Human resource management Coursework Example | Topics and Well Written Essays - 500 words

Human resource management - Coursework Example This would include human resource planning, recruitment, selection and training in organizations. The recruitment and selection process would depend on the kind of establishment that is set up. This must be accompanied with the right kind of training and development programs to equip candidates with the requisite skills and expertise. However, training programs must b customized to meet the individual training needs of employees. Training might be internally conducted by the organizations catering to their own needs and skill requirements. However, there are a large number of training institutes in the region offering wide variety of training for organizations. Off the job training is most widely used by the private sector firms in UAE. In UAE, organizations are encouraged to practice group activities and team work. Thus training might be imparted on group problem solving activities. Organizations can also undertake high level skill training for their workforce. The key role of HRM is ensuring employee performance and productivity. This includes identifying the key components of candidates’ performance. It is important that the performances of employees are monitored by their immediate supervisors, peers, colleagues, subordinates and themselves. This is useful in making a complete review of their performance in the organization. A crucial component of performance management system is performance appraisal system. The appraisal system is considered to be most crucial for encouraging individual performance and raising their level of satisfaction too. The competitive structure of the UAE labour market and the cut throat competition existing between organizations calls for strict performance appraisal system. Under the system employees would be compensated or rewarded according to the evaluation of their performance. Employee performance must be aligned and rated against organizational goals and

The Calendar Girl Movie Review Example | Topics and Well Written Essays - 500 words

The Calendar Girl - Movie Review Example In the movie, Dales poses strategically nude more than fifty pose. Despite being based on a true story, the nudity was not legally justified event in the community that contain naà ¯ve and developing children. The actions or the nudity in the movies deeply expresses the moral decay that might have the genesis of prostitution the society. Notably, until very late years, prostitution was an illegal act that was never recognized by the legal system and it warranted an arrest. Moreover, stripping clubs were never recognized as part of morals of the community; therefore, those that operated, did so illegally. Thus, the movie contains many scenes and arts that were illegal. For instance, the movies indicated ladies who were pips and their nude portraits were the order of the movie. The movie may also be regarded as the first export in the light comedy steamroller division that was ever found in the British film industry. However, most parts of the movie avoided the queasy class condescension such as the hell bent charmers that they relied on since the unemployed steel mill workers pegged their groove on thangs in the â€Å"The Full Monty.† Additionally, the British people are never expected to indulge in these actions. The women are related to the son of the coal miner who pirouetted in the â€Å"Billy Elliot†. They are compared to the tweedy widow whose work was to harvest dynamites weeds in the â€Å"Saving Grace†, all of which are illegal traits or actions that were never supported by the British legal systems (Calendar Girls 01:00: 37). The movie portrays Helen Mirren or Chris or Tricia Stewart (as in the real life story) as a lover of strip game. Moreover, she is the one who introduces or hatches the money making idea for the memory of Chris’ late husband’s memory. The group that engages in money collection are beautiful women. Apparently, they use their nudity as a means of collecting or attracting

Three Important Lessons by Kurlansky Assignment Example | Topics and Well Written Essays - 750 words

Three Important Lessons by Kurlansky - Assignment Example It is hard to understand what Kurlansky was driving to when he stated: â€Å"the state imagines it is impotent without a military because it cannot conceive of power without power† (Kurlansky 2006). This is evidenced by the fact that one can come up with many questions about this lesson. For instance, is it possible that Kurlansky implied that absence of power results to no state? Or is it possible that he thought that the state was the structural significance of power? Answering these questions enables one to understand the current power tussles in many states. Some Presidents of states have been overthrown because of lack of amicable cohesion between the government and their respective military. A good support of this claim is what took place in Egypt two years ago. The Egyptian army overthrew President Mohamed Morsi and held him together with his entire presidential term under house arrest. If President Morsi could have had a military, I mean him having a close relationship with the military; he could have secured his power as a president. In connection with the happenings in Egypt, many states are justified to consider themselves impotent if their relationship with their military is poor. As argued by Kurlansky, it is true â€Å"violence does not resolve. It always leads to more violence† (Kurlansky 2006). In relation to this claim, I came across a paper narrating what took place in Kenya as a result of election violence in 2007. The loss of the presidential results to one of the aspirants who was believed to have won through rigging the elections triggered violence between his supporters and those of his opponent. The majority of the people who participated in that election violence thought violence was the only way to solve their problem. Some politicians also fueled the hatred between people through financing their violence against each other. Unfortunately, the violence escalated beyond the control of the state leading to the loss of many innocent lives.

The Calendar Girl Movie Review Example | Topics and Well Written Essays - 500 words

The Calendar Girl - Movie Review Example In the movie, Dales poses strategically nude more than fifty pose. Despite being based on a true story, the nudity was not legally justified event in the community that contain naà ¯ve and developing children. The actions or the nudity in the movies deeply expresses the moral decay that might have the genesis of prostitution the society. Notably, until very late years, prostitution was an illegal act that was never recognized by the legal system and it warranted an arrest. Moreover, stripping clubs were never recognized as part of morals of the community; therefore, those that operated, did so illegally. Thus, the movie contains many scenes and arts that were illegal. For instance, the movies indicated ladies who were pips and their nude portraits were the order of the movie. The movie may also be regarded as the first export in the light comedy steamroller division that was ever found in the British film industry. However, most parts of the movie avoided the queasy class condescension such as the hell bent charmers that they relied on since the unemployed steel mill workers pegged their groove on thangs in the â€Å"The Full Monty.† Additionally, the British people are never expected to indulge in these actions. The women are related to the son of the coal miner who pirouetted in the â€Å"Billy Elliot†. They are compared to the tweedy widow whose work was to harvest dynamites weeds in the â€Å"Saving Grace†, all of which are illegal traits or actions that were never supported by the British legal systems (Calendar Girls 01:00: 37). The movie portrays Helen Mirren or Chris or Tricia Stewart (as in the real life story) as a lover of strip game. Moreover, she is the one who introduces or hatches the money making idea for the memory of Chris’ late husband’s memory. The group that engages in money collection are beautiful women. Apparently, they use their nudity as a means of collecting or attracting

From Failure to success Essay Example for Free

From Failure to success Essay Robert Kennedys statement that Only those who dare to fail greatly can ever achieve greatly has been painfully evident in my life. Until recently, I had never dared to fail greatly at anything, and as a result, I never achieved greatly at anything either. Luckily, I have learned the importance of attempting something when theres a looming possibility of failure. At Boys State this summer, I spent a week living with 300 other young men while learning about how North Carolinas government works. To give us a firm grasp of the governmental process, each floor elected town officials, each dorm elected county officials, and the three dorms together elected the state officials. The Boys State program also had its own moot court program from which Supreme Court Justices were elected. At Boys State, I ran for positions in the town and county government, and for Supreme Court Justice. Of the seven positions I competed for, I only won two elections. I count this as a failure because the only positions I won were positions that had no candidates to oppose me. The loss that affected me the most was Supreme Court Justice. This was the position I had wanted to win even before I arrived at Boys State, and I gave up all of my afternoon activity time so that I could participate in the moot court program and remain an eligible candidate for Supreme Court Justice. Unfortunately, the elections for justices were the last of all the voting, and by midnight, everybody wanted to get back to their dorms so the time for our speeches was cut from one minute to ten seconds. Needless to say, I was so unprepared for the sudden change of events, that I barely had time to say my name and one reason I was running before I ran out of time. I lost the election, but the loss taught me that I needed to become more visible so that I would not have to depend on a speech for people to realize that I was a person they should vote for. However, if I had the chance to go back and change anything I had done there, I probably wouldnt change a thing. The reasons for this are not as difficult to understand as they probably should be. Firstly, if I went back and changed anything I had done then, I would not have learned that lesson, and would now be lacking a very important experience in my life. Secondly, good things also came from my loss of the election for Supreme Court Justice. In my failure, I brought the  attention of the gubernatorial candidate onto me. The next morning, he asked me if I would like to be his Secretary of Crime Control and Public Safety which is one of the highest positions at Boys State. After a moment of shock, I immediately accepted the position. Thus, as a result of my own great failure, I achieved grea tly.

Child Care Principles in Social Work

Child Care Principles in Social Work Professional child care in the field of social work, have come under intense scrutiny recently. Much of this scrutiny, concerns the way in which partnership and interagency work contributes to best practice in the assessment of children, young people and families. This paper seeks to explore the principles of collaborative work and highlight why it is necessary that inter-agency work is successful and efficient in the field of social work. In doing so, will provide examples and discuss current guidelines for partnership work and strategies of new assessment practices to ensure its effectiveness. The essay will also address common problems of interagency and partnership work and identify policies to guard against these potential issues. The Department of Health (1998) in encouraging the use of partnership, stressed that â€Å"joined up services† should be the hallmark of good service delivery. The Audit Commission (1998) declares that for services to be efficient and effective, there must be â€Å"mandatory partnership working†. At a basic level, inter-agency and partnership are formal institutional terms attributed to the practice of and need for different agencies and sectors to â€Å"work together†. According to Whittington (2003), â€Å"partnership is a state of relationship at organizational, group, professional or inter-personal level, to be achieved, maintained and reviewed†, while â€Å"collaboration is an active process of partnership in action.† It is within the umbrella term of partnership, that terms such as ‘inter-agency’ and ‘multi-agency’ arise to pin down the policies and concretise the practice of ‘joined-up’ work between agen cies. The principles of collaborative working stipulate that there should be seamless interaction between agencies to facilitate best practice and ultimately improving care services. In a research of 30 multiagency organizations in health and education and over 140 staff, Atkinson et al (2002) found the following necessary principles for inter-agency work: Common aims and objectives Organizational commitment to the aims and objectives Thorough understanding of the various roles and responsibilities of other involved professionals and agencies Solid leadership Ensuring task delegation and referrals are to the correct personnel Access to resources In addition, Whittington and Bell (2001) established that the ability to work together effectively require many skills which are essential for social workers, such as: the ability to challenge discrimination by other agencies and professions, the ability to conduct multi-disciplinary meetings, the ability to respect and manage issues of confidentiality, and being able to handle conflicts and manage systems and human resource that will need to adapt to change. There are many policy directives which mandate partnership work within services relating to child care and assessment, and one of these is the 2003 government green paper, Every Child Matters policy document which stipulates the development of Children’s Trusts, to ensure that agencies work effectively together to safeguard and promote the welfare of children. Children’s Trusts emerged after the death of eight year-old Victoria Climbià © who even after repeated visits to hospitals and visits by social workers, her abuse was not identified and she subsequently died. The Laming Report of 2003, an inquiry into Victoria’s death concluded that the young girl’s death could have been avoided if individual social workers, police officers, doctors and nurses who came into contact with the girl, had effectively responded to Victorias needs. He emphatically declared that Victoria’s death represented a â€Å"gross failure of the system†, wherein, not on e of the agencies or individuals â€Å"had the presence of mind to follow what are relatively straightforward procedures on how to respond to a child about whom there is concern of deliberate harm†. The Children’s Act of 2004 in Section 10, mandated the â€Å"duty to co-operate† on agencies involved in child care protection and assessment. On November 18, 2008, the Children’s Trust outlined in a release which identified the partners with a duty to co-operate as: district councils, the police, the probation board, the youth offending team, the Strategic Health Authority and Primary Care Trusts, Connexions partnerships, and the Learning and Skills Council. Moreover, in 2004, the government rolled out the National Service Framework for Children and Young People (NSF), a ten year strategy document which aims to improve the support and services that young people, children, parents and carers receive. It stipulates ten different standards which will largely depend on efficient partnership and inter-agency work to be successful. To assist in the efficient assessment of children and young people across services, the Common Assessment Framework (CAF) ensures that frontline delivery of integrated services to children and young people are streamlined for maximum efficiency. It is a standardised assessment methodology across service sectors, which aims to ensure that any inadequacies in service delivery to children are picked up quickly. The CAF looks into the child’s social and health environment to assess the role of the parents or carers, as well as the child’s own strengths and weaknesses, in order to make a reasoned and informed judgment about the child’s present and future well-being. This CAF method of assessment provides much more room and space for preventative action. The Working Together to Safeguard Children (2006) is another policy guideline for frontline managers and social workers to improve inter-agency work in order to safeguard the welfare of children. It asserts that all persons with responsibility for children must display full commitment and that there should be clear lines of accountability. The job of safeguarding children and young people, falls under the authority of the Local Authority (LA) whose main objective is to ensure that young people are protected from harm, They ensure this by vigourously pursuing exacting partnership standards â€Å"with other public organisations, the voluntary sector, children and young people, parents and carers, and the wider community† (Working Together to Safeguard Children: 2006). A tripartite system which incorporating the police, the Local Authority and other agencies help to improve the quality of service and ensure the seamless interaction between agencies in safeguarding children. Socia l Workers who are directly involved in the assessment of children and young people, must be knowledgeable to these inter-agency links and all up to date protocols of inter-agency work to ensure best practice. Behan (2005) at the National Conference for Integrated Children’s Framework, stated that â€Å"services must improve outcomes for children, and organise themselves round the child rather than expect the child to move from one service to another. To be successful services have to work in partnership.† As was demonstrated in the Victoria Climbià © case, and more recently the case of â€Å"Baby P†, who died after being tortured by his mothers and two others and whose suffering was missed by the many individuals and agencies who came into contact with him, inter-agency does not always work, despite many policy guidelines and duty of care responsibilities. This essay will now examine some of the challenges to effective collaborative working. One of the most prominent challenges to effective and efficient inter-agency and partnership work to safeguard children from harm, is the existence of power struggles between various agencies. As stated earlier, Atkinson et al (2002) asserted that a commitment to the ideal and practice of partnership must be bought into by all agencies to avoid power struggles. There are many instances, whereby social workers sometimes outline that their child care reports are not heeded by health care professionals who come into contact with children deemed at risk. Leiba and Weinstein (2003) argues that while many social workers have to work closely with nurses and doctors in the UK to safeguard children, there were significant ideological and cultural differences with how they approached their work. Mathers and Gask (1995) suggests that GP’s become frustrated with the long assessment process that social workers require for best practice. Leiba and Weinstein (2003) lament that such differences can cause power struggles between health professionals who may thin that â€Å"medical-know-how† should trump seemingly long-winded assessment models. They further state that power struggles can be exacerbated by the nature of professional education which normalise professionals into different, values, jargon and culture and the â€Å"fear of dilution and associated professional protectionism† ( Leiba and Weinstein: 2003). The language of health has been said to be very alienating and does not usually give space to social work theories and assessments (Peck and Norman: 1999). Leiba (2003) maintains that even though the Health Act of 1983 and the National Service Framework stipulates greater co-operation between health and social care services, in practice this has been very hard to achieve. He cites the example of requirements for a single assessment strategy across services, but highlights how each agency continue s to compile its own data. because accommodate the Douek (2003) further argues that parents and carers can become very frustrated when the collaboration process is not a seamless one and a lack of co-operation from a parent or carer can be extremely detrimental to the child assessment process. Conclusively, it can be stated that the cases of Victoria Climbià © and more recently â€Å"Baby P†, demonstrate that in order to safeguard and protect children and young people from harm, it is absolutely essential that inter-agency and partnership guidelines are executed. The many policy directives such as the NSF, the CAF, and the 2006 Working to Safeguard Children document should be zealously advocated across agencies and total organizational commitment to the principles around partnership should be elucidated from top to bottom in institutional structures, in order to eliminate power struggles. Social workers, with responsibility for child assessment, should vehemently pursue best practice by following Whittington’s (2003) earlier advice, and report negligence and discriminatory practices which could lead to the harm of children. Such practices ultimately benefit the children and young people and their families, when total commitment to partnership is shown and in ter-agency policies do work. References Atkinson, M., Wilkin, A., Stott, A., Doherty, P. and Kinder, K. (2002) Multi-Agency Working: A Detailed Study. LGA Research Report 26. Slough, Berkshire: National Foundation for Educational Research. Behan, D. (2005) Inspecting Children’s Services in Partnership. Paper presented at the National Conference for Integrated Framework. Accessed on December 7, 2008 at: http://www.csci.org.uk/Docs/inspecting_in_partnership.doc. Children’s Workforce Development Council. (2006) Common Assessment Framework. http://www.everychildmatters.gov.uk/resources-and-practice/IG00063/ Department of Health. (1999) The Challenge of Partnership in Child Protection: Practice Guide. Department of Health. (Spetember 2004) National Service Framework for Children, Young People and Maternity Services. The Stationery Office. Accessed on December 7, 2008 at: www.dh.gov.uk/PolicyAndGuidance/HealthAndSocialCareTopics/ ChildrenServices/ChildrenServicesInformation/fs/en Department for Education and Skills (2006) Working Together to Safeguard Children. Accessed on December 7, 2008 at: http://www.everychildmatters.gov.uk/_files/AE53C8F9D7AEB1B23E403514A6C1B17D.pdf. Douek, S. (2003) Collaboration or Confusion: The Carers’ Perspective. In, Jenny Weinstein, Colin Whittington, Tony Leiba, Collaboration in Social Work Practice. London: Jessica Kingsley. Laming WH. (2003) The Victoria Climbià © Report. London: Stationery Office. Accessed on December 7, 2008 at: www.victoria-climbie-inquiry.org.uk/finreport/finreport.htm. Leiba, T. and Weinstein, J. (2003) Who are the Participants in the Collaborative Process and What Makes Collaboration Succeed or Fail? In, Jenny Weinstein, Colin Whittington, Tony Leiba, Collaboration in Social Work Practice. London: Jessica Kingsley. Mathers, N.J. and Gask, L. (1995) Surviving the â€Å"Heartsink† Experience. Journal of Family Practice, Vol. 2 (17), pp. 6-183. Peck, E. and Norman, L.J. (1999) Working Together in Adult Community Mental Health Services: Exploring Inter-professional Role Relations. Journal of Mental Health, Vol. 8 (3), pp. 231-242. Whittington, C. (2003) Collaboration and Partnership in Context. In, Jenny Weinstein, Colin Whittington, Tony Leiba, Collaboration in Social Work Practice. London: Jessica Kingsley. Whittington, C. and Bell, L. (2001) Learning for Interprofessional and Inter-agency Practice in the New Social Work Curriculum: Evidence from an Earlier Research Study. Journal of Interprofessional Care, Vol 15 (2), pp. 153-169.

injection molding :: essays research papers

Wilbert Plastic Services In the early days manufacturers came to us for a specific thermoformed or injection molded part or parts for a product they were making. Over the years we noticed that, more and more, they were coming to us for entire subassemblies and more complex parts that might incorporate both thermoformed and injection molded parts. Based on that experience, and our knowledge of the pressures that manufacturers are under to increase efficiency and reduce cost, it became obvious to us that we needed to provide a wider array of services to help our customers increase their efficiencies, reduce their overall costs and maximize their ROI on each project, part or component. This vision has lead us to add assembly, decorating (in and post mold), reusable packaging, RFID and much more to our capabilities. We believe that Lower Overall Customer Cost comes from an innovative, total solution made up of customer focused, operational excellence. By combining quality production and secondary services with design expertise, supply chain management, and world class logistics WPS has been able to help our customers find new ways to lower their costs and improve profitability. Injection Molding is the process of forcing melted thermo plastic into a mold cavity. Once the plastic has cooled, the part can be ejected. The first injection molding machines were built in the 1930's. There are six major steps in the injection molding process: Clamping An injection molding machine consists of three basic parts; the mold, the clamping unit, and the injection unit or units. The clamping unit holds the halves of the mold under pressure during the injection and cooling. Injection During the injection phase, plastic material, usually in the form of pellets, are pulled from a hopper on top of the injection unit. The pellets feed into the cylinder where they are heated until they reach molten form. Within the heating cylinder there is a motorized screw that mixes the molten pellets and forces them to the end of the cylinder. Once enough material has accumulated in front of the screw, the injection process begins. The molten plastic is inserted into the mold through a sprue, while the pressure and speed are controlled by the screw or in some cases a ram. Dwelling The dwelling phase consists of a pause in the injection process. The molten plastic has been injected into the mold and the pressure is applied to make sure all mold cavities are filled. injection molding :: essays research papers Wilbert Plastic Services In the early days manufacturers came to us for a specific thermoformed or injection molded part or parts for a product they were making. Over the years we noticed that, more and more, they were coming to us for entire subassemblies and more complex parts that might incorporate both thermoformed and injection molded parts. Based on that experience, and our knowledge of the pressures that manufacturers are under to increase efficiency and reduce cost, it became obvious to us that we needed to provide a wider array of services to help our customers increase their efficiencies, reduce their overall costs and maximize their ROI on each project, part or component. This vision has lead us to add assembly, decorating (in and post mold), reusable packaging, RFID and much more to our capabilities. We believe that Lower Overall Customer Cost comes from an innovative, total solution made up of customer focused, operational excellence. By combining quality production and secondary services with design expertise, supply chain management, and world class logistics WPS has been able to help our customers find new ways to lower their costs and improve profitability. Injection Molding is the process of forcing melted thermo plastic into a mold cavity. Once the plastic has cooled, the part can be ejected. The first injection molding machines were built in the 1930's. There are six major steps in the injection molding process: Clamping An injection molding machine consists of three basic parts; the mold, the clamping unit, and the injection unit or units. The clamping unit holds the halves of the mold under pressure during the injection and cooling. Injection During the injection phase, plastic material, usually in the form of pellets, are pulled from a hopper on top of the injection unit. The pellets feed into the cylinder where they are heated until they reach molten form. Within the heating cylinder there is a motorized screw that mixes the molten pellets and forces them to the end of the cylinder. Once enough material has accumulated in front of the screw, the injection process begins. The molten plastic is inserted into the mold through a sprue, while the pressure and speed are controlled by the screw or in some cases a ram. Dwelling The dwelling phase consists of a pause in the injection process. The molten plastic has been injected into the mold and the pressure is applied to make sure all mold cavities are filled.