Human Capital, Inequality and Growth in Transition Economies Essay

Human Capital can be characterized as the collection of abilities and information in people increased through instruction and experience, not overlooking their character qualities. All these set up empower people effectivley perform productive and income creating monetary exercises. Such capable people in a general public are now and again reffered to as a workforce or laborforce. A few instances of interests in people that bring about human capital are instruction, wellbeing and preparing. As Becker says, human capital speculations raise the procuring capacity of people, improve wellbeing and add to an individuals’ decent propensities. The term imbalance by and large alludes to abberations in access to circumstances or assets among people, gatherings or even nations. A portion of the basic reasons for imbalance are; sexual orientation, race, age, geological area and even social practices. Imbalance typically brings about noticeable contrasts in levels of development and improvement of people or starting with one society then onto the next. Instruction is the procedure through which people can procure essential abilities vital forever. It is the comprehension and translation of information that engages people to build up a consistent and judicious psyche. The levelheaded brain is then can decide connections amongts relevant factors, along these lines cultivating understanding. Instruction includes finishing educational plan based fixed time accomplishments, planned for building proficient abilities. At the individual level, it builds up the capacities and possibilities of the individual in order to set them up to be effective in a particular society or culture. For this situation hence, training serves an individuals’developmental needs. At the point when training occurs at the cultural level, it is in this manner characterized as a procedure by which society transmits to new individuals the qualities, convictions, information and symbollic articulations that make correspondence conceivable inside that society. In this sense, instruction serves a social and social capacity. Roland (2000) says that progress financial matters, otherwise called change financial aspects alludes to a state whereby economies have step by step changed over from communism to free enterprise, a model being the previous communist economies. There is a move from normalized costs and fiscal hypotheses to foundations equipped towards a higher proficiency. This change can possibly flourish if there is continued government and political help. The Soviet Union in full, is known as the Union of Soviet Socialist Republics (USSR), It was portrayed by a solitary socialist ideological group, an arranged economy and the KGB security organization which firmly observed exercises inside the association. USSR was framed in December 1922 and by 1956, it was included 15 nations with Moscow being the capital city. The fifteen nations included; Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgzstan, Latvia, Lithuania, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine and Uzbekistan. Disintegration of USSR started in 1985 and proceeded upto 1991, with the fifteen part states picking up their freedom a couple of months before the Soviet Union crumbled in late 1991. Following the breakdown of the Soviet Union, rebuilding of the authoritative capacities and advancement of a market put together framework was quickly set out with respect to through Yeltsins’ stun program. The point was to improve ways of life, guarantee fair asset assignment, make new creation roads, advance progression, and give impetuses through privatization exercises. In any case, a free and changed market didn't come without ny challenges. By 1992 Russia endured a deppressed future, twenty five percent of the populace lived in miserable destitution, there were low birthrates, and a descending slanting Gross Domestic Product (GDP). Be that as it may, because of expanded venture exercises, exploitatation of important characteristic assets and expanded business advancement activites, the economy started to make huge improvement. The point of this paper is to investigate how instruction as a factor of human capital and disparity affected development on the move economies, concerning the previous Soviet Union nations (FSU). Hypothetical examination Human capital with respect to training and levels of disparity both affect the development experienced on the move economies. This development is in this way a final product of value instructive speculations and fair dispersion and distribution of crucial assets over a nation. Such a theory makes development the needy variable whose result is impacted by two free factors specifically; instruction and disparity. Perception of development and advancement slants experiencing significant change economies and the creating scene, have demonstrated that instruction can have both positive and negative effects on an economy. One of the constructive effects is that people who have the significant information and abilities required by associations can get to more readily openings for work instead of the individuals who are ineffectively instructed. Also, significant levels of instruction empower people to make sure about employments in different nations, in this manner assisting with easing the issue of unemployement in their motherland. Spagat (2002) saw that during Russia’s change, scholarly people were increasingly spurred to seek after more instruction openings and consequently, turned out to be fruitful in their vocations. As to the monetary change in the previous Soviet Union nations (FSU), taught guardians who despite everything held instruction in high regard, were centered around guaranteeing that their kids gained a similar degree of training as them or significantly higher. While then again those guardians who saw instruction as a weight as opposed to a venture concentrated on the absolute minimum, that is, fundamental training. The aftereffect of this demeanor was that these specific families stayed caught at essential training level as was their entrance to pay producing openings. Through instruction and preparing, people get critical thinking abilities and business person the board aptitudes which inturn, assist them with setting up and work fruitful endeavors, in the process making work openings. What's more, as the field of instruction develops inside a nation with more colleges, universities, secondary schools and grade schools being built, more openings for work are made in the training division. People who are accomplished are probably going to make sure about better paying occupations, which inturn builds their buying power in addition to it expands the interest for merchandise and ventures accessible in the economy. The net impact of this, is making of more occupation opportunites in the creation and administration divisions. These people can improve their ways of life including those of their dependants. Furthermore, issues of wellbeing and richness are settled on from a learned point, (Newell and Reilly, 1999). Through training, people are presented to society and they procure significant characteristics and qualities that can assist them with improving their ability to cooperate and relate with different people in the public eye. Thus, they ready to adjust and adapt to the elements of the work environment. To wrap things up, instruction as a supporter of human capital improves monetary development and advancement in a nation, since the human capital is prepared on the most proficient method to misuse the countrys’natural assets beneficially. Nations coming up short on this human capital are neither ready to misuse their assets satisfactorily, nor are they ready to build up their economy at the ideal pace. Barro (1998) contends that human capital upgrades assimilation and utilization of predominant advancements from different nations. Youthful and instructed people under the direction of the more established society can lead innovative work. The improved innovation in a transitional economy upgrades the speed and nature of creation of merchandise and ventures, through improved and more cost proficient work forms. The youthful ventures are thusly ready to fulfill rising needs, both local and outside henceforth expanding their incomes and expenses to the administration. Munich et al (1999), contend that in a change economy, government backing and uplifting disposition towards interests in human capital is fundamental. The legislature needs to assign assets for instance for building schools and furthermore for luring individuals to take a crack at this schools. Be that as it may, the support of the enlistment levels is a proceeded with process whose financial advantages are just acknowledged after some time as was found in the Czech Republic. On the side of this contention, Spagat (1995) cautions that it is despite the fact that human capital takes a long time to gather, it really takes a brief time to break down, subsequently governments can't stand to defer this speculation, even incidentally. The administrations must guarantee that training and different aptitudes are moved viably starting with one age then onto the next. Rebuilding of training, should be done from the earliest starting point of the progress from communism, so as to promptly improve educations’ quality. There is a multiplier impact that accompanies better quality instruction. The first being an expanded access to openings for work, higher wages and therefore more assessment income for the administration. The significant impact notwithstanding, is that it sets the norms for people in the future, both as far as nature of training and future livelihoods, (Spagat, 2002). Fan et al (1999) said that the youngsters of Russia during the change had practically zero inspiration to invest energy to seek after training. This is on the grounds that the instruction framework had not been rebuilt to coordinate the market-situated framework and thusly the profits were not high. World Bank (1995) blamed Russia for focusing on heaving researchers and designers as opposed to delivering a blend of experts who might bolster the various areas of Russia’s’ economy.

Assignment Questions Chapters 5-7 Psychology Essay Example for Free

Task Questions Chapters 5-7 Psychology Essay 1. Most current examinations planned for understanding human memory are led inside a system known as data handling hypothesis. This methodology utilizes present day software engineering and related fields to give models that assist analysts with understanding the procedures engaged with memory. The general standards of the data preparing way to deal with memory incorporate the idea that memory includes three particular procedures. The main procedure, encoding, is the way toward changing data into a structure that can be put away in memory. The subsequent procedure, stockpiling, is the way toward keeping or keeping up data in memory. The last procedure, recovery, is the way toward inferring data that has been put away in the memory (p.168). Two persuasive scholars concerning the data preparing hypothesis are Richard Atkinson and Richard Shiffrin. They described memory as three unique, interfacing memory frameworks: tactile memory, momentary memory, and long haul memory. Tactile memory is the memory framework that holds data from the faculties for a while running from just a small amount of one moment to around 2 seconds. Tactile memory can take in a tremendous measure of data, however it can just clutch it for a concise timeframe (p.169). Momentary memory is the segment of the memory framework that holds around seven (from five to nine) things for under 30 seconds without practice; likewise called the working memory. At the point when transient memory is completely filled, uprooting can happen. In dislodging, each new approaching thing pushes out a current thing, which is then overlooked (p.170). Long haul memory (LTM) is the memory framework with a basically boundless limit that contains huge stores of a people perpetual or generally lasting recollections. There are no known cutoff points to the capacity limit of this memory framework, and long haul recollections can endure for a considerable length of time, some of them for a lifetime. Data in long haul memory is typically put away in semantic structure, albeit visual pictures, sounds, and smells can be put away there too (p.174). 2. The similarity heuristic includes contrasting an issue with others you have encountered before. The thought is that if a specific methodology worked with comparative issues previously, it will be successful for unraveling another one. Another heuristic that is powerful for taking care of certain issues is working in reverse, some of the time called the retrogressive pursuit. This methodology begins with the arrangement, a known condition, and works back through the issue. When the regressive pursuit has uncovered the means to be taken and their request, the issue can be tackled (p.207). Another famous heuristic procedure is implies end examination, in which the present position is contrasted and an ideal objective, and a progression of steps are defined and afterward taken to close the hole between the two. At the point when you receive a heuristic technique, it might possibly prompt a right arrangement. Conversely, the calculation is a critical thinking system that consistently l ead to a right arrangement on the off chance that it is applied fittingly (p.208). 3.Research recommends that there are the two focal points and burdens to learning two dialects right off the bat throughout everyday life. One of the pluses is that, among preschool and young kids, bilingualism, familiarity with at any rate two dialects, is related with better official control aptitudes on language undertakings. Official control aptitudes empower bilingual kids to smother indiscreet reactions to verbal errands and, accordingly, contemplate them. Along these lines, official control abilities are significant in figuring out how to peruse and compose. On the drawback, even in adulthood, bilingualism is at times connected with diminished proficiency in memory undertakings including words. Notwithstanding, bilinguals seem to create compensatory techniques that permit them to make up these wasteful aspects. Therefore, they regularly perform such undertakings as precisely as monolinguals, however they may react all the more gradually. Scientists have discovered that there i s no age at which it is difficult to gain proficiency with another dialect. While the facts confirm that the individuals who start prior arrive at more elevated levels of capability, age isn't the main deciding element (p.214). There is one clear bit of leeway to learning two dialects prior throughout everyday life, in any case. Individuals who are more youthful when they gain proficiency with another dialect are unmistakably bound to have the option to talk with a proper emphasize. One purpose behind this distinction among ahead of schedule and late language students may have to do with slight varieties in neural preparing in Brocas region, the territory of the cerebrum that controls discourse creation. Research proposes that bilinguals who took in a second language early depend on a similar fix of tissue in Brocas zone for both of the dialects they talk. In the individuals who took in a second language at a more seasoned age, two distinct segments of Brocas are dynamic while they are performing language assignments (p.215). 4. Charles Spearman saw that individuals who are splendid in one region are typically brilliant in different regions too. As it were, they will in general be commonly clever. Spearman came to accept that knowledge is made out of a general capacity that underlies every single scholarly capacity. Spearman presumed that knowledge tests tap this g factor, or general insight, and various s variables, or explicit scholarly capacities. Spearmans impact can be found in those knowledge tests, for example, the Stanford-Binet, that yield one IQ score to show the degree of general insight. Howard Gardner additionally precludes the presence from securing a g factor. Rather, he proposes a hypothesis of various insights that incorporates eight significant types of knowledge, or tempers. The eight attitudes are semantic, legitimate scientific, spatial, substantial sensation, melodic, relational, intrapersonal, and naturalistic. As of late, he has proposed a ninth sort of knowledge, one that he calls existential insight, manages the otherworldly domain and empowers us to think about the significance of life. He previously built up his hypothesis by considering patients with various sorts of cerebrum harm that influence a few types of insight yet leaves other unblemished. The most questionable part of Gardners hypothesis is his view that all types of knowledge are of equivalent significance. Truth be told, various societies dole out shifting degrees of significance to the sorts of insight (p.216-217). 5. I would play out a fixed-proportion (FR) plan, in which a reinforcer is given after a fixed number of right, non strengthened reactions. Thus, if my pooch realized that in the wake of turning over effectively multiple times without getting strengthened implied that she would get a fortified after those multiple times, she would then discover that in the wake of turning more than multiple times accurately, she would be fortified (p.147). In fixed-rate plans reaction rates are high, and the higher the proportion, the more impervious to termination (p.148). 6. Psycholinguistics is the investigation of how language is gained, delivered, and utilized and how the sounds and images of language are converted into significance. Psycholinguists utilize explicit terms for every one of the five fundamental segments of language. The littler units of sound in a communicated in language, for example, b or s in English-are known as phonemes. Three phonemes together structure the sound of the word feline: c (which seems like k), an, and t. Blends of letters that structure specific sounds are additionally phonemes, for example, the th in the and the ch in youngster. A similar phoneme might be spoken to by various letters in various words; this happens with the an in remain and the ei in sleigh. Furthermore, a similar letter can fill in as various phonemes. This letter a, for instance, is sounded as four distinct phonemes in day, top, watch, and law. Morphemes are the littlest units of significance in a language. A couple of single phonemes fill in as morphemes, for example, the article an and the individual pronoun I. The consummation - s gives a plural importance to a word and is in this way a morpheme in English. Numerous words in English are single morphemes-book, word, learn, reason, etc. Notwithstanding root words, morphemes might be prefixes, (for example, re-in relearn) or additions, (for example, - ed to appear past tense, as in learned). The single morpheme reason turns into a double morpheme in sensible. The morpheme book (solitary) become two morphemes in books (plural). Linguistic structure is the part of language structure that indicates the principles for masterminding and consolidating words to frame expressions and sentences. The guidelines of word request, sentence structure, contrast starting with one language then onto the next. For instance, a significant standard of punctuation in English is that descriptors generally precede things. So English speakers allude to the habitation of the U.S. president as the White House. In Spanish, interestingly, the thing as a rule precedes the advective, and Spanish speakers state la Casa Blanca, or the House White. Semantics alludes to the importance got from morphemes, words, and sentences. A similar word can have various implications relying upon how it is utilized in sentences: I dont mind. Keep up your best possible behavior. He has lost his brain. Or on the other hand think about another model: Loving to peruse, the little youngster read three books a week ago. Here, the word read is articulated two unique ways, and in one case, is the past tense. Pragmatics, is the term psycholinguists use to allude to parts of language, for example, pitch, the rising and falling examples that are utilized to communicate meaning. For instance, consider how you would express the single word treat to communicate every one of the accompanying implications: Do you need a treat? or then again What a tasty looking treat! or on the other hand Thats a treat. The unobtrusive contras ts mirror your insight into the sober minded principles of English (P.210-211). 7. A knowledge test is a proportion of general scholarly capacity. A people score is dictated by how his reactions contrast with others of their age. In this manner, knowledge tests are standard referenced. Every mental test, including all the different sorts of tests t

IAP and Igloos

IAP and Igloos (Im gonna go ahead and spill the beans: This is an entry about IAP. IAP is another name of the month of January. Some people may be quick to point out that we are in the month of Feburary. These are the kinds of people who may also like to point out that I havent blogged in like two months, Santa isnt real, and eating ice cream and shredded cheese for dinner tonight was a really bad idea.)(These people may also be my stomach.) (Also, to those who note that its taken me a while to post again WERE IN A RECESSION, PEOPLE.)(Actually, I really didnt post this for a while because I went to Hawaii.. oh, I know. Life is just so hard.) When I was little, my favorite store was the Sanrio store, and my favorite thing to buy was the mystery bag. The mystery bag was a veritable wealth of the glorious unknown. The mystery bag was an opportunity to purchase anything, anything at all in the store, without even knowing you were purchasing it. The mystery bag was a door to another world. I later came to realize the mystery bag was just a paper bag filled with useless crap they couldnt otherwise sell, like Hello Kitty erasers, Keropi compact mirrors and, oh, I dont know, Pochacco beard trimmers, and it wasnt like I was even growing a beard at that time, and yeah, we probably paid more for the bag than the erasers/trash cans/beard trimmers were worth combined, but it didnt matter. It was all worth it to me for the element of surprise. Fast forward twelveish years later to IAP 2009. IAP is a pretty magical time; its one month in the middle of the school year filled with possibilities. IAP is the mystery bag of the Sanrio store that is MIT (but with less beard trimmers). You can take actual classes some even extend from the fall term through January or you can take crash courses in pottery, truffle making, and Perl. You can do all those things you wanted to do during the school year that you didnt quite get to because you were working. You can even go somewhere else (WHAT? WHERE). Plus, the fact that you dont have class until February is pretty fun to rub in the faces of your suffering friends at other schools. And so one weekend Kes 11, Dordy 12, Cathy 10, and I embarked on an adventure that would change the course of history. It started, as most adventures do, with the hunt for food. Unfortunately, this one involved less spears and loincloths and more hiking over the slushy Harvard bridge in 20 degree weather. (It ended, as only a small fraction of adventures do, with an igloo.) Since thats a moderately warm temperature for winter around these parts, heres a tip for you when you make the trip out to Boston: if you are going to walk across the Harvard bridge, wear rainboots up to your elbows. For serious that bridge was the consistency of an icee two hours after you bought it and forgot about it. If you take only one thing away from this entry, it should be that. And that you can see your breath in igloos. But more on igloos later. We ended up at a small French restaurant behind the Prudential Center that Cathy had been wanting to try for a while. Naturally, this meant that we all had to speak in French accents, and make French faces, and don French attire: No, dont ask why. No, we never do this when dining at Thai or Italian restaurants, but somehow, it just happened. Also, as four college students trudging in from a trip over a bridge that could only be described by the word soupy, we were clearly not classy enough for this place, and thus made every effort to class ourselves and our meal up. After wandering around various places throughout Boston and avoiding a soggy return home by taking Saferide back to campus, then deciding to ride an entire Saferide loop and play a couple rounds of Euchre, we ended up at the igloo. This was not your grandmothers igloo. This was one epic igloo. How epic? So epic, it even came with a logbook. Whatd I tell you? Not your grandmothers igloo. Eventually, though, as all adventures ending in an igloo do, this story ended with us freezing to horrible, horrible deaths. No, not really. We almost did, though: the igloo was blocked by a giant snow boulder that required significant effort to move: We returned home mostly victorious, minus the various digits lost to frostbite. It was a tale for the ages. It was one to tell the childrens children. Who knows? By that time, Ill probably even have a beard to trim.

Detailed Lesson Plan - 2290 Words

I. OBJECTIVES At the end of a 45-minute period, the grade four pupils will be able to: 1. Add and subtract fractions with the same denominators, 2. Add and subtract fractions with dissimilar denominators, 3. Add and subtract mixed numbers with similar denominators, and 4. Add and subtract mixed numbers with dissimilar denominators with 75% proficiency level. II. SUBJECT MATTER ADDING AND SUBTRACTING OF FRACTIONS A. References Liking Mathematics in the Grade School: Textbook in Mathematics for Grade-Four by Prepotente et.al. 21st Century Mathematics (6) by Villame et.al. B. Materials Power point presentation, visual aids C. Ideas To†¦show more content†¦To add fractions with similar denominators,we simply add the numerators and write the sum over the same denominator. Dulce ate â…â€" of the cake in the morning and â…• in the afternoon. How much cake was eaten by her? What is asked in the problem? STUDENT: The amount of cake eaten by Dulce, teacher. TEACHER: What are given? STUDENT: 2/5 cake in the morning and 1/5 in the afternoon. TEACHER: So we are going to add the given fractions to answer what is asked in the problem. As what is stated in the rule, we simply add the numerators and write the sum over the same denominator in adding of similar fractions. So we simply add 2 and 1 which is equal to 3 and write it over the same denominator which is 5. And the answer is 3/5. TEACHER: Did you get it? STUDENT: Yes,teacher. TEACHER: So let’s proceed.To subtract fractions with similar denominators, we simply subtract the numerators and write the difference over the same denominator. This is somewhat similar as in adding of fractions with similar denominators. The only difference is we are going to subtract the numerators instead of adding. A water tank was â…ž full of water. After a day of use, it was â…Å" full. How much water was used during the day? What is asked? STUDENT: The amount of water that wasShow MoreRelatedA Detailed Lesson Plan-Developmental Reading1618 Words   |  7 PagesA Semi-detailed Lesson Plan in Developmental Reading I. Objectives At the end of the lesson, the students are expected to: a. Define reading b. Enumerate the types of reading c. Specify the purposes of reading d. Demonstrate the proper postures in oral reading II. Subject Matter Developmental Reading I References: 1. Developmental Reading I, Dr. Edisteo B. Bernardez Page 4-5 2. Developmental Reading, Dr. Angelita Romero Dr. Rene Romero III. Materials: Powerpoint presentation, video clips andRead MoreDetailed Lesson Plan1479 Words   |  6 PagesA DETAILED DEMOSTRATION LESSON PLAN IN SCIENCE AND HEALTH V I. OBJECTIVES At the end of the lesson, the pupils should be able to: a. Identify ways by which solar energy is used by plants, animals and humans. b. Writes the importance of solar energy in our daily lives. c. Appreciate of the importance of the sun. II. SUBJECT MATTER â€Å"Solar Energy† References Science and Health V by Jessie Villegas pp.256-257 Activity Workbook in Elementary Science page 48 Materials Power pointRead MoreDetailed Lesson Plan2233 Words   |  9 PagesCatherine U. Toledo Detailed Lesson Plan I. Objectives: At the end of the lesson, the first year section one students should be able to: * Recognize key word that indicates certain mathematical operations. * Translate verbal statement into equations. * Identify the basic steps in solving word problem. * Solve age problems in at least 5 minutes. * Show the process in solving the Age problems. * Demonstrate honesty through solving and checking Age problems. II. Subject Matter:Read MoreDetailed Lesson Plan in English1110 Words   |  5 Pagesï » ¿A Detailed Lesson Plan in English (Grade 2) Prepared By: Yvonne T. Bautista I. Objectives At the end of a 30-minute period, the Grade II pupils will be able to: 1. Identify the use of the Three Degree of Comparison of Adjectives. 2. Describe persons, animals, places or things using The Three Degree of Comparison. 3. Appreciate the differences of every individual or thing in their daily lives. II. Subject Matter Three Degree of Comparison of Adjectives Reference/s: Teacher AngelynRead MoreA Detailed Lesson Plan In English1614 Words   |  7 PagesA Detailed Lesson Plan in English (Reading) I. Objectives At the end of the lesson, the pupils are expected to: a. State the sequence of the story b. Identify the different seasons describe c. Appreciate the story read II. Subject Matter Topic: The Tiny Seed Reference: Reading Network, pages 103- 108 Author: Delia Hamoy Soroy Materials: Charts, pictures III. Procedure A. Preparation Teacher’s Activities Pupils’ Activities 1. Energizer I have here a song entitled â€Å" Minicar â€Å". I’ll singRead MoreA Detailed Lesson Plan in English 41400 Words   |  6 PagesA DETAILED LESSON PLAN IN ENGLISH IV I. Objectives 1. Use easily confused verbs ( Two – word verbs) 2. Give a heading or title for texts read without title. 3. Writing a paragraph II. Subject Matter: 1. Use easily confused verbs ( Two – word Verbs) 2. Give a heading or title for texts read without title. 3. Writing a paragraph A. Materials: Visual Aids B. References: 1. BEC 2002 Handbook in English 2. Fun in English Reading 3. Fun in English languageRead MoreExample of Detailed Lesson Plan in Values Education2492 Words   |  10 PagesDolphins have been kept in captivity for since the 1870s. The keeping of dolphins has long been a controversial issue. The main argument for keeping dolphins in captivity relates to the positive conservation message that seeing a living dolphin can create. Those who argue against dolphins in captivity highlight the inadequacy of dolphinariums to cater for the needs of these highly intelligent creatures. Today, North American dolphinariums are successfully breeding these cetaceans and are not dependentRead MoreSample Detailed Lesson Plan in English for First Year10155 Words   |  41 Pagesparticipants over time will be part of an ongoing evaluation system that is an integral part of the instructional design process and the work of faculty, students, and administrators with interests in the instruction. 6. Metaevaluate the evaluation plan, process, and activities formatively and summatively on a continual basis to improve them while improving the evaluands. Summary. So, what does all this information about evaluation have to do with learning objects? How does the world of valuesRead MoreI Discovered One Of The Top Technologies For Teacher Organization And Lesson Planning848 Words   |  4 Pagesone of the top technologies for teacher organization and lesson planning. Planboard is ranked number twenty-three overall and second in the category of ‘Lesson Planning and Tools: Use these tech tools to pull together great lessons and design amazing and memorable student projects’. Planboard Free is free to download. It includes 100 lesson plans and 25MB of storage. Planboard Pro is an upgraded version that includes unlimited lesson plans, unlimited standards, and 1GB of storage (Edshelf) PlanboardRead MoreThe Curriculum And Lesson Planning930 Words   |  4 PagesTeacher Interview During the interview I asked Ms. Mandy questions about the curriculum and lesson planning. During the summer she works with kindergarten and first grade. When the children go back to school she works with the younger groups. She is working in a toddler room. For Ms. Mandy a good teacher is someone who is reliable patient, and compassionate. She also believes teachers should get down to the child’s level and to pay attention to the children’s needs in order to be a good teacher

Margaret Atwood s The Handmaid s Tale - 1345 Words

Women or Women? (Or Canada?) â€Å"Women as a Metaphor in Margaret Atwood’s The Handmaid’s Tale† by Sonia Chadha compares the treatment of women in society to the treatment of women in The Handmaid’s Tale by Margaret Atwood. Chadha’s essay leaves her readers in a state of bewilderment after only a few pages. Her disorganized structure and repetitive subjects are only a couple reasons of why this essay is an absolute mess. Chadha’s essay is all over the place and only shows one-side of the argument. Overall, this essay was poorly written and very repetitve. In â€Å"Women as a Metaphor in Margaret Atwood’s The Handmaid’s Tale†, Sonia Chadha represents the feminist view of the treatment of women in today’s society. Chadha chooses to only show the†¦show more content†¦According to Chadha, women are merely a sexual object for men to play with. She never looks into the other perspective of things, AKA the man’s point of view. Although more risks and expectations come with being a woman, men also have some reasons to be scared in society today. From The Handmaid’s Tale perspective, men do not have the best treatment toward them either; they are restricted of freedoms, have responsibilities only to them, and are restricted to a life without women. This novel shows how men crave attention from females, just how the Commander is with Offred. Although the novel does show more abuse towards the women, it tends to be more gender neutral compared to Chadha’s point of view. The novel shows bo th the suffering and loneliness of the men and the high expectations and harsh treatment of the women. Chadha only talks about the women’s perspective and sees men as harsh, selfish creatures. This one-sided view causes her essay to be restricted to certain audiences because of her harsh and clear-cut opinions shown. If Chadha opened up to both sides of the argument, her essay would be more credible and affective for all audiences. Chadha also says that she does not believe that the term â€Å"women† in the novel is just a gender-based definition. She believes that the term â€Å"women† in The Handmaid’s Tale serves as a metaphorShow MoreRelatedThe Handmaid s Tale By Margaret Atwood1357 Words   |  6 PagesOxford definition: â€Å"the advocacy of women s rights on the ground of the equality of the sexes† (Oxford dictionary). In the novel The Handmaid’s Tale, Margaret Atwood explores feminism through the themes of women’s bodies as political tools, the dynamics of rape culture and the society of complacency. Margaret Atwood was born in 1939, at the beginning of WWII, growing up in a time of fear. In the autumn of 1984, when she began writing The Handmaid’s Tale, she was living in West Berlin. The BerlinRead MoreThe Handmaid s Tale By Margaret Atwood1249 Words   |  5 PagesDystopian Research Essay: The Handmaid’s Tale by Margaret Atwood In the words of Erika Gottlieb With control of the past comes domination of the future. A dystopia reflects and discusses major tendencies in contemporary society. The Handmaid s Tale is a dystopian novel written by Margaret Atwood in 1985. The novel follows its protagonist Offred as she lives in a society focused on physical and spiritual oppression of the female identity. Within The Handmaid s Tale it is evident that through the explorationRead MoreThe Handmaid s Tale By Margaret Atwood1060 Words   |  5 Pagesideologies that select groups of people are to be subjugated. The Handmaid’s Tale by Margaret Atwood plays on this idea dramatically: the novel describes the oppression of women in a totalitarian theocracy. Stripped of rights, fertile women become sex objects for the politically elite. These women, called the Handmaids, are forced to cover themselves and exist for the sole purpose of providing children. The Handmaid’s Tale highlights the issue of sexism while also providing a cruel insight into theRead MoreThe Handmaid s Tale By Margaret Atwood1659 Words   |  7 Pagesbook The Handmaid s Tale by Margaret Atwood, the foremost theme is identity, due to the fact that the city where the entire novel takes place in, the city known as the Republic of Gilead, often shortened to Gilead, strips fertile women of their identities. Gilead is a society that demands the women who are able to have offspring be stripped of all the identity and rights. By demeaning these women, they no longer view themselves as an individual, but rather as a group- the group of Handmaids. It isRead MoreThe Handmaid s Tale By Margaret Atwood1237 Words   |  5 Pages The display of a dystopian society is distinctively shown in The Handmaid’s Tale, by Margaret Atwood. Featuring the Republic of Gilead, women are categorized by their differing statuses and readers get an insight into this twisted society through the lenses of the narrator; Offred. Categorized as a handmaid, Offred’s sole purpose in living is to simply and continuously play the role of a child-bearing vessel. That being the case, there is a persistent notion that is relatively brought up by thoseRead MoreThe Handmaid s Tale By Margaret Atwood1548 Words   |  7 PagesIn Margaret Atwood’s The Handmaid’s Tale, The theme of gender, sexuality, and desire reigns throughout the novel as it follows the life of Offred and other characters. Attwood begins the novel with Offred, a first person narrator who feels as if she is misplaced when she is describing her sleeping scenery at the decaying school gymnasium. The narrator, Offred, explains how for her job she is assigned to a married Commander’s house where she is obligated to have sex with him on a daily basis, so thatRead MoreThe Handmaid s Tale, By Margaret Atwood1629 Words   |  7 Pages Atwood s novel, The Handmaid s Tale depicts a not too futuristic society of Gilead, a society that overthrows the U.S. Government and institutes a totalitarian regime that seems to persecute women specifically. Told from the main character s point of view, Offred, explains the Gilead regime and its patriarchal views on some women, known as the handmaids, to a purely procreational function. The story is set the present tense in Gilead but frequently shifts to flashbacks in her time at the RedRead MoreThe Handmaid s Tale By Margaret Atwood1540 Words   |  7 Pages Name: Nicole. Zeng Assignment: Summative written essay Date:11 May, 2015. Teacher: Dr. Strong. Handmaid’s Tale The literary masterpiece The Handmaid’s Tale by Margaret Atwood, is a story not unlike a cold fire; hope peeking through the miserable and meaningless world in which the protagonist gets trapped. The society depicts the discrimination towards femininity, blaming women for their low birth rate and taking away the right from the females to be educated ,forbidding them from readingRead MoreThe Handmaid s Tale By Margaret Atwood1256 Words   |  6 Pageshappened to Jews in Germany, slaves during Christopher Columbus’s days, slaves in the early 1900s in America, etc. When people systematically oppress one another, it leads to internal oppression of the oppressed. This is evident in Margaret Atwood’s book, The Handmaid’s Tale. This dystopian fiction book is about a young girl, Offred, who lives in Gilead, a dystopian society. Radical feminists complained about their old lifestyles, so in Gilead laws and rules are much different. For example, men cannotRead More The Handmaid s Tale By Margaret Atwood1667 Words   |  7 Pagesrhetorical devices and figurative language, that he or she is using. The Handmaid’s Tale, which is written by Margaret Atwood, is the novel that the author uses several different devices and techniques to convey her attitude and her points of view by running the story with a narrator Offred, whose social status in the Republic of Gilead is Handmaid and who is belongings of the Commander. Atwood creates her novel The Handmaid’s Tale to be more powerful tones by using imagery to make a visibleness, hyperbole

Echr Free Essays

string(36) " aimed at restricting the press, e\." The Right to Freedom of Expression and Religion This chapter includes two rights: a) the freedom of opinion and expression and b) the freedom of conscience and religion. Although these are two distinctive rights, they are in the same group as they both entail essential conditions for individual personal development. These rights are juxtaposed because freedom of expression is a quintessential aspect of the freedom to hold, practice and share one’s religious beliefs. We will write a custom essay sample on Echr or any similar topic only for you Order Now It is important to note, however, that the freedom of expression is subject to more restrictions than the freedom of religion. A. The right to freedom of opinion and expression The freedom of expression is a right without which other rights are difficult to acquire and defend. The right to freedom of expression is rooted in the 17th century struggle of European legislators for freedom of speech. The world has seen a continuing struggle for the freedom of expression, including the freedom of speech and freedom of the press, often going hand in hand with the endeavour to limit the power of governments. The freedom of expression can be considered an essential aspect of the individual’s defence against government, just as the suppression of the freedom of expression is essential to tyranny. Human rights defenders also rely heavily on this right to challenge government indifference to or infliction of human rights abuses. As freedom of expression is a foundation for religious and political activities, it is often exercised in concert with the right to freedom of thought and assembly. Under present international Conventions, state obligations in relation to freedom of expression are absolute and immediate. At the same time, as with other forms of liberty, completely unrestricted freedom of expression may lead to the infringement on the rights of others. The freedom of expression has been hedged in by a number of limitations and restrictions, often more extensively than other rights. Historically, most limitations have dealt with the expression of sentiments contrary to prevailing institutions or religious, political or other beliefs. In addition, in times of war, governments often restrict the freedom of expression in the interest of national security. Like in the US Supreme Court decided in the Schenk vs. United States- case. As a cornerstone of democracy, the complexity and importance of freedom of expression has lead to extensive case-law before national courts and international supervisory mechanisms. Standards International human rights law recognises a spectrum of expression, ranging from those forms that must be protected to those that must be punished. Article 19 of both the UDHR and the ICCPR establish the freedom of opinion and expression. Article 19 UDHR stipulates: ‘everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. ’ The regional Conventions also contain provisions regarding the freedom of expression: Article 10 ECHR, Article 13 ACHR and Article 9 ACHPR. The freedom of expression and opinion is a complex right that includes the freedom to seek, receive and impart information and ideas of all kinds through any media. The exercise of this right ‘carries with it special duties and responsibilities’ (see Article 19 ICCPR and Article 10 ECHR). Therefore, in general, certain restrictions or limitations on the freedom of expression are permitted under human rights law. Thus, Article 20(2) of the ICCPR requires states parties to prohibit ‘advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence. ’ CERD also requires states parties to prohibit certain hostile expressions. Article 19 ICCPR stipulates that these limitations ‘shall only be such as are provided by law and are necessary: a) for respect of the rights or reputations of others; b) for the protection of national security or public order (ordre public), or of public health or morals’. In addition, Article 10 ECHR explicitly gives the state broad discretion in licensing of the media. In the Inter-American system, the Inter-American Court has dealt with freedom of expression in Advisory Opinion No. 5 on ‘Membership in an Association Prescribed by Law for the Practice of Journalism’. A strong correlation between freedom of expression and the right to gain access to information in order to form and express opinions has been recognised in the Inter-American System. In June, 2006, the OAS General Assembly adopted a Resolution that ‘urge[d] the States to respect and promote respect for everyone’s access to public information and to promote the adoption of any necessary legislative or other types of provisions to ensure its recognition and effective application. ’ In the African system, the ‘Declaration of Principles on Freedom of Expression in Africa’ was adopted by the African Commission in 2002. It stresses the ‘fundamental importance of freedom of expression as an individual human right, as a cornerstone of democracy and as a means of ensuring respect for all human rights and freedoms’. The Danish Cartoon Controversy What has become known as the Danish cartoon controversy exemplifies the precarious balance between freedom of expression and the repression of expression. In 2006 a Danish newspaper published a series of cartoons depicting the prophet Mohammed as a possible terrorist, in one instance with a bomb in his turban. Many Muslims were outraged because depictions of Mohammed are prohibited in the majority of Muslim communities and likening Muslims to terrorists could incite discrimination and prejudice. Other factions upheld the right of the paper to publish the cartoons as a freedom of expression issue. The Danish cartoon incident sparked mass demonstrations throughout the world resulting in death and extensive damage of property in addition to sparking a fiery debate on international law, freedom of expression and permissible limitations of this right. * Supervision The freedom of expression is reduced by possible limitations under several international standards mentioned above. Moreover, freedom of expression and its internationally accepted limitations can be distorted by government initiatives through propaganda, control of the media and various other measures aimed at restricting the press, e. You read "Echr" in category "Essay examples" g. , licensing requirements, economic measures or restrictions on access to information. The right to freedom of expression has engendered a substantial body of case-law, in which both the right itself as well its limitations have been further defined. Under the auspices of the European system, the European Court has stated that freedom of expression:  Ã‚   [C]onstitutes one of the essential foundations of such a (democratic) society, one of the basic working conditions for its progress and for the development of every man. [†¦ ] It is applicable not only to ‘information’ or ‘ideas’ that are favourably received or regarded as inoffensive or as a matter of indifference, but also to those that offend, shock or disturb the State or any sector of the population. Such are the demands of that pluralism, tolerance and broadmindedness without which there is no ‘democratic society’ (Handyside v. The United Kingdom). Many cases have been brought before the former European Commission and the Court regarding the freedom of expression; several deal with the rights of journalists to freedom of expression. Case law zoeken!!! In the Chorherr judgment of August 1993 the Court dealt with an application concerning the applicant’s arrest, detention and conviction for breach of the peace after he had refused to stop distributing leaflets and exhibiting placards at a military parade. The Court held that the interfer- ence was â€Å"prescribed by law† and that there were legitimate grounds based on Article 10  §2 (prevention of disorder) for regarding the interfer- ence as â€Å"necessary in a democratic society†. The Court has established that, according to the protection granted by the American Convention, the right to freedom of thought and expression includes ‘not only the right and freedom to express one’s own thoughts, but also the right and freedom to seek, receive and impart information and ideas of all kinds’ (Lopez Alvarez et al. . Honduras). On this note the Court has held that the state has a positive obligation to ensure that laws and regulations governing restrictions to access to state-held information comply with the Convention’s parameters and restrictions may only be applied for the reasons allowed by the Convention; this also relates to the decisions on this issue adopted by domestic bodies (Claudio Rey es et al. v. Chile). In the African system, the African Commission on Human and Peoples’ Rights has addressed the right to freedom of expression in diverse realms. It has, inter alia, found the detention of members of opposition parties and trade unions under legislation outlawing all political opposition during a state of emergency a violation of the freedom of expression; it has found that the failure of a state to investigate attacks against journalists violates their right to express and disseminate information and opinions and also violates the public’s right to receive such information and opinions (Sir Dawda K. Jawara v. The Gambia, Communications 147/95 and 149/96). The Commission has held that state harassment with the aim of disrupting legitimate activities of an organisation that informs and educates people about their rights constitutes a clear violation of the right to freedom of expression. Recognising the importance of freedom of expression, international fora and national governments have sought to promote additional standards to protect particular elements of this right. Several governments have enacted legislation to improve access to information; to provide adequate access to media; to protect employees from reprisals for disclosing illegal activities of their employers; and to provide data protection so that individuals have access to their personal files held by public authorities and to ensure that such information is withheld from all persons not expressly entitled to it. International organisations have addressed the implementation and supervision of the right to freedom of expression by, for instance, appointing experts on the issue. B. The right to freedom of conscience and religion The guarantees of freedom of conscience and religion are closely related to other substantive rights. For instance, the rights to freedom of expression, assembly and association are fundamental to holding religious beliefs and practising one’s religion. Thoughts and views are intangible before they have been expressed, and convictions are valuable for a person only if he or she can express them. The private freedom of thought and religion is an absolute right that does not permit any limitation. The guarantee of the value of freedom of thought and religion implies that one cannot be subjected to treatment intended to change one’s process of thinking, be forced to express thoughts, to change opinion, or to divulge a religious conviction; thus, the right to freedom of thought, conscience, religion, belief and opinion is closely associated with the right to privacy. No sanction may be imposed for holding any view, or for changing religion or conviction; and the freedom of thought and religion protects against indoctrination by the state. The public aspect of the freedom, the right to manifest one’s belief in worship, observance, practice or teaching, is subject to limitations and defining the meaning of the freedom is complex; for instance, may refusal to serve in the military or pay taxes be justified on grounds of religion? Many states include guarantees for the right to freedom of thought, conscience, religion and belief in their constitutional traditions; in laws and regulations provisions are incorporated to prevent and punish interference with legitimate manifestations of religion or belief. Nevertheless, violations of the principles of non-discrimination and tolerance in the area of religion or belief are extensive; millions of people enjoy the freedom of thought, conscience, religion and belief only to a limited extent. Most human rights Conventions do not allow governments to impose as many limitations on freedom of religion as on comparable rights such as freedom of assembly and freedom of expression. In the last decades increasing political attention has been given to the freedom of religion, notably in Europe, in the light of religious intolerance. 1. STANDARDS One of the first standards for protection against religious intolerance was the founding document of the Republic of the United Netherlands, the Union of Utrecht from 1579, which stipulated that no one will be persecuted because of his religion. With the founding of the United Nations, protection against religious intolerance found its way into modern international standard setting. All regional Conventions contain provisions regarding the freedom of thought and religion: Article 9 ECHR defines the right to freedom of thought, conscience and religion in the same words as Article 18 ICCPR. The First Protocol to the ECHR includes a provision ensuring education and teaching in conformity with the parents’ religious and philosophical convictions. Supervision The international supervisory bodies have dealt with a number of communications regarding violations of the freedom of thought and religion. The Human Rights Committee has dealt with several individual communications regarding freedom of thought and religion. For instance, the Committee has found forbidding prisoners wearing a beard and worshipping at religious services and taking away their prayer books a violation of this right. The Committee affirms that: ‘[T]he freedom to manifest religion or belief in worship, observance, practice and teaching encompasses a broad range of acts and that the concept of worship extends to ritual and ceremonial acts giving expression to belief, as well as various practices integral to such acts’ (Boodoo v. Trinidad and Tobago). The Committee has, however, found that requiring a Sikh who wears a turban in daily life to wear a safety-helmet at work does not violate his right to religious freedom (Singh Bhinder v. Canada). Similarly, the European Court of Human Rights held that refusing a Muslim medical student entry into classes and examinations in accordance with a school ban on head scarves upheld the principles of secularism and equality between men and women and was necessary in a democratic society (Leyla Sahin v. Turkey). In recent years the Committee has departed from its previous jurisprudence, stating that conscientious objection to military service can be derived from Article 18 ICCPR (General Comment 22). In this General Comment, the Committee, inter alia, ‘views with concern any tendency to discriminate against any religion or belief for any reasons, including the fact that they are newly established, or represent religious minorities that may be the subject of hostility by a predominant religious community’. The Committee states, inter alia, that Article 18(2) bars coercion that would impair the right to retain one’s religion or belief, including threats of violence and that designated state religions may not serve as justifications of violations of the right to freedom of religion. The ‘Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief’ stipulates that all states must take effective measures to prevent and eliminate discrimination on the grounds of religion or belief. Within the regional systems several cases regarding freedom of thought and religion have been brought before the supervisory mechanisms. The European Court of Human Rights has decided numerous cases regarding the right to freedom of conscience and religion, many of which have dealt with the freedom of religion in Greece. Article 9 protects non-religious beliefs; the Court has said that the values of the article are the foundation of a democratic society: ‘It is, in its religious dimension, one of the most vital elements that go to make up the identity of believers and their conception of life, but is also a precious asset for theists, agnostics, sceptics and the unconcerned’ (Kokkinakis v. Greece). Further to indoctrination, the Court has made a distinction between ‘improper proseltysm’ and ‘bearing witness to Christianity’, the former possibly entailing brainwashing or violence (Kokkinakis v. Greece). Finally, in a controversial communication r egarding assisted suicide, it was stated that freedom of thought under Article 8, that had hitherto included beliefs such as veganism and pacifism, could be applied to the applicant’s belief in and support for the notion of assisted suicide for herself. This was rejected by the Court as her claims did not involve a form of manifestation of a religion or belief, through worship, teaching, practice or observance as described in the ICCPR (Pretty v. The United Kingdom), citing, inter alia, a case where the European Commission had found that not all acts which are motivated by religion or belief constitute ‘religious practice’ (Arrowsmith v. The United Kingdom). In regard to the right to freedom of conscience and religion under the Inter- American system, the Commission has ruled on a number of cases concerning Jehovah’s witnesses and legitimate limitations of the right. The Commission has found that prosecuting members of that religion for refusing to swear oaths of allegiance, recognise the state and its symbols and to serve in the military is a violation of the right (Jehovah’s Witnesses v. Argentina (Case 2137)). Case of Plan de Sanchez Massacre v. Guatemala (Series C No. 105)). The African Commission has also dealt with the freedom of religion; it has, for instance, found harassment of Jehovah’s witnesses and religious leaders, assassinations and death threats aimed at them and destruction of religious structures in violation of the right (Free Legal Assistance Group, Lawyers’ Committee for Human Rights, Union Interafricaine des Droits de l’Homme, Les Temoins de Jehovah v. Zaire, Communications 25/89, 47/90, 56/91, 100/93). It has also stipulated that the expulsion of political activists was denying them, inter alia, the right to freedom of conscience in violation of Article 8 ACPHR (Amnesty International v. Zambia, Communication 212/98). How to cite Echr, Essay examples

Welspun Group of Companies

Question: Discuss about theWelspun Group of Companies. Answer: Introduction Welspun group is one of the largest and fastest growing conglomerates of India and is a company of $3 billion (Cavusgil, et al., 2011). It is involved in many sectors like steel, energy and infrastructure and have an established product range in different sectors like pipes, textiles and plates coils. It is a company expanded firmly in more than 50 countries, employing about 24000 people and having more than 100000 shareholders. ChallengesFaced and Swot Analysis Challenges As the group took its path towards success and globalization, challenges started showing up so as to bring the brand down. The path towards globalization was not so smooth but according to the people working under Mr. BK Goenka, the company overcame all the challenges and progressed towards success. There were many challenges faced by the company, some of them are mentioned below: From all the challenges the one that came first is the problem of faith. All the foreign buyers were in great dilemma about the product and quality of the product produced by an Indian based company (Cavusgil, et al., 2014). Second is the layers of middlemen between the company and its foreign clients as the middlemen reduce the margin of profit of the company and also intrudes in the direct communication between the clients and the company. Third most important part is the penetration in market. As the culture of company is different from the foreign markets, so it faced some problem due to the cross culture business (Singh., 2015:60-61). In different countries it faced different problems regarding the political, cultural and legislative differences. Fourth one is a various serious challenge which the company has to face and that is the attrition of many of the senior executives ("Welspun Group Faces Top-Level Executives Attrition"., 2010). According to the results of some of the interviews and survey, it is showed that most of them left due to job dissatisfaction. Swot Analysis Strengths Domestic markets are the main factors for the success of the company (Mathur and Mathur., 2009). The company got monetary assistance from many sources. Its sales and distribution network is very strong. The company has many powerful strategies to overcome the market penetration barriers. Weaknesses The competition is very high ("Welspun Group SWOT Analysis., 2016). Debt rating for the future is high Opportunities The company has huge opportunities to grow. Threats Low profit range Fluctuating economy Cash flow Competitors Politics and laws of government. Sustainability From many researches it can be seen that the group is growing at a high rate since the last two decades. It has expanded in many countries along with providing a high range of employment. It is adding a huge amount to the economy of the company and also to the development of the country. According to the CEO of the Welspun Group, the high growth of the company is going to sustain for a long term due to some of the most successful sectors of the group (Rau., N.A). There are many key factors which are contributing to the success of the company and helping it to move high up. Some of them are: Cost Leadership: The Company has tried its best to have the cost leadership in all its sectors among its competitors. It has introduced many products in low cost but without any lack in the quality of the product. For example Welspun is expertise in constructing tough in-house designs with great engineering at low cost (Pathak and Singh., 2010). Quality of Product: The quality of the products of the company is the major key factor for the success of the company. As at the starting many company were having the faith problem as Welspun was an Indian based company but with the course of time all trusted the company mainly for its quality. Strong Execution: Welspun has the capability to commit to its client as it has the ability to fulfil the commitment. It has an experienced team of employees and management which are capable of turning the promise to reality in the given amount of time and budget. Innovation: Welspun keeps on experimenting on the market by introducing new innovative and attractive products so as to increase the customer base. Growth Startegy as Role Model The company rose high up in the success scale in a short period of time. The company mainly focused on the two main strategies to grow and those are Geographical strategy and Product diversification strategy (Khan., et al., 2009:57-82). According to these strategy, the company explored all the suitable markets which can be helpful to start their market and entered all the emerging markets along with that they also introduced new products as well as old products in a new way to the market. Talking about the role model strategy, yes, other companies can make this strategy of growth as their role model for success but that to be in special conditions. Some of them are: Joint venture: If the company is in a joint venture with other company or it is planning to go for joint ventures. Having ownership specifications: If the company can get the advantages of having ownership specifications as it can make it more reliable to success than others. Location Specifications: If the company is in favorable condition and can get more advantage as compared to other locations can follow this strategy. Globalization: If the company is having a strong network for globalization. Conclusion From the above study we can conclude that, Welspun is one of the largest group of companies which is growing at a high rate and doing its best to maintain its position. It has been expanding its brand name in about 50 countries. The path towards globalization was not so smooth but according to the people working under Mr. BK Goenka, the company overcame all the challenges and progressed towards success. Some of the challenges are faith, middleman, leaving of executive level employees and market penetration barriers. It has the highest rate of sustainability due to many factors. The company mainly focused on the two main strategies to grow and those are Geographical strategy and Product diversification strategy. References Cavusgil, S.T., Knight, G., Riesenberger, J.R., Rammal, H.G. and Rose, E.L., 2014. International business. Pearson Australia. Cavusgil, S.T., Rammal, H. and Freeman, S., 2011. International business: the new realities. Pearson Higher Education AU. Khan, S.R., Dhar, D., Navaid, M., Pradhananga, M., Siddique, F., Singh, A. and Yanthrawaduge, S., 2009. The Readymade Garment Sector in India. In Export Success and Industrial Linkages (pp. 57-82). Palgrave Macmillan US. Mathur, P.M.K.K.M. and Mathur, S.S.M.N.N., 2009. New Horizons in Indian Management. Gyan Publishing House. Pathak, P. and Singh, A., 2010. Solar Power as a Source of Ecologically Sustainable Growth in Rajasthan. Rau, R.H.G., Lean Six Sigma. Singh, R., 2015. India's renewable energy targets: How to overcome a $200 billion funding gap. Renewable Energy Focus, 16(4), pp.60-61. "Welspun Group Faces Top-Level Executives Attrition". timesofindia-economictimes. N.p., 2010. Web. 13 Aug. 2016. "Welspun Group SWOT Analysis - Strengths, Weaknesses, Opportunities, Threats Of Welspun Group. Find 100,000 More Reports And SWOT". Swotanalysis24.com. N.p., 2016. Web. 13 Aug. 2016.

Stereotypes Essays - Stereotypes, Social Psychology, Discrimination

Stereotypes Stereotypes are the organizational factors that virtually shape the way we think in 20th century America. They somehow manage to categorize some of life's most complex matters into nice distinct sections. Classifications and organization, at first glance seem to be useful in distinguishing various aspects of modern life. However, these grouping methods can be very inaccurate, leaving erroneous ideas in the minds of citizens on a global level. Stereotypes, though originating as convenient sorting mechanisms, instead, influence our thinking process. By instituting broad categories, establishing virtually immovable terms, and, often, being mistakenly identified as facts, stereotypes affect the mental process of humans. Originally used as an organizational tool, stereotypes were simply broad generalizations about subject matters. These ideas weren't necessarily meant to cause the feelings of anger that they do today, but to classify ideas. However, possibly the most apparent problem with stereotypes is that the sort very intricate subject matter into large, broad categories. For example, human beings are too complex to use generalizations like, ?all blondes are dumb? or ?all smart people are nerds.? Stereotypes use wide terms, to simplify subject matter, but this attempt often ends in an inaccurate result. Despite their wide generalizations, stereotypes establish virtually immovable terms. For example, Third World countries were hastily grouped together not because of social or economic similarities, but out of convenience. Since that time, the industrialized nations have harbored this stereotype that the third world is land of starving children and savage tribes. Despite decades of vast improvement, this stereotype remains unchanged. This rigid stereotype has caused many citizens to embrace a false view of the Third World nations and its citizens. Stereotypes, clearly, should not be mistaken for factual information. Although there may be a certain amount of truth to the statement, the generalization is often inaccurate. Unfortunately, many people believe this information to be not only truthful, but factual. Since most Americans have not visited a Third World country, they believe many misconceptions to be true. In reality, these stereotypes are often wrong. They may apply in some instances, but they should not be considered factual. Through establishing broad categories, creating immovable terms, and being mistakenly identified as facts, stereotypes often place inaccurate ideas in the people's minds. They have a huge impact on the thought process and ideas. As increasingly more and more people become aware of this error, many of the stereotypes we now embrace will become obsolete. Works Consulted Lane, Charles. ?Let's Abolish the Third World.? Thinking Globally. Andrew E. Robson. McGraw-Hill: United States of America, 1997. 155 ? 160.

Western Civilization Role in the World Major Conflicts Essays

Western Civilization Role in the World Major Conflicts Essays Western Civilization Role in the World Major Conflicts Essay Western Civilization Role in the World Major Conflicts Essay World has experienced several conflicts, of all the major conflicts none had changed the world more than the world wars and the cold war. Western civilization played a great role as far as these three conflicts in the twentieth century were concerned. These wars were mainly fought in Europe and Asia. The century experienced some of the worst conflicts in the history of mankind some of which changed the face of the world for a long time. The world powers fought each others in a battle of supremacy. Different powers stood for different ideologies where each wanted to override the other as far as world power was concerned. The period preceding the first world was characterized by major changes that took place in Europe. These changes affected all the aspects of life, economically, scientifically, socially among other areas. An industrial revolution had just been witnessed in Europe and was spreading to the other parts of the world. Many western nations had been involved in the manufacture of sophisticated weapons in an attempt to protect themselves from their enemies. The First World War was by itself a show of might as far arms were concerned. The great nations took this chance to show of their technological development as well their military strength. It was during this war that Germany put to test some of the weapons that had been developed by its able military weapon technicians such as machine guns and deadly gases. On the other hand the British for the first time used tanks in the warfare. Both countries for the first time in the history of the warfare introduced new aircrafts to test their abili ty to be used in a major war. Politically alliances were being made by different Europeans power to safeguard their interests. One of the major alliances involved the Germans and the Austrians where they signed treaties creating the dual Alliance. This was to sideline Russia one of the western nations that was seen as a threat to advancement of Germany and its expansionist ambitions. This alliance later came to incorporate the Italians who were major asset to the Germans as they fought alongside in group that came to be known as the Triple Alliance. (Stefan, B 2006) The conflicts of the twentieth century especially the two world wars were mainly as a result of the ambitious plans by the German nation to expand its horizons occupying other nations and dominating them. They were aiming at imposing their rule on them and forcing these nations to adopt their ways. Russia was also interested in some parts of the continent, Austrian Hungary was busy trying to extend it power and in the process they were hiving parts of the Ottoman Empire something that did not go unchallenged. Each nation was busy trying to proof themselves to the rest; they were interested in dominating the continent. This competition was also extended to the other parts of the world especially regions where the European powers were interested in establishment of colonies. They could not agree on who should take which region. They were aiming at extending their power to these regions and at the same time introduce western civilization to areas that they considered backward. Western civilization factor did not stop at the end of the First World War, this concept continued to grow and shaping the face of the world. After the Great War nation did not stop at this point, they continued to fight for supremacy where other European nations were determined to punish Germany and her allies for the role they played in the great world war. The war had left one of the great civilizations in Europe heavily bruised such that one would have written it off. The nation was determined in its recovery program, they did everything possible to rise up and emerge as one of the most dominant power in Europe. (Stefan, B 2006) Adolf Hitler aim to make Germany the most powerful nation in Europe could have ignited another war that spread to other parts of the world and had very devastating effects than the Great War. Just like the first world nations were aiming at outdoing each other in terms of military power, economic and technological advancement. Again in the world history western civilization had led to another competition between different powers something which eventually led to a full scale war that touched every part of the world. The passive nature of the western powers at around this period allowed Germany to break most of the treaties that had been made to prevent another war. Britain was having problems at home such that whatever Hitler was doing as far as preparation for the war was concerned was not such a bother. Hitler continued to arm himself in preparing to expand his horizons making his country a powerful nation in Europe once more. He was determined to get this at all cost. Even with the end of the Second World War western civilization still strong, it was taking a new shape with the entrance of United States in the arena. A new form of conflict was emerging where two opposing ideologies were out to clash. On one side we had the communism which was threatening to dominate the world and on the other side we had the capitalism which was being propagated as part of the western culture. Soviet Union and other communist powers in the world were up against the capitalistic powers which were led by United States to a kind of welfare that has been described as cold war. This war lasted for a long period as compared to the other wars as it lasted up to the eighties when the communist powers collapsed. Germany just like in the previous wars was actively involved in this quiet warfare but in this time as a divided nation. One side of this nation, the western was inclined towards the capitalism world where the eastern part of Germany was controlled by the communist powers. (Bartlett, C (1977) The attempt to spread western civilization to the other regions and the competition that existed among the European powers led to the conflicts that had very devastating effects in the face of the world. Some of which changed the course of history and brought a new dispensation that have dominated the power circles in the world. These three conflicts brought both positive and negative effects to United States and the world at large. It is as a result of these wars that America emerged as one of the powerful nations on earth. Its might came to be recognized at the end of the world war when its intervention brought the conflict that had left Europe weary. (Bartlett, C 1977). One of the common effects of the three conflicts is the loss of lives and destruction of property. The great world war had millions of people from across the board losing their lives. This is not a small number given the world population at that time. Those who lost their lives included soldiers who were in the battlefields and civilians who were either involved in the war. Other people were killed by factors directly related to the war such as starvation and diseases which were as direct result of the war. Looking at the Second World War lives were lost too but in this case in great magnitude than in the First World War due to the level of technological advancement as far as weapons are concerned. The weapons used at this particular war were much destructive compared to those used in the previous war. This meant heavy casualties on both soldiers and civilians. It is estimated that close to fifty million people may have died in this war. This figure includes the casualties suffered a fter Japan was bombed by the United States using atomic bombs. Psychologically the effects of the world wars were similar to those of revolution in America. There was a growing sense of distrust towards political class and government officials among the people who witnessed the horror and destruction that accompanied the wars. Many people were not happy that the peacemakers had not expressed their sentiments to the fullest wondering why the war was allowed in the first place. To them it could have been avoided by all means. A feeling of disillusionment   was felt across the globe as people came into conclusion that their governments were not interested in serving them rather they were only after glory that comes with winning of a war. The loss of loved ones was disturbing to many families which were affected .The future of the families whose members were killed in the wars was not bright; they just accepted the reality grimly optimistic that their dreams will last. (Stewart, R 2003) Technology advancement was registered after the war especially on the military hardware. With the end of the First World War countries that participated engaged in military advancement each outdoing the other as far as manufacturing of the weapons was concerned. This also included technological advancement in other areas which did not involve weapons. For example production of automobiles, aircrafts, radios and other products was boosted. The advantage of mass production and use of machine in production stimulated the economies making them grow at a tremendous rate. After the end of the Second World War two super powers emerged, one would have expected that the two nations would work together to foster world peace but the two nations became hostile to each other. Each one of them started building up huge arsenals and strong ballistic missles.The two super powers were suspicious of each other. They were competing with each other as far as world power was concerned. This situation prevailed for so long such that there was a fear of a third world war erupting. This war had some effects on both countries and the world at large. One of the major effect was the collapse of Soviet Union something that marked the end of an ideology that was being spread by this mighty nation. With the collapse of Soviet Union other communist nations were not very strong to advance its course therefore the system came to an end with the death of the union. (Powaski, R 1998) Germany as a nation was once again united, ending a hostile period that characterized a former European power. Other Baltic states that were part of the Soviet Union achieved their independence and became autonomous nations. With the collapse of communism and Soviet Union America was left as the only super power in the world. This meant that the competition that ensued between the two nations in the dominance of the world was no more. This gave America chance to concentrate on other issues of importance since the threat of invasion by Soviet Union was no more. Western civilization can largely be blamed for all the major conflicts that have happened in the world. Forcing their ideals on other coupled with the competition for power among the nations has resulted to the first two major conflicts. The third conflict was mainly suspicion between east and west. The two sides could not trust each other; they were trying to spread ideologies across the world with each trying to out do the other. The two super powers were just advancing the concepts of the western civilization in different ways.

Sainsbury Assignment Example | Topics and Well Written Essays - 2000 words

Sainsbury - Assignment Example However, the major success factor of the company is its effective value chain framework that ensures long-term sustainability and profitability for the company (Sainsbury Plc, 2014). Notably, the company has fully automated depots in its inbound logistics which further depicts the extensive use of IT in its business operations. This not only enhances the operational efficacy of the company but also results in establishing it as one of the competent business unit in terms of implementing and utilizing IT (Sekhar, 2009; Clark, 2004). The operations of the company are conducted in a three store formats which includes the local, regular and the central domain. The company has more than 500 local stores operating in the UK that has diverse branding approach and fascia. The central formats are used for the stores of the company which are small to medium in size and operate in the center of the city. Apart from the regular products, the company also sells some specific mainline brands through its stores in the UK market (Prezi Inc, 2014; Khosrowpour, 2004). The outbound logistics of the company includes two picking centers and it follows a warehousing model. The aim of this model is to establish dedicated picking centers in the UK with the aim to enhance the delivery of its products and services to the urban area further expanding their services to new potential customers. Notably, the company has faced immense competition from the rival supermarket chains which has forced it to develop effective strategies which can ensure the sustainability for the business. This has influenced the company to adopt the warehousing model (Prezi Inc, 2014; Khosrowpour, 2004). In the value chain domain of marketing and sales, the company targets both the customers including high income group as well as the potential buyers falling under the low income group. However, the company mainly focuses on providing high end products and makes a mark for itself in the

Housing Market Post and Pre Recession Lab Report

Housing Market Post and Pre Recession - Lab Report Example As a result, this recession lasted for four quarters. Finally, the last recession that occurred, took place not so long ago. It started in the 4th quarter of 2007 and lasted until the 2nd quarter of 2009. As can be verified from Figure 1 below, all these recessions by definition are identified with bar markers in periods that have followed such declines in GDP for three consecutive quarters. An important point to note here is that the length of the recessions has increased over time. The first and second recessions in the duration lasted for two quarters, the third lasted for four quarters and the recent recession has lasted for seven consecutive quarters. The cyclical pattern of real GDP is also evident from Figure 1. In the initial period, right after the recession, the percentage change of GDP rose sharply until the 1st quarter of 1984 and then stabilized and expressed some volatility and then started falling in the last quarter of 1989. The decline continued and became a recessio n lasting for two quarters. The ensuing climb was volatile, but the trend was positive until GDP growth reached a peak of 10.25% in the 2nd quarter of 2002. It started declining sharply there on and this drop became the 4 quarter long recession of 2001. There was a volatile and slow but steady climb until the last quarter of 2006 whereon the GDP growth rate started plummeting and this marked the onset of the latest recession. The decline in the rate of growth of GDP was most substantial during this latest recession. Figure 1: Movement of GDP The first indicator of the housing market that will be considered is the real average housing price. These are presented in Figure 2 along with the markers for recessions. The movements of the housing prices exhibit very strong cyclical behaviour. Further, taking a closer look reveals that the trends almost mirror those of the real GDP growth, although the volatility is substantially lower. The movements of the housing prices on average are smoo ther, though the beginnings and the endings of the cyclical rises and falls coincide with those of the real GDP growth in general. Figure 2: Movement of average real house prices Next we turn to Figure 3 which presents the movements of month’s supply of houses for the period under consideration. From the graph we see that month’s supply of houses falls in periods during or immediately following a recession. This is in contrast to housing prices which we saw follow the pattern of real GDP growth and, thus, slow down before the onset of the recession and start rising during recoveries. Figure 3: Movements in month's supply of housing Specifically, from Figure 3 we find out that month’s supply has gone down following all recessions in general. Following the recession of 1982, housing supply has reflected as slight decline in overall trend, although it has hovered around an average. The decline is more pronounced in the aftermath of the next recession. There was a s ubstantial decline in this phase and the declining trend continued onto the third recession. It picked up around early 2005 and sharply rose reflecting the housing bubble and reached its peak in the middle of the fourth recession. Another point worth noting from the graph is that the series has exhibited significant volatility and the latter seems to reflect a lagged reaction to it in the GDP series. The final indicator we look upon in this discussion is the dynamics of

Monetary Rewards On Employee Performance Commerce Essay

Monetary Rewards On Employee Performance Commerce Essay Workplace performance motivators contain both monetary as well as non-monetary rewards. Monetary rewards may be varied whereas having a same effect on workers. This study aims to investigate the impact of monetary and non monetary rewards for the performance of employees in a company. Monetary reward in modern society is the most transferable means of satisfying fundamental requirements (Kohn, 2009). Physiological satisfaction, protection and social requirements may only be attained with money. The impact of non-monetary rewards on performance entails that control systems may be more efficient and competent by taking into consideration non-monetary rewards. Particularly, logical justifications help organizations by motivating better performance than illogical explanations and by raising the recognized justifiability of bonuses when the bonuses stand for the significance of the jobs The study will recognize the performance of employees and its relation with monetary and non monetary rewards, if any which are presently militating against the smooth functions of the company in area of its job performance and efficiency that management find helpful for future development. Table of content Introduction 1 Hypothesis 1 Research Questions 2 Aims and objectives 2 Literature review 2 Methodology 6 Discussion 7 Conclusion 8 Reference 10 Introduction Managers are always looking for ways to create a motivational environment in which associates (workers) to work at their best levels to achieve organization goals. Workplace performance motivators contain both monetary as well as non-monetary rewards. Monetary rewards may be varied whereas having a same effect on workers (Lynch, 2003). An example of monetary rewards is mutual funds given by organizational pension plans or insurance programs. As it has been proposed that employees, depending on their age, have diverse requirements relating to rewards, traditional rewards packages are being changed with alternatives for attracting younger employees (Nelson, 2009). This study aims to investigate the impact of monetary and non monetary rewards for the performance of employees in a company (Kohn, 2009). The study will also emphasize the importance of monetary and non monetary rewards in the organization. It is expected that this study will help business enterprises in their functions as well as facilitate them to use rewards schemes which would optimize the output and performance of their business functions (Zigon, 2008). The study will recognize the performance of employees and its relation with monetary and non monetary rewards, if any which are presently militating against the smooth functions of the company in area of its job performance and efficiency that management find helpful for future development (Kepner, 2010). Hypothesis Hypothesis has been formulated below: Organizations monetary and non monetary rewards programs have a huge impact on the employees job performance as well as the productivity and development of the company. Research Questions To what degree is the efficiency, adequately relevance of these rewards to the whole performance of employees? To what degree are these different kinds of rewards set up by the companies? To what extent is the rewards bring about achievement of job satisfaction and motivation of the employees? How management may use rewards to persuade workers to improve and increase productivity? What are the rewards considered by employees to be non-monetary rewards? Aims and objectives To look at the extent to which these rewards bring about achievement of job satisfaction and employees performance. To analysis the efficiency, adequacy and significance of these rewards programs to the overall performance of individual employee or group of employees. To inspect the extent the company is attaining its goals for administering these rewards. Literature review People work so as to satisfy their requirements and these requirements may be met by monetary rewards. Monetary rewards are refund in cash and in form of money for a given work done by workers in the company (Hansen, 2010). Workers would go any level to enhance their cash income as they will do something to avoid their source of income from being removed. The fact that workers fear to lose their jobs, cash has been a very efficient motivator only because money is necessary for continued existence in an economy (Dunham, 2009). Monetary reward in modern society is the most transferable means of satisfying fundamental requirements (Kohn, 2009). Physiological satisfaction, protection and social requirements may only be attained with money(Kepner, 2010). The effort-to-performance expectation is sturdily persuaded by the performance assessment which is frequently part of the reward system. A worker is probable to use extra effort if he or she understands that performance will be assessed, appraised, and rewarded. The expectancy of performance-to-outcome is influenced by the level to which the worker thinks that performance will be followed by rewards (Allen, 2007). Lastly, every reward or potential reward has to some extent different value for every individual. An individual can want a promotion more than reimbursement; somebody else can want only the opposite (Nelson, 2009). When a company rewards a whole work group or team for its performance, collaboration among the members typically enhances. Though, competition among different teams for rewards may cause decline in whole performance under definite situations. The most general team or group rewards are plans of gain sharing, where worker teams which meet certain objectives share i n the gains measured against performance targets (Shutan, 2010). Frequently, programs of gain sharing emphasize on quality enhancement, reduction of cost, and other quantifiable results (Kepner, 2010). Despite the positive role monetary rewards have played, employees have a tendency to have different approach and a manner towards money rewards (Hansen, 2010). The most general of the different reaction to salary and wages by employees is that once it crosses lowest levels, it is regarded as a measure of fairness. (Kohn, 2009) posited non-monetary rewards as extreme benefits made accessible to staff and are regarded as an addition to salaries and wages. It contains direct as well as indirect reimbursement (Shutan, 2010). The direct reimbursement can contain profit-sharing, illness pay, pension plans, and so on (Kerachsky, 2009). The indirect reimbursement can include welfare services, social as well as recreational facilities, etc. Pay, if merely it could be correctly packaged would someway lead to the desired approach to work. Perception of employee of his pay with respect to other employees of same position could influence the satisfaction, which he obtains from the job. The aim of monetary rewards is to reward workers for outstanding performance through money (Nelson, 2009). Monetary rewards contain profit sharing, stock options, and project bonuses, scheduled and warrant bonuses (Allen, 2007). The aim of non-monetary rewards is to reward employees for brilliant job performance by opportunities. Non- monetary rewards contain training, flexible work hours, satisfying work environment and vacations. Employees encounter issues, disturbances, and dissatisfactions in their environment of work where certain rewards are de-emphasized. So as to increase and improve the rewards of employees, trade unions serve as a way of developing the terms and conditions for workers, enhance rewards rates, raise employees status, protect members against unjust practices and also struggle for protection of service (Kepner, 2010). Trade union Act 1990 offers that worker has a right to get all employment benefits which are stated in documents of service, containing the offer letter, and the condition of service and in joint agreement (Kerachsky, 2009). A stability of monetary and non- monetary rewards must be employed to satisfy the different requirements and interests of workers. Monetary rewards persuade fulfillment rather than risk taking since most rewards depend only on performance and discourage workers from being innovative in their place of work. Apart from these kinds of strategies of performance, reward system of an organization is its most fundamental tool for dealing with employee performance (Allen, 2007). Reward system of an organization is the formal as well as informal systems by which workers performance is described, assessed, and rewarded (Kohn, 2009). Organizational reward may influence performance, manners, activities, and motivation. Therefore, it is significant for organizations to recognize and appreciate obviously their significance. Though employee attitudes like satisfaction are not a main determinant of job performance, they are however essential (Kepner, 2010). Extrinsic rewards affect satisfaction of e mployee, which, sequentially, plays a chief role in verifying whether an employee reward system (Zigon, 2008). The formal and informal systems by which performance of employee is identified, appraised, and rewarded will remain on the job or search for a new job (Kerachsky, 2009). Reward systems also affect patterns of attendance and absence; if rewards are based on real performance, employees have a tendency to work hard to get those rewards. Methodology This chapter contains imminent into the research design and strategy for the study. It emphasizes on what to study, how to study and when to study; the main objective of the study is to monitor the management of total quality and examine techniques in business environment. Research Design Basically, field study approach survey will be applied for this study due to its weird nature. Though, questionnaires will be the main tool to collect data for this study. The questionnaires will be prepared carefully and simply designed so as to make sure simple answering; to get reliabilities in responses of respondents and at same time to remove uncertainty and suspension. Meanwhile, secondary research will also been used in this study. Secondary research is frequently less expensive than surveys and is very efficient in getting information regarding communications needs of peoples and their responses to and vision about particular communications. It is frequently the technique of choice in cases where quantitative measurement is not necessary. Sample and sampling techniques Therefore, the sample techniques will consider thirty (30) employees randomly selected from a reputed organization. Data Collection The major process for data collection of this study is through questionnaires; the ordered questionnaire will be distributed to the randomly selected employees. Literature Selection Criteria The literature selection criteria are twofold: significance and the year of publication. Search Technique Libraries containing online databases are accessed to obtain the most appropriate and updated literature. Some of the online databases which are used include: EBSCO, Emerald, Blackwell, and so on. Theoretical Framework For this study as already said the secondary research technique is used and all the relevant data was gathered through books, journals and articles. Discussion The non-monetary rewards like training and development in a company have positive impacts on employee performances, work, and a company can minimize cost as well as boosts efficiency; good working environment in a company will also get better employees performances (Kohn, 2009). Monetary and non-monetary rewards differ in their roles, efficiency, and suitability, depending on the kinds of rewards (Allen, 2007). Rewards in fact hamper employees and organizations by reducing employees motivation, job satisfaction and interest. This is only the opposite of what rewards were made to do. Rewards should consider the employees for whom they were made (Kerachsky, 2009). A balance between monetary as well as non-monetary rewards must be employed for satisfying the diverse requirements and interests of employees. Creating a balance sheet is an easy exercise which may be used to evaluate rewards programs. On one side of the balance sheet, list each and every rewards program (both monetary plus non-monetary) of the company (Kohn, 2009). On the other side list all the results (whether preferred or not) which may be attributed to these rewards. Areas of development and enhancement would be those outcomes and results recognized as undesirable (Zigon, 2008). Promoted workers will amplify his/her efforts as well as performances in work place and assessment of employee performance manipulates employees performance; welfare of employee, pension, and medical facilities also helps successful performances, finally the employees prefer monetary rewards to non-monetary rewards (Kepner, 2010). Individual performance is usually found out by three things: motivation (the wish to do the job), capability (the ability to do the job), and the environment of work (the resources required to do the job). If a worker lacks capability, the manager can give training or replace, the employee. If there is a resource issue, the manager can do it correct (Kerachsky, 2009). But if motivation is the issue, the job for the manager is more challenging. Individual performance is a multifaceted fact, and the manager can be pushed to understand the specific nature of the issue and how to resolve it (Kohn, 2009). Hence, motivation is significant due to its importance as a determinant of performance and due to its intangible nature (Kerachsky, 2009). Many special rewards programs which offer awards to individuals have been utilized, ranging from one-time contests to meet performance targets to rewards for performance eventually (Hansen, 2010). Though special programs can also be built up for groups and for whole companies, these programs frequently emphasize on rewarding just high-performing individuals. Conclusion The outcomes of this study make three contributions. Primary, this study contributes to the logical and experiential literature on multi-action settings by giving facts about the impacts of non-monetary rewards (Kohn, 2009). The impact of non-monetary rewards on performance entails that control systems may be more efficient and competent by taking into consideration non-monetary rewards. Particularly, logical justifications help organizations by motivating better performance than illogical explanations and by raising the recognized justifiability of bonuses when the bonuses stand for the significance of the jobs (Nelson, 2009). While logical explanations is unsuccessful to stimulate better performance than when no justification is given, this result must be understood carefully as the explanation also gives related information which is not present when no explanation is given, that can not be true in all settings (Kepner, 2010). The study thus concludes that there are obvious relations between monetary rewards and employees performance; fringe benefit can stimulate employees performance (Kohn, 2009). Though, some of the major goals of training employee contain, increase in production, lesser labor turn over rate, higher confidence and better management and training facilitates to decrease cost as it enhances productivity, and promotes objective congruency. Lack of training raises rate of absenteeism, low productivity, bad quality and refuses and results in high unit cost. Non-monetary rewards, good working environment promotion, better management, employees welfare, programs, medical facilities, pension, helps increases in performances of employees and employee desired monetary rewards to non-monetary rewards.