Definitions of HRM Essay Example for Free

Definitions of HRM Essay Introduction and Overview Definitions of HRM. The employment relationship. Commitment and control. Internal fit. Textbook: Noe, Hollenbeck, Gerhart and Wright (2012) Human Resource Management: Gaining a Competitive Advantage. Chapter 1, pp. 2-68. Examples of exam questions: How and why has the role of the HR department been changing in Western firms since the 1980s? How far and for what reasons would you agree that the debate over the differences between HRM and personnel management is all hot air? Lecture 2 Analysis and Design of Work Job analysis; Job design; employee involvement; quality circles; team working Textbook: Competitive Advantage. Chapter 4, pp. 154-190. Examples of exam questions: Who benefits from employee involvement? Compare quality circles and team working with regards to their impact on the economic outcomes of a company. Lecture 3 Personnel Selection Selection criteria, Big-5 personality dimensions, selection methods, predictive validity, reliability Textbook: Competitive Advantage. Chapter 6, pp. 230-267. Examples of past exam questions: Critically discuss the use of interviews as a primary basis for selection decisions. What criteria should be considered in selecting new employees to support firm performance? How do interviews fare in evaluating these criteria? Lecture 4 Performance appraisal Competitive Advantage. Chapter 8, 338-393. Examples of past exam questions: Critically evaluate performance appraisal at work. What are the purposes of conducting performance appraisals? How might appraisals differ depending on the purpose? Lecture 5 Pay Systems Content of pay systems; selecting pay systems; pay and firm performance; pay outcomes for employees. Textbook: Competitive Advantage. Chapter 1 1, pp. 0-519. Examples of exam questions: Which factors should HR managers take into account in designing a fair pay system? Evaluate options for the design of pay systems for different employee groups. Lecture 6 Human Resource Planning, Flexibility and Turnover Human resource planning; the model of the flexible firm; contingent employment; temporary work; employee turnover Textbook: Competitive Advantage. Chapt er 5, pp. 191-211 and Chapter 10, pp. 440-478. Examples ot exam questions: Temporary agency workers are hired to protect the employment security of the core workforce. Discuss critically. Contingent workers facilitate the use of high commitment management systems. Discuss. Lecture 7 Strategic Human Resource Management: Best Practices vs. Best Fit Strategic HRM; models of HRM; best practice and business strategy models Textbook: Competitive Advantage. Chapter 2, pp. 70-105. Examples of exam questions: Evaluate the relationship between the business and the human resource management strategy of a firm. Contrast and evaluate the concepts of horizontal and vertical fit in human resource management. Lecture 8 Strategic HRM: The Resource- ased View and Stakeholder Models Continuation of lecture 7: strategic HRM; resource-based view; institutional / stakeholder perspectives on HRM Textbook: To what extent do managers have a strategic choice with regards to human resource management? Critically discuss the implications of the resource-based view of the firm for designing HRM strategies. Lecture 9 Equal Employment Opportunities Competitive Advantage. Chapter 3, pp. 106-153. Examples of past exam questions: Do women have equal opportunities at work? What actions might employers take to address any inequalities? Evaluate human capital theoretical explanations of the gender earnings gap. Lecture 10 Industrial Relations Introduction to industrial relations; purposes of collective organization; effects of unions; recent trends in industrial relations Textbook: Competitive Advantage. Chapter 14, pp. 598-647. Examples of exam questions: What are the consequences of a lack of effective worker representation, be it through trade unions or some other form of worker representation at the workplace? Why do workers Join trade unions and what are the effects of union activity? How has this changed in liberal market economies in recent years?

Loneliness and Isolation in Mary Shelleys Frankenstein Essay -- Frank

Throughout time man has been isolated from people and places. One prime example of isolation is Adam, "the man [formed] from the dust of the ground [by the Lord God]" (Teen Study Bible, Gen. 2.7). After committing the first sin he secludes "from the Garden of Eden to work the ground from which he had been taken" (Teen Study Bible, Gen. 3.23). This isolation strips Adam from his protection and wealth the garden provides and also the non-existence of sin. Mary Shelley, the author of Frankenstein, is able to relate to the story of Adam and the first sin to help her character, the Creature, associate with Adam. The Creature is able to relate because "[l]ike Adam, [he is] apparently united by no link to any other being in existence" (Shelley 124). In other ways the creator of the creature, Victor Frankenstein, also identifies with the tale of the first human, but with a different character, God. "God created man in his own image" (Teen Study Bible, Gen. 1.27) and unlike Frankens tein "God saw all that he had made, and it was very good" (Teen Study Bible, Gen. 1.31). Frankenstein brought a life into the world but did not take the responsibility to lead and guide his creature to benefit himself or the created. Unlike God's creature who did in turn prosper. Instead of prosperity Frankenstein receives a life of loneliness and responsibility of many unnecessary deaths. The Creature, like his creator, lives his life in isolation from society. His only goal is to be loved and accepted by those around him. Through these circumstances the effects of isolation and loneliness are brought to life by the creature and the creator thought their pasts, social statuses, emotions, and dreams and fantasies. A pe... ...st occurrences, as Adam did. Each character leads the reader to believe he may not have reached his end if he were not in seclusion. Works Cited Abbey, Cherie D., ed. Nineteenth-Century Literature Criticism. Vol. 14. Kansas City, MO: Gale Research, 1987. Draper, James P., ed. World Literature Criticism. Vol. 5. Detroit: Gale Research, 1992. Goldberg, M.A. "Moral and Myth in Mrs. Shelley's Frankenstein." Keats-Shelley Journal 7 (1958): 27-38. Schoene-Harwood, Berthold, ed. Columbia Critical Guides: Mary Shelley Frankenstein. New York: Columbia UP, 2000. Shelley, Mary. Frankenstein. New York: Signet, 1994. Teen Study Bible. Jean E. Syswerda, ed. Grand Rapids, MI: Zondervan, 1993. Telgen, Diane, ed. Novels for Students. Vol. 1. Detroit: Gale Research, 1997. Wolf, Leonard. The Annotated Frankenstein. New York: Leonard Wolf, 1977.

Functionalism, Conflict, and Internationalism Essay

The three theories I plan to discuss are Functionalism, Conflict, and Internationalism with education. The need for these theories is what actually makes the system in education work, with the teachers, parents, school boards and committees the institution of education continues to function. The first theory is Functionalism and is about the study by Lawrence Kohlberg. It has been forty-three years since Lawrence Kohlberg published his doctoral dissertation characterizing six stages of moral development and fourteen years since his death. During this period, much has been written that has discredited stage theory and the overarching use of justice as a â€Å"first principle† of moral development. Yet Kohlberg’s evolving moral theory continues to be used as a theoretical basis for moral development research and to influence teacher education. While some educators have dismissed Kohlberg’s approach as wooden and â€Å"fossilized,† it continues to be central to what teachers know about, and how they think about, moral development. 2] Indeed, one author suggests that â€Å"every psychology textbook published in the last quarter-century touches upon Kohlberg’s work. â€Å"[3] This consistent message, coupled with continued public talk about character development and moral education in schools, makes it likely that Kohlberg’s stage theory continues to influence classroom practice, consciously and unconsciously, across the United States, Henry, (2001). By exposing the structural-functionalist roots of Kohlberg’s theory, this essay raises concerns about the application of Kohlberg’s ideas in the classroom. Fundamentally, Kohlberg focuses on individual development, a universal conception of justice, and universalizability do not translate well to the institutional-level application that he hoped his Just Community Schools would provide. What Kohlberg failed to realize was that a collection of individuals using a Functionalism, Conflict, and Interactionism in Education universal conception of justice in consistent ways across situations (morally mature individuals by Kohlberg’s standards) did not necessarily create a moral community. In a moral community, the degree to which individuals have grown along a continuum of moral development should not be of greater importance than the ability of community members to work together to detect and solve moral problems. Henry, (2001) Foundational to the Just Community model was Kohlberg’s belief that schools were important locations for the socialization of children into broader society. School was a child’s first formal introduction into society at large. By going to school â€Å"the child learns to fill the expected public roles of a member of his society† (LKA, 21). Part of the power of schooling was the teaching of lessons necessary for successful life outside of school. In particular, Kohlberg stressed that students needed to gain an increased awareness of themselves in categorical terms. [7] In other words, he and his colleagues claimed that students needed to learn the categorical expectations to which they would be held publicly accountable and that school had an important function to play in teaching these lessons: [T]he child has to learn to be one among a crowd of peers in a classroom that is run by a relative impersonal authority figure who gives orders a power to wield praise and blame. What the child learns about how to handle â€Å"the crowds, the praise, and the power† will, from this point of view, give shape to her public morality: her conception of how one ought to act to get along and even prosper in the public domain (LKA, 21). Functionalism, Conflict, and Interactionism in Education These statements make it clear that Kohlberg saw schools as important locations for gradually imbuing children with the expectations they would meet as adults, Henry, (2001). While Kohlberg was focused on the individual the theory of functionalism doesn’t work. It works as a whole at a much larger level, the macro level, the institution of the schools. These system need function to run and for student to learn. With this in place there would dis-function children would not be able to learn and through the learning they learn how to enter into society and act accordingly in their roles into adulthood. The theory of Conflict in regards to education they are there, but one that comes to mind is the quality of the education that is given to students today. All the students are not looked at the same, if they come from a poor family or a minority family they are not thought of as equal in intelligence as the white middle to higher class of student. According to Conflict Theory, society is: A struggle for dominance among competing social groups (classes, genders, races, religions, etc. ). When conflict theorists look at society, they see the social domination of subordinate groups through the power, authority, and coercion of dominant groups. In the conflict view, the most powerful members of dominant groups create the rules for success and opportunity in society, often denying subordinate groups such success and opportunities; this ensures that the powerful continue to monopolize power, privilege, and authority. You should note that most conflict theorists oppose this sort of coercion and favor a more equal social order. Some support a complete socioeconomic revolution to socialism (Marx), while others are more reformist, or perhaps do not see all social inequalities stemming from the capitalist system Functionalism, Conflict, and Interactionism in Educational (they believe we could solve racial, gender, and class inequality without turning to socialism). However, many conflict theorists focus on capitalism as the source of social inequalities. The primary cause of social problems, according to the conflict perspective, is the exploitation and oppression of subordinate groups by dominants. Conflict theorists generally view oppression and inequality as wrong, whereas Structural-Functionalists may see it as necessary for the smooth running and integration of society. Structural-Functionalism and Conflict Theory therefore have different value orientations but can lead to similar insights about inequality (e. g. , they both believe that stereotypes and discrimination benefit dominant groups, but conflict theorists say this should end and most structural-functionalists believe it makes perfect sense that subordinates should be discriminated against, since it serves positive social ends). Conflict theory sees social change as rapid, continuous, and inevitable as groups seek to replace each other in the social hierarchy, McLeod, (2004). In contrast to Structural-Functionalists, who argue that the most talented individuals occupy the highest positions, conflict theorists argue that dominant groups monopolize positions of power, maintaining power from generation to generation and keeping subordinate groups out. Also in contrast to Structural-Functionalists, who argue that the most important positions in society are the best rewarded, conflict theorists argue that dominant groups get inordinate power to define which positions are socially rewarded. Highly-paid positions are not necessarily most important for society, they argue, but keep power in the hands of the privileged and powerful, McLeod, (2004). If conflict theory really see social change coming than that may mean the educators of this country may be starting to focus on the student and their intelligence instead of their financial status or race. Functionalism, Conflict, and Interactionism in Education The last theory Interactionism theory views society as the product of individuals’ interaction with each other. Through the process of socialization, people learn values, attitudes, and actions that they deem to be correct. People are exposed to a set of reinforcements to maintain or change those views and actions. Learning theory helps explain why people view others in particular ways, such as who is good and who is bad. Our views may have little to do with objective reality. Learning theory may also explain the process in which people come to engage in behaviors that others find problematic, such as embezzling or prostitution. As Sutherland (1940) notes, people learn the motivations, beliefs, and actions to engage in behaviors that some may find problematic. Labeling theory explores how people socially construct reality. People in positions of power and authority have the ability to label an activity as problematic or acceptable; people in lower social positions are less likely to persuade others to stick with their definition of the situation. This is why elites are able to define a situation that benefits them as good, while others may regard it as troublesome. It also helps explain why people in lower classes are more likely to be perceived as the cause of problems, and why elites escape that definition. The reality of any social situation depends on how people define it. For example, when college students drink alcohol, is it partying, is it normal, is it binge drinking, is it alcohol abuse, are they a social drinker, a problem drinker, do they use it or abuse it? We may wish to determine how we will label the alcohol consumption based on when they drink, with whom they drink, how much they drink, what they drink, and what they do when they are drinking. Is the drinking a personal problem, a campus problem, or a social problem? These distinctions areFunctionalism, Conflict, and Interactionism in Education determined arbitrarily through the process of labeling. Functionalism, Conflict, and Interactionism Functionalism, Conflict, and Interactionism underlying conditions probably existed for a long time before it was identified as an issue. The disagreement over whether something is a problem, how much of a problem it is, what and who caused it, and how it should be addressed is all a product of social construction created through the process of interaction, Vissing, (2011). I believe that between parents, teachers, students and the communities if they would allow each of themselves to be treated as people, students and human beings the educational process would be easier and more pleasurable experience and a happier and healthier environment. I know that is an impossibility but if were something even a few people would work at it may change the educational field a little bit at a time. To bring these three theories together to have a functional system, bring students in as one instead of the higher class and more social and control the groups of kids and the way they stand against each other there might be a chance to bring our education back on line and educate the students the way they should be educated and ready for the world after high school.

How to Calculate Density - Worked Example Problem

Density is the measurement of the amount of mass per unit of volume. In order to calculate density, you need to know the mass and volume of the item. The mass is usually the easy part while volume can be tricky. Simple shaped objects are usually given in homework problems such as using a cube, brick or sphere. The formula for density is: density mass/volume This example problem shows the steps needed to calculate the density of an object and a liquid when given the mass and volume. Key Takeaways: How to Calculate Density Density is how much matter is contained within a volume. A dense object weighs more than a less dense object that is the same size. An object less dense than water will float on it; one with greater density will sink.The density equation is density equals mass per unit volume or D M / V.The key to solving for density is to report the proper mass and volume units. If you are asked to give density in different units from the mass and volume, you will need to convert them. Question 1: What is the density of a cube of sugar weighing 11.2 grams measuring 2 cm on a side? Step 1: Find the mass and volume of the sugar cube. Mass 11.2 gramsVolume cube with 2 cm sides. Volume of a cube (length of side)3Volume (2 cm)3Volume 8 cm3 Step 2: Plug your variables into the density formula. density mass/volumedensity 11.2 grams/8 cm3density 1.4 grams/cm3 Answer 1: The sugar cube has a density of 1.4 grams/cm3. Question 2: A solution of water and salt contains 25 grams of salt in 250 mL of water. What is the density of the salt water? (Use density of water 1 g/mL) Step 1:  Find the mass and volume of the salt water. This time, there are two masses. The mass of the salt and the mass of the water are both needed to find the mass of the salt water. The mass of the salt is given, but the only the volume of water is given. Weve also been given the density of water, so we can calculate the mass of the water. densitywater masswater/volumewater solve for masswater, masswater densitywater ·volumewatermasswater 1 g/mL  · 250 mLmasswater 250 grams Now we have enough to find the mass of the salt water. masstotal masssalt masswatermasstotal 25 g 250 gmasstotal 275 g Volume of the salt water is 250 mL. Step 2: Plug your values into the density formula. density mass/volumedensity 275 g/250 mLdensity 1.1 g/mL Answer 2: The salt water has a density of 1.1 grams/mL. Finding Volume by Displacement If youre given a regular solid object, you can measure its dimensions and calculate its volume. Unfortunately, the volume of few objects in the real world can be measured this easily! Sometimes you need to calculate volume by displacement. How do you measure displacement? Say you have a metal toy soldier. You can tell it is heavy enough to sink in water, but you cant use a ruler to measure its dimensions. To measure the toys volume, fill a graduated cylinder about half way with water. Record the volume. Add the toy. Make sure to displace any air bubbles that may stick to it. Record the new volume measurement. The volume of the toy soldier is the final volume minus the initial volume. You can measure the mass of the (dry) toy and then calculate density. Tips for Density Calculations In some cases, the mass will be given to you. If not, youll need to obtain it yourself by weighing the object. When obtaining mass, be aware of how accurate and precise the measurement will be. The same goes for measuring volume. Obviously, youll get a more precise measurement using a graduated cylinder than using a beaker, however, you may not need such a close measurement. The significant figures reported in the density calculation are those of your least precise measurement. So, if your mass is 22 kg, reporting a volume measurement to the nearest microliter is unnecessary. Another important concept to keep in mind is whether your answer makes sense. If an object seems heavy for its size, it should have a high density value. How high? Keep in mind the density of water is about 1  g/cm ³. Objects less dense than this float in water, while those that are more dense sink in water. If an object sinks in water, your density value better be greater than 1! More Homework Help Need more examples of help with related problems? Worked Example Problems: Browse different types of chemistry problems.Density Worked Example Problem: Practice calculating density.Mass of Liquids From Density Example Problem: Use density to solve for mass of a liquid.