role of the audiences. While the Boy Scout speaker was telling the story, another guy was purposely acting whatever was being spoken about the storyline. For example, every time the speaker had mentioned the phrase â€Å"falling rocks†, the other guy would intentionally fall down the mattress in a prone position. video is about a group of Boy Scouts engaged in a skit that requires a group of 11 Boy Scouts to sing and dance in front of the audiences. In this particular video, the Boy Scouts were singing the song â€Å"If I were not a Boy Scout, I’ll tell you what I would be†Ã¢â‚¬ ¦ (Mccullarsj1). Basically, each of the Boy Scout who were performing a skit had their own line to say. As the song progresses, the Boy Scouts grouped in pairs who had said what they would be if they were not a Boy Scout would all at the same time shout what they think they would be in life. The third video involves a group of eight (8) Girls Scouts who were doing a skit on â€Å"If I weren’t a counselor† (Robbert Bobbert). This particular skit was performed during day time at St. Albans. Throughout the skit, the Girl Scout performers were singing and dancing as they share to the audiences what they think they would be in case they were not a counselor. In this particular video, the Girl Scout audiences were very attentive to the group performers. Each Girl Scout performing the skit had their own line to say with regards to what they would like to be if they were not a cousellor. As the song progresses, the Girl Scouts who had said what they want to be if they were not a Counsellor would all at the same time shout what they think they would be in life. The fourth video is all about a three (3) Girl Scouts who were singing the

Corporate Governance Essay Example | Topics and Well Written Essays - 1250 words

Corporate Governance - Essay Example In an age when countries compete in a global economy, compliance with corporate governance standards has become crucial to businesses’ survival. Especially in the Middle East, which is culturally and politically distance from the rest of the world, compliance with the internationally accepted principles of corporate governance has become a challenge. This thesis aims to examine how a specific aspect of corporate governance—disclosure and transparency is viewed and applied in the Saudi Arabian context. The results of this study are important primarily for Saudi Arabian businesses positioned to play a significant role in the global economy. These companies could benefit greatly from the financial strength provided by international investments, the technical and strategic advantages offered by partnerships and joint ventures with foreign companies and the market leadership obtained by gaining the trust and confidence of consumers in the global market. Achieving these benefits becomes feasible only if Saudi firms can comply with the minimum disclosure and transparency requirements. The thesis employs critical and comparative analysis. It explores the academic literature on corporate disclosure and discusses the theories and principles espoused in the context of the Saudi Arabian legal and regulatory framework. Also discussed is the vital role of the Islamic principles in Sharia law, which forms the basis of the Saudi legal system. This study proposes corporate disclosure practices as the basis for comprehensive reform of Saudi Arabia’s Capital Market Authority. The study offers recommendations for increasing transparency, disclosure and the associated principles in the Saudi Arabia stock market and better protecting minority shareholders. These recommendations follow the United Kingdom’s corporate governance approach but reflect the interests, culture, treaties, Sharia principles and legislative reforms of the Kingdom of Saudi Arabia. The

General Planning Process Case Study Example | Topics and Well Written Essays - 750 words

General Planning Process - Case Study Example After full analysis of the performance of the company, the analysts found that one of four project managers has lefted the company and since then the company has failed to accomplish around seven projects which totally worth around $30000 dollars. Having no control of managers for these projects, has caused the wrong assignment of web designers, web developers and web programmers to the projects which has caused an average of two weeks delay on project delivery. There are three ways that can be applied to the problem, first is to ask some of the developers that have no manager now, to leave the company. Second, is to ask the remained managers to have the control of the projects that have no manager right now, this means that three left managers should have the power to control seven more projects per month. The third and last option is to add a new manager to the company. The first option, will not help the company to re-gain the lost income since it only asks the additional work force to leave the company. The second option will force a more work pressure to the managers.Even if we consider that they they will do their best, they need to be paid more because of the more work they do. The third option is the same as the second option in costs to the company but it has less pressure on the quality of work. The owner of the company decides to choose ... This is a temporary but useful way to reduce the loss of income till a new manager arrives and the the studio goes back to it's normal

Palliative care, on communication at the end of life Assignment

Palliative care, on communication at the end of life - Assignment Example e family case, and in recording consistently the remaining days or hours of the patients as well as the responses of its family in these critical hours. 1. Preparing for a family meeting   -- This refer to the necessary requirements to be done by the care giver to set appropriate measure to communicate to the patient’s family. This stage may include formal or informal manner of putting across the message about the imperative of devoting fiduciary time together in order to prepare them psychologically and emotionally the possible termination of life. The nurse or care giver must ready all desired information available relating to the patient condition; the necessary or expected responses of the family; the needed medicines; and the desired emotional acceptance of patient’s family members to an impending unchangeable fate. 2. Conducting a family meeting  Ã¢â‚¬â€œ this refer to the actual meeting of the medical professional and nurses with the family to discuss empirically the condition of the patient. This is a sober condition where medical practitioners would persuasively convey to the family the patient’s state and the impending limitation of its life toward potential termination. This meeting should be conducted in confidentially, cordial but often straightforward, and delivered with certain level of empathy. Attending physician will be illustrating to the family that all medical care has been exhausted for the patient and that the necessary support care needed to remove potential hindrances that may impinge the optimal transference of supportive strategies from health care professionals to family who are recipient of palliative care. The meeting will likewise discuss the needed supportive care and plan for the next step intervention that are relevant and imperative to make palliative care effective for the dying. This is the most difficult part because the practitioner is called to balance one’s values in decision-making, these being the cornerstone,

Criticaly examin the role of international creadit in contemperoray Essay

Criticaly examin the role of international creadit in contemperoray economies - Essay Example e in the development and expansion of the international business, and further provides support, tools and opportunities for progressive growth (Vidal, 2002). The challenges faced by international credit are set of political instability within specific regions associated with the international credit. Considering example of Central Asian countries, before Sept 2001, different countries agreed to provide financial credit to these nations to develop infrastructure, however soon after US-led invasion of Afghanistan, the economic conditions of Central Asian countries took u-turn. The wave of terror affected the society and economy of these countries severely, to an extent the all the international credit facility was either halted or roll-back. This reference makes it explicitly clear that international credit is not just economic driven; rather it is complicated exercise and assistance (Kaihara, 2003). The financial credit facility is offered to the countries to increase their foreign revenue which shall strengthen the purchasing powers of the country, and is able to support the ailing economy through infrastructure development and resource management. As per general rule, the international credit facility is offered to countries having reserves less than estimated amount of three-four months of import bills. However the institutes have explored that "availability of capital flows to offset current account shocks should, on the face of it, reduce the amount of reserves a country needs, but access to private capital is often uncertain, and inflows are subject to rapid reversal" (Jan, 2002). There have been occurrences where the developed and economically capable countries have stumbled, "it is therefore no surprise that the traditional current account approach has been viewed more sceptically in recent years", and there is a growing conviction that emerging market countries with li beral capital accounts require more reserves rather than less, and that we should look

Multicultural nature of the American nation Essay Example for Free

Multicultural nature of the American nation Essay In an in-depth interview with a subject of Japanese origin (twenty years old, living in the U. S. for three years) the differences between Western and Far-East cultures became evident. Given the multicultural nature of the American nation, the subject has not encountered any direct discrimination or intolerance; however, she had problems with adjusting to cultural norms and everyday lifestyle of Americans. In college, the subject was respected for her academic achievements, honesty, and desire to help. Unfortunately, she was unable to integrate fully in the social life of her classmates. She had problems making nodding acquaintance and starting small talks. At the same time, she truly treasured friendship and was spending long hours talking to her friends back in Japan on a messenger. This can be explained by the fact that Japanese society favors long-term orientation. Another problem with social integration was that the subject was not perceived as a party person. She was very anxious about breaking camp or traffic rules and preferred not to drink alcohol. Although the general attitude towards her was friendly, she could not develop a feeling of belonging. As concerns private life, the subject has only dated persons from her own cultural background (i. e. preferably Japanese but Asian in general). This can be attributed to the subject’s views on the role of woman in the society: Japan is a country where traditional masculine dominance is still preserved. Therefore, the subject is looking for stability and protection from the side of her partners, and few young American mean are able to deliver this, in her opinion. Therefore, it is possible to conclude that persons from other cultures encounter difficulties in the process of integrating in the American society.

Assessment of Plant Tissue Culture

Assessment of Plant Tissue Culture Plant tissue culture, the growth of plant cells outside an intact plant, is a technique essential in many areas of the plant sciences. Cultures of individual or groups of plant cells, and whole organs, contribute to understanding both fundamental and applied science. It relies on maintaining plant cells in aseptic conditions on a suitable nutrient medium. The culture can be sustained as a mass of undifferentiated cells for an extended period of time, or regenerated into whole plants.   Designing a strategy to culture cells from a plant for the first time can still seem like a matter of trial and error, and luck. However, the commercial production of valuable horticulture crops by micropropagation, which relies on tissue culture, shows that it exists in the routine, as well as experimental, world. In the School of Biological Sciences at the University of Liverpool, we have experience over many years with the techniques and applications of plant cell culture. What is Plant Tissue Culture? Plant cells can be grown in isolation from intact plants in tissue culture systems. The cells have the characteristics of callus cells, rather than other plant cell types. These are the cells that appear on cut surfaces when a plant is wounded and which gradually cover and seal the damaged area. Pieces of plant tissue will slowly divide and grow into a colourless mass of cells if they are kept in special conditions. These are: initiated from the most appropriate plant tissue for the particular plant variety presence of a high concentration of auxin and cytokinin growth regulators in the growth media a growth medium containing organic and inorganic compounds to sustain the cells aseptic conditions during culture to exclude competition from microorganisms The plant cells can grow on a solid surface as friable, pale-brown lumps (called callus), or as individual or small clusters of cells in a liquid medium called a suspension culture. These cells can be   maintained indefinitely provided they are sub-cultured regularly into fresh growth medium. Tissue culture cells generally lack the distinctive features of most plant cells. They have a small vacuole, lack chloroplasts and photosynthetic pathways and the structural or chemical features that distinguish so many cell types within the intact plant are absent. They are most similar to the undifferentiated cells found in meristematic regions which become fated to develop into each cell type as the plant grows. Tissue cultured cells can also be induced to re-differentiate into whole plants by alterations to the growth media. Plant tissue cultures can be initiated from almost any part of a plant. The physiological state of the plant does have an influence on its response to attempts to initiate tissue culture. The parent plant must be healthy and free from obvious signs of disease or decay. The source, termed explant, may be dictated by the reason for carrying out the tissue culture. Younger tissue contains a higher proportion of actively dividing cells and is more responsive to a callus initiation programme. The plants themselves must be actively growing, and not about to enter a period of dormancy.   The exact conditions required to initiate and sustain plant cells in culture, or to regenerate intact plants from cultured cells, are different for each plant species. Each variety of a species will often have a particular set of cultural requirements. Despite all the knowledge that has been obtained about plant tissue culture during the twentieth century, these conditions have to be identified for each variety through experimentation. Utilising anther culture to select for cold hardiness Crosses between distantly related species can bring together novel gene combinations. However, the hybrid offspring can be few in number, genetically unstable and require years of further selection and   screening before any advantageous characteristics can be brought near to commercial use. Anther culture (androgenesis), to generate haploid plants from pollen microspores, is one way to shorten this process. It allows novel allele combinations, particularly ones involving recessive characters, to be assessed in intact plants. Useful individuals can then be developed into homozygous and fertile plants through chromosome doubling techniques, and brought into a breeding programme. We have recently been involved in a collaborative project with the Institute of Grassland and Environmental Research (IGER) to use this approach to improve cold-tolerance and fodder quality in grazing grasses. Crosses between  Lolium multiflorum  ( Italian ryegrass) andFestuca arundinacea  (tall fescue) should offer valuable combinations of characteristics. TheLolium  species should provide good growth characteristics, while the  Festuca  provides stress-tolerance. One hybrid individual (Festulolium) resulting from such a cross had already shown drought-tolerance characteristics.   However, the out-breeding nature of these grass species, along with the hexaploid genome of  F. arundinacea  and autotetraploid  L. multiflorumindicated that a lengthy breeding programme might be necessary. The research project therefore aimed to produce androgenic plants from the existing pentaploidFestulolium  plant and assess them for cold tolerance. This exploited the expertise in tissue culture at the University of Liverpool together with experience in breeding for stress-tolerance at IGER. Anthers containing immature pollen (microspores) are the starting material for androgenesis. Flowers have to be selected at the correct developmental stage, which varies from species to species. In addition, some individual genotypes may not be amenable to anther culture, or require specific pretreatments. Careful microscopy and testing of successful pre-treatments of related species are therefore necessary when dealing with a new species. For the Graminae, microspores must be at the mononucleate stage and no pre-treatment is necessary.   The cut flowers were surface sterilised and opened in sterile conditions under a binocular microscope. The anthers were dissected and transferred to a solid nutrient medium. Large numbers could be placed on each petri dish. Callus developed, which was transferred to a different medium to initiate embryos and so generate haploid plants.   Over 200 androgenic plants were produced at Liverpool, each originating from a different microspore. Each therefore represented a genetically different individual. Testing for phosphoglucosisomerase, where a different isozyme was contributed by each of the five chromosome groups within the  Festulolium  plant, indicated that the pollen-derived plants had a wide variety of chromosome combinations from each of the parents of the hybrid. The freezing-tolerance of these plants varied considerably, with three individuals able to survive the extreme cold of -14 degrees Celsius. When the chromosome complement of two of these plants was examined using genomic  in situ  hybridisation (GISH), they carried virtually the whole genome of  F.   pratensis, a parent of  F. arundinacea  noted for its freezing-tolerance. Unfortunately, the fertility of these two plants was not restored by chromosome doubling, so that they could not be used for further breeding. However, they demonstrated the potential of androgenesis for rapid assessment of the genetic potential available from a difficult breeding combination, indicating that this type of wide cross revealed characters of cold and drought tolerance that were worth pursuing CASE STUDY  2 Using somaclonal variation to select for disease resistance plant tissue cultures isolated from even a single cell can show variation after repeated subculture. Distinct lines can be selected with their own particular morphology and physiology. It suggests that the tissue culture contains a population of genotypes whose proportion can be altered by imposing an appropriate selection pressure. This variation can be transmitted to plants regenerated from the tissue cultures, and is called somaclonal variation. It provides an additional source of novel variation for exploitation by plant breeders.   The carrot cultivar Fancy was used in our laboratory to generate a series of 197 regenerant progeny lines. These plants showed considerable morphological variation. They were tested for resistance to the leaf spot pathogen  Alternaria dauci, which can cause total necrosis of mature leaves. They had a greater degree of variation in response than the parental cultivar, including some more resistant lines.   Scanning electron micrographs of surface of carrot leaf 3 days after inoculation with A. dauci. (LHS) germination from multiseptate conidiospore (RHS) penetration of hyphae through epidermal surface rather than through stomata. Scale bar = 10 micrometres. One symptom of the disease is loss of chlorophyll and total soluble polyphenol compounds. These reduce to a low level 6 days after inoculation of excised leaves with  A. dauci  spores when compared with uninoculated leaves. Regenerant progeny with high chlorophyll levels maintained higher chlorophyll levels after challenge with  A. dauci.  After self-pollinating selected high- and low-chlorophyll regenerant plants, this characteristic was inherited by their progeny, suggesting that the capacity to resist this infection is inherited. CASE STUDY  3 Demonstration of tissue culture for teaching Initiating plantlets Regenerated African violets (Saintpaulia ionantha) Introduction The starting point for all tissue cultures is plant tissue, called an explant. It can be initiated from any part of a plant root, stem, petiole, leaf or flower although the success of any one of these varies between species. It is essential that the surface of the explant is sterilised to remove all microbial contamination. Plant cell division is slow compared to the growth of bacteria and fungi, and even minor contaminants will easily over-grow the plant tissue culture. The explant is then incubated on a sterile nutrient medium to initiate the tissue culture. The composition of the growth medium is designed to both sustain the plant cells, encourage cell division, and control development of either an undifferentiated cell mass, or particular plant organs.   The concentration of the growth regulators in the medium, namely auxin and cytokinin, seems to be the critical factor for determining whether a tissue culture is initiated, and how it subsequently develops.  The explant should initially form a callus, from which it is possible to generate multiple embryos and then shoots, forming the basis for plant regeneration and thus the technology of micropropagation. The first stage of tissue culture initiation is vital for information on what combination of media components will give a friable, fast-growing callus, or a green chlorophyllous callus, or embryo, root or shoot formation.   There is at present no way to predict the exact growth medium, and growth protocol, to generate a particular type of callus. These characteristics have to be determined through a carefully designed and observed experiment for each new plant species, and frequently also for each new variety of the species which is taken into tissue culture. The basis of the experiment will be media and protocols that give the desired effect in other plant species, and experience. The demonstration The strategy for designing a medium to initiate tissue culture, showing how growth regulators and other factors modulate development, can be demonstrated using the African Violet, a popular house plant. Leaf sections are the source of explants.  This demonstration is regularly carried out by a student class, and gives reliable results. Sterile supplies are provided from central facilities, and provision of sterile working areas (for example, in laminar flow hoods) is an advantage, although cultures can be initiated in an open laboratory with careful aseptic technique. The standard precautions used during any laboratory work involving chemicals or microbes should be adopted. If you are in any doubt about safety hazards associated with this demonstration, you should consult your local safety adviser.  Ã‚   Step 1 selection of the leaves Leaves are cut from healthy plants, leaving a short length of petiole attached. They should be selected to each yield several explants of leaf squares with approximately 1 cm sides. The youngest and oldest leaves should be avoided.   Wash the dust off the leaves in a beaker of distilled water, holding the leaf stalk with forceps. Step 2 surface sterilisation and preparation of the explants This part of the procedure should be carried out in a sterile working area, or with meticulous aseptic technique.   The leaf, with the petiole still attached, should be immersed in 70% ethanol for 30 seconds, then transferred to a sterile petri dish. Sterile scissors and forceps are then used to cut squares from the leaf as explants, each with approximately 1 cm sides. The explants are transferred into a 10% hypochlorite bleach solution for 5 minutes, gently agitating once or twice during this time. They are then washed free of bleach by immersing in four successive beakers of sterile distilled water, leaving them for 2-3 minutes in each. Three explants are placed on each petri dish of growth medium (see  table  and   below), with the upper epidermis pressed gently against the surface of the agar to make good contact.   The petri dishes are sealed with plastic film to prevent moisture loss, and incubated at 25oC in 16h light/8h dark. Step 3 assessment of tissue culture development The explants are incubated for 4 6 weeks, and inspected at weekly or fortnightly intervals. The growth of obvious bacterial or fungal colonies indicates contamination, and data from such cultures is obviously suspect. The development of dark brown tissue cultures can also be a consequence of contamination.   The media used in the demonstration are designed to show the effects of auxin, cytokinin, sucrose and mineral salts on development. The media were based on the well-known Murashige and Skoog inorganic medium, with additions as shown in this  table.   Typical results These  pictures  show typical results, after about 8 weeks on each medium. To summarise, multiple adventitious buds form on the  control  medium,   leading to many small shoots on the upper surface where the leaf is not in contact with the medium. Absence of  sucrose  inhibits this production. Shoot production is also limited on the low sucrose concentration, but comparable with the control at high sucrose. At zero and low levels of  cytokinin, callus forms where the leaf surface is in contact with the medium, while at high levels, shoot formation is stimulated. At zero and low levels of  auxins  there is a stimulus to shoot formation,   but at high concentrations, large numbers of roots are formed. At low and zero levels of  MS  salts, there is no growth at all. These very obvious variations demonstrate the importance of a carbon and inorganic salt source for plant growth, as well as the effect of the auxin:cytokinin ration on the control of plant development. For  publications  describing this work, follow this link To return  to the top of this page,  follow this link.

Frankenstein: Victor :: essays research papers

Frankenstein: Victor   Ã‚  Ã‚  Ã‚  Ã‚  Victor Frankenstein has always been fascinated by nature. By the time he was in his late teens he was at a school of science. This school sparked his obsession with recreating human life. This was not an easy task because of the minuteness of the organs, etc, which forced him to design an oversized human, about eight feet tall. After many unhealthy months of labor, he finally achieved his goal. The hideous creature sat up and grinned at Victor. Victor fled immediately. When he returned to his chamber he was happy to not find the monster. Two years passed and he got a letter from his father telling him his youngest brother, William, had been murdered. He began his miserable trip back home. On the way home he saw a giant beast running from a barn. He realized this was his creation and he was the murderer. An innocent woman (framed by the Monster) and a great friend of Elizabeth (Victor's cousin and future wife), was executed for the murder. This devastated the family (especially Victor, who accused himself). He set of to put an end to this creation. Victor finally met up with his monster in the mountains near a glacier. Here he listened to the monster's story. How he studied and grew to love this family living in a cottage. He wanted so immensely to be a part of their love and smiles. He learned their language and how to write (by listening to them teach an Arabian relative). After a very long time he walked into the cottage when only the blind old man was there and tried to befriend him. He was very persuasive until the children and the woman returned. The boy attacked the Monster. He could have killed the boy, but, out of love, ran. The family soon moved leaving the Monster so incredibly depressed and heart-broken that he suddenly hated the human kind. But, most of all, he hated his creator for making in the first place. He set out to Geneva, where he know Victor lived. He was almost there when he found a little boy. He thought he could make friends with him (because of his young, unprejudiced mind) until he discovered he was the son of his hated creator. He murdered him, and took the boy's locket and put it in the pocket of the soon-to-be-executed woman sleeping in a barn. At the conclusion of his story he persuaded Frankenstein to create a female for him. In the middle of Victor's progress of making the female he stopped,

Comparing Social Commentary in Dover Beach, Second Coming, and Church Going :: compare and contrast essay examples

Comparing Social Commentary in Dover Beach, Second Coming, and Church Going Human society has always struggled with the conflict of faith versus technology. Faith has always been a symbol of order, and increasing technology has always been the scapegoat for "mere anarchy." When faith ebbs, technology or new scientific concepts are blamed. Technology is a convenient target because when people lose faith in the church, science is a hard-based, factual thing in which to believe. The increasing chaos in society can be blamed on the decreasing faith in religion that has been shifted to technology. After the fall of the Roman Empire, European society was in chaos. Since no other civilizing force in which to believe was in existence, when the Roman Catholic Church made itself a organizing power, it set up a precedent that attached itself to the mind set for the next few centuries. Religious beliefs are synonymous with the "calm" and the peace that relieve life's turmoil. For a long period of time, there was no other steadying force, so "the Sea of Faith" was the sole source for easing "the turbid ebb and flow of human misery." Tradition has kept this view of religion popular. Still, religion itself cannot hold the attention of human society forever. Eventually, as displayed in "Dover Beach," faith in religion and its structure will fade in the light of new ideas and new human inventions. Society's faith cannot always be "full" because as civilizations grow individuals become more independent. They begin to think for themselves, which causes life to become more subjective. With less imposed structure, individuals will determine that they do not subscribe to all of what their predecessors believed, and they are left "wondering what to look for." Technology often replaces religion because it is far more tangible than the concepts of organized religion that require blind faith. It is easier to believe in something touchable. In "Church Going," this attitude is examined. A wistfulness for a time when faith came easier is apparent, but there is also "an awkward reverence" for the ways of religion even if they are no longer believed. Once people place their faith in technology rather that something spiritual, they will find that while technology is concrete, it does not provide guidance for social behavior or the human spirit as most religions do. In "The Second Coming" the world is spinning out of control.

Dreams may not always come true :: essays research papers

â€Å"Dreams may not always come true, but they make life worthwhile.† Dreams are a part of everybody’s life, this term dream is widely used to express mental images of something we may want, or something we whish we where. Dreams usually are seen as false, or just a child’s thing however this is seen mainly as the dreams conflict with reality. Many films of the post-modernism era can be seen that you would have the stereotypical way of someone wishing for something and it comes true. Even so Dreams are worthwhile and this will be shown below: In the book looking for Alibrandi we see a typical year 12, student whom has never seen her father in her life and has always had the life long dream of meeting him. As we read further on we see that the father rejects the daughter at first but, with Jessie’s (Main Character) persistence her father finally accepts her and that her family is finally accepted. This is a perfect example of how a dream from childhood had stuck with a child and through tenacity she finally achieved her goal. The Biography on Mel Maninga is another example of how a dream of a little boy who wished that he could follow in his father’s footsteps came true with him following his dream. In the end Mel did achieve what he sought to achieve and that was to become a first grade footballer and you may say this was a generalization of that everyone’s may come true and that may be the case if the wish is not one of supernatural powers etc, point being Mel’s dream did not come easy, again this may be merely coincidental however all dreams don’t come easy within reason of course. In the Film â€Å"What A Girl Wants† we encounter that this tale is of a child who again contrary to Looking for Alibrandi, is similar in saying that it is about a young female who leaves her house and goes out and seeks her father who in this case is a person of importance. Here we envision the stereotypical motion picture of someone who dreams of something in this case, it would be of meeting her father, and that in the end she attains the satisfactions of bringing her nuclear family together and also gaining herself a male companion. In this motion picture we see that

Leaving Belfast

Focused on a conflictive time for Belfast, Andrew Motion tries to express the devastation that Belfast suffered during the economy's decline years and the influence that the political issues had in the society. The narrators sadness for having to leave his beloved city can be felt all over the poem. The poem was published at a very difficult time for Belfast. Conflicts and violence were present in all the streets.On the one hand, manufacturing industries were on a cline and economy was in its worst situation; on the other hand, the city was divided in two parts: the Catholics and the Protestants. The poem introduced us two people going to the airport. One of them has decided to stay In the city, but the other wants to leave It. On the way to the airport, the narrator looks back from the top of the hills of the road and feels nostalgia for leaving the city behind. The author uses lots of descriptions which are representative of the sadness of the narrator, but also of the image that t he city had acquired.As the narrator states, he doesn't leave Belfast because of fear, although the violence of the bombs could make him feel scared; he leave it because he feels like a stranger in his own city and because the political issues are having a tremendous impact in the habitants of the city. In the last part of the poem, the narrators explains what is the thing most annoying for him. His beloved city doesn't seem to be on the way of the change so, unfortunately, he has to leave from Belfast and let it behind. Leaving Belfast Is a 7 stanzas poem consisted of 4 lines In each stanza, what we call a quatrain.The feet analyzed In the poem don't seem to have any relation between them, but we could say that although the position of the stressed syllable doesn't seem to have any concordance, most of them are what we call Rising feet, because in most of the occasions the unstressed syllables happen to appear before the stressed one and not the other way. The poem is a free verse poem; it doesn't respect any regular rhyme scheme as it is written in a narrative way, using the narrative techniques that were widespread in the 20th century, trying to reflect his feelings by he words of a narrator.The first stanza introduces us the main characters, the one staying in Belfast and the one leaving. In the second and the third stanza the narrator, the one staying, tell us about the way they have done leaving Belfast, how he feels doing it and what he see while he Is moving away. In the next stanzas, the narrator builds up a strong feel of devastation referral to Belfast. He shows us a society which Is In decline and under a world of violence. Finally, in the last stanzas, he expresses his feelings in this tuition, feeling like a stranger, and goes ahead with his decision to leave the city.The poem, which at first sight doesn't seem to be very complex, hides lots of stylistic devices that should be mentioned. The devices that appear more regularly are the figurative o nes, which explain something but in an inordinate way. The biggest example could be what we call Imagery. The test is very rich in images of Belfast, as the narrator helps the reader to visualize the way Belfast is decaying and how it is not more a sweet home for him. This can be perceived all along in the poem because he entire poem is highly representative of the Belfast society.There are other type of devices such as Paradox, on the first line of the third stanza, â€Å"geographies of punishment and love†; Personifications, third stanza â€Å"silence deepens under rain† or fifth stanza â€Å"the moon filling rooms with shadow politics†; or also Metaphors, third stanza â€Å"gust of light explains itself as flames† referring to the suns flashes, which are so heavy as flames, or in the last stanza â€Å"until it disappears at last in darkness†¦ † Referring to his Journey, that he has already left Belfast behind.The sound techniques, on the ot her hand, are not so clear. The most representative one could be the use of the stressed words made by the author, which immerse the reader in the Belfast atmosphere. The poem reflects the dramatic situation Belfast was suffering in those days where violence was common in the whole town. The poem has been created by the strong emotions Andrew Motion felt for his country and hometown, because the authors own feelings of the topic are represented everywhere. Those many details allow us to picture the Belfast scene.

Ancient Rome Essay

†¢ It is not acceptable to simply say â€Å"the two civilizations were similar and different† – specify specifically how they are similar and different †¢ Possible Prompt: Analyze similarities and differences in techniques of imperial administration in TWO of the following empires. – Han China (206 B. C. E. –220 C. E. ) – Mauryan/Gupta India (320 B. C. E. –550 C. E. ) – Imperial Rome (31 B. C. E. –476 C. E. )Example †¢ The political system of Han China is similar to the Guptan Empire in that both included strict laws and stressed the importance of your role in society. A major difference between these administrations is that in Han China the king was fully in charge, even revered, while in the Mauryan/Guptan Empire priests were at the top of the hierarchy. Example †¢ The imperial administration of Han China and Imperial Rome were similar because they were both headed by an emperor. However, they differed in their treatment of the emperor. In Han China a ruler’s decisions, if detrimental to society, could be questioned. While in Rome, what the emperor decreed could not be questioned. What do I need for my thesis? †¢ You must address 1 specific similarity and 1 specific difference. †¢ i. e. Both the Empires of China and Rome were ruled by an emperor who maintained imperial control, however, the Chinese instituted a system of scholar bureaucrats that gained their position through merit, while the Romans never achieved such an elaborate bureaucracy. What is a direct comparison? †¢ This is a comparison that is not split between paragraphs or by other sentences. It must be one or two sentences that compare one subject of the comparison to another. †¢ Your comparisons should be supported by evidence to support your statement. Example Direct Comparison: While both the Roman and Han (or Gupta) Empires left behind many achievements, the Han (or Gupta) were much more technologically and culturally creative. Evidence: – The Romans took much of their culture from the Greeks, such as their religion, artwork and architecture. – While the Romans had aqueducts, roads and other great works, much of this was taken from others and improved upon. The Gupta on the other hand came up with the concept of zero and a base 10 number system that is still in use today. – The Romans relied on slavery for their source of labor, while the Chinese relied upon free peasants. This led to technological stagnation on the part of the Romans, while the Chinese were able to (insert pieces of specific evidence here). What is analysis? †¢ This is where you explain why. †¢ You tell the reader what caused this similarity or difference to occur. †¢ This is usually a because sentence and the most difficult part of the comparison essay. †¢ The reason that the Guptan bureaucracy was never as elaborate as that of the Chinese was because†¦. View as multi-pages TOPICS IN THIS DOCUMENT China, Difference, Ancient Rome, Han Chinese, Qing Dynasty, Similarity, Roman Empire, Imperial examination RELATED DOCUMENTS China Essay †¦ From 1403 to about 1492 China participated in numerous voyages led by Zheng He, the leader of their maritime operations, including the visiting of 37 countries and traveling through the Atlantic Ocean around the tip of Africa and beyond Europe (pg 202). Countries such as Ceylon, India, and the Persian Gulf were a few of their stops along the way. These voyages proved that China was the supreme world sea power whose shipbuilding techniques and navigational†¦ 471   Words | 3   Pages READ FULL DOCUMENT Rome vs. Han China Research Paper †¦ Han China Vs. Imperial Rome The Han Dynasty and Imperial Rome were both large and powerful empires that existed during the Classical Period. The Han Dynasty and Imperial Rome had some major similarities as well as differences. 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They are very spiritual but have no set predominant religion that most people worship. The Chinese culture can be said to be a mix between polytheistic, pantheistic, and atheistic. In the past some sinologists and sociologists such as Jan De Groot and C. K. Yang have sought to fully understand China’s religious position and†¦ 471   Words | 3   Pages READ FULL DOCUMENT Essay about Introduction to China †¦? Introduction to China Cheng Ho Cheng Ho Cheng Ho (1371 – 1433) was a eunuch in the service of the Ming emperor Yung-lo and commander in chief of the Chinese expeditionary fleet to the South Seas in the early years of the 15th century. Born into a family named Ma, presumably of Mongol-Arab origin, in central Yunnan Province, Cheng Ho was selected to be†¦ 471   Words | 5   Pages READ FULL DOCUMENT Mcdonald s in China Essay †¦ McDonald’s: Is China Lovin’ it? Executive Summary This case studies McDonald’s’ business model as it develops to achieve success in the Chinese market. Issues addressed included how to retain McDonald’s’ image of cultural Americana, yet adapt to satisfy pallets and appeal to patrons in Chinese culture. 1. What is the purpose of conducting an external environmental analysis? What are the general environmental forces that could influence or have influenced McDonald’s†¦ 471   Words | 6   Pages READ FULL DOCUMENT China and Japan Essay †¦ China and Japan From 1500 to 1800, China and Japan tried to politically and economically established their countries in very different ways. Japan fought war after war for a century before they changed their ways. China on the other hand slowly established a government and used education as a tool to be politically and economically strong. Japan would later do the same. China was one of the most politically and economically strong†¦ 471   Words | 3   Pages READ FULL DOCUMENT China Doll Essay †¦ may be looking to China to ‘contract manufacture’ for them as the price there were very competitive. HCF is not match to China growing economy and this new development will definitely cause the downfall of HCF. Jeffrey had garnered the assistance of his senior management team to brainstorm on possible options HCF can look at. Although acknowledging that looking into China is in inevitable, the team was divided in the approach to be taken. First†¦ 471   Words | 4   Pages READ FULL DOCUMENT CITE THIS DOCUMENT APA (2012, 11). Han China. StudyMode. com. Retrieved 11, 2012, from http://www. studymode. com/essays/Han-China-1218267. html MLA MLA 7 CHICAGO.

Hyundai Creative Brief

I. Market Info a. In September 2012, Hyundai had sales of 11,403 with YTD sales numbers reaching 107,612. This accounted for a 12. 9% Canadian market share to date. The YTD for September 2012 sales of the electric vehicles available in Canada are as follows: Nissan Leaf – 196 units (up 367% from 2011), Mitsubishi i-MiEV – 165 units , Chevrolet Volt – 927 units (up 548% from 2011). Of the 1,305,538 cars sold to date in Canada, electric car sales accounted for 0. 0099% of total car sales. According to these numbers, Canadians are not embracing electric cars at a significant rate, however the World Wildlife Fund of Canada is aiming to have 600,000 EV’s on Canadian roads by 2020, accounting for 10% of all car sales. The WWF intends to do this by: * highlight environmental benefits of EVs * support improved access to EVs and EV infrastructure achieve competitive pricing with conventional vehicles * expand travel freedom for EV users with infrastructure and trav el partnership options * provide Canadians with positive EV information and experiences Government agencies have also offered incentives for buyers and owners of EV’s for example; the Ontario government is offering a rebate between $5,000 and $8,000 as well as a Green license plate which enables owners to use High-Occupancy Vehicle lanes, even if there is only one person in the vehicle as well as future access to public recharging facilities and parking at GO station and government lots. . Brand Profile Hyundai vehicles run the gamut from budget cars to luxury sedans to commercial trucks. South Korea's leading carmaker, Hyundai Motor produces compact and luxury cars, SUVs, minivans, trucks, buses, and other commercial vehicles. Its cars are sold in 180 countries through some 6,000 dealerships. Hyundai generates about half of its sales in South Korea, but its vehicles are also popular in emerging markets such as China and India. The company operates a dozen manufacturing plant s in China, the Czech Republic, India, Russia, South Korea, Turkey and the US. Hyundai also owns a 34% stake in Kia Motors.Some key benefits of the Hyundai brand are: * Modern, premium, affordable mentality towards car design * Hyundai backs their product with an excellent warranty and service. * Heavy investment in design and promotion * Focus more on explaining a car's history, its value and its strengths, rather than just talking about price Hyundai’s brand reputation hasn’t always been the greatest and has only increased within the last 5 years or so as Hyundai made the switch from making cheap, economical cars to affordable, modern, premium and reliable cars that are fun to drive, luxurious and backed by an excellent warranty.Some issues Hyundai faces are: * Poor reputation in regards to reliability * Poor reputation in regards to build quality * Not known for making sporty or luxurious cars * Overcoming well-established brands such as Toyota, Honda and VW c. Bran d Proposition – Hyundai’s brand slogan â€Å"NEW THINKING. NEW POSSIBILITIES. † reflects the will of Hyundai Motor Company to create new possibilities to benefit the world and its people by encouraging and developing new thinking.All members of Hyundai have the brand slogan deeply engraved in their hearts as they move forward in their effort to provide new values and experiences desired by today’s customers through innovative ways that are unique to the brand, driven by new thinking about customers and cars. d. Brand Position – Hyundai’s brand direction â€Å"Modern premium† does not just mean luxury cars; it is about providing new values and experiences to yet more customers of today through ways that are unique to the brand and which go beyond what customers expect by combining exceptional performance with reasonable price and emotional elegance.Being simple but perfect, staying faithful to the basics yet different from the others, and not forgetting the big picture while paying attention to the smallest details; developing cars that cater to the diverse lifestyles of customers and propose an advanced automobile life and culture; enriching the lives of customers who have an active and positive approach to life—that is the Modern premium of Hyundai Motor Company. e. Positioning Statement – For the Earth-conscious, high-mileage driver who wishes to be whisked away in a safe, fun and environmentally responsible way.Hyundai Fuel-Cell powered cars will get you where you need to go, regardless of the distance, with very little impact on the environment and your wallet, giving you the confidence of knowing you’re the smartest person on the road. f. Competitor’s Profiles Honda – YTD for September 2012, Honda owned 9. 0% of the Canadian market. Some Honda brand strengths include: * Well known for reliability * Consumers will buy a Honda regardless of their level of luxury, sportiness, features or price. * Loyal customer base/repeat buyers * Consumers will rarely shop around if their first choice is a HondaBrand weaknesses include: * Have rested on their laurels * Very few innovative or exciting products * Redesigned the 2012 Civic after 1 model year because of lack of innovation * Rely on brand loyalty to drive sales Honda utilizes the same media as most other prominent brands in the industry. They have a strong presence both online (through social media websites as well as their own homepage) and in print (many ads in newspapers and magazines). They also invest heavily in televised ads and billboards. Honda has positioned themselves as â€Å"a company built on dreams.And these dreams inspire us to create innovative products that enhance human mobility and benefit society. † Toyota – YTD for September 2012, Toyota owns 11. 8% of the Canadian market. Toyota brand strengths – * Synonymous for reliable cars * diversified product range * highly targeted marketing and a commitment to lean manufacturing and quality * Loyal customer base * Customers will rarely shop around before purchasing a Toyota Weaknesses – * Massive recalls and lawsuits over the past few years * Boring styling and performance Recognized mainly for economy and not performance * Slightly older buyer demographic Toyota utilizes all of the traditional methods of media, much like Honda does. * Print * Social Media Networks * TV and Billboards * Own homepage g. Target Market Profile – * Similar to early adopters of hybrids, early adopters of EV’s will be young, very high income individuals — adoption is already being popularized by high-profile celebrities * Average incomes are expected to be in excess of $200K HHI who already own one or more vehicles Early Majority Profile * View the product as â€Å"Green and lean† * Top purchaser influence is: Reliability * Household income: $114K * Gender: 67% Male * Location: Urban and Suburban * Ages 40-45 Non-adopter profile * View the product as â€Å"Expensive† * Household Income $54K * Gender: 49% Male * Location: Suburban and rural Barriers to Adoption Include – * Price and cost of ownership * Familiarity with â€Å"clean† technologies * Size of the vehicle(too small) * Fuel cell infrastructure * Brand II. IMC Objective This IMC campaign must address the issue of the barriers to adoption that fuel-cell powered automobiles face.The IMC campaign must prove to the consumer that the high initial cost, range of the vehicle, fuel-cell filling station infrastructure and most importantly, that green technologies much different than the standard gasoline engine should not be a barrier to adoption as the cost of ownership is relatively low, the environment benefits greatly from zero-emissions vehicles, fuel-cell powered vehicles do not limit range like electric vehicles do and that a fuel-cell powered vehicle is a viable, and just as convenient al ternative to the gasoline-powered car. ——————————————- [ 1 ]. www. goodcarbadcar. net/2012/10/september-2012-canada-auto-sales-brand-rankings2. html [ 2 ]. http://www. goodcarbadcar. net/2012/10/september-2012-ytd-canada-auto-sales-rankings. html#more [ 3 ]. http://www. northumberlandview. ca/index. php? module=news&type=user&func=display&sid=17939 [ 4 ]. http://news. ontario. ca/mto/en/2010/06/ontario-paves-the-way-for-electric-vehicles. html [ 5 ]. ttp://worldwide. hyundai. com/WW/Corporate/CorporateInformation/BrandSlogan/index. html [ 6 ]. http://worldwide. hyundai. com/WW/Corporate/CorporateInformation/BrandSlogan/index. html [ 7 ]. http://www. goodcarbadcar. net/2012/10/september-2012-canada-auto-sales-brand-rankings2. html [ 8 ]. http://corporate. honda. com/about/ [ 9 ]. http://www. deloitte. com. br/publicacoes/2007/MFG. Gaining_Traction_customer_view_of_electric_vehicle_mass_a doption. pdf

Our Duties to the Environment Essay

Technology, unfortunately, has two-faces; while it can aid the human race in easing tasks, curing countless diseases, and even lengthening life spans, it can also destroy the earth and its inhabitants. There is much good to be said about the development of the human race when it comes to technology, but it cannot be denied that insofar as Mother Earth is concerned, there were countless of damages inflicted through the process of development. There is a need to evaluate the costs and problems that will be met whenever new developments arise, as well as find means to finally minimize these problems. In order to come up with the information on how such problems may be minimized, there needs to be an analysis of the literature regarding such issues (Pojman and Vaughn 895). Despite the fact that various literature has been written about the problem, the human race cannot escape the fact that they might have not done enough to address such issues. Our Duties to the Environment shows that in order for such problems to be solved, there is a need for humans to acknowledge the fact that technology and development can cause as much harm as good to everyone. Work Cited Pojman, Louis, and Lewis Vaughn. â€Å"Our Duties to the Environment. † The Moral Life: An Introductory Reader in Ethics and Literature. , Louis Pojman and Lewis Vaughn. Oxford: Oxford University Press, 2006. 893-895. Print.