Basic Information About Maps

Basic Information About Maps We see them every day, we use them when we travel, and we refer to them often, but what is a map? Map Defined A map is defined as a representation, usually on a flat surface, of a whole or part of an area. The job of a map is to describe spatial relationships of specific features that the map aims to represent. There are many different types of maps that attempt to represent specific things. Maps can display political boundaries, population, physical features, natural resources, roads, climates, elevation (topography), and economic activities. Maps are produced by cartographers. Cartography refers both the study of maps and the process of map-making. It has evolved from basic drawings of maps to the use of computers and other technologies to assist in making and mass producing maps. Is a Globe a Map? A globe is a map. Globes are some of the most accurate maps that exist. This is because the earth is a three-dimensional object that is close to spherical. A globe is an accurate representation of the spherical shape of the world. Maps lose their accuracy because they are actually projections of a part of or the entire Earth. Map Projections There are several types of map projections, as well as several methods used to achieve these projections. Each projection is most accurate at its center point and becomes more distorted the further away from the center that it gets. The projections are generally named after either the person who first used it, the method used to produce it, or a combination of the two. Some common types of map projections include: MercatorTransverse MercatorRobinsonLambert Azimuthal Equal AreaMiller CylindricalSinusoidal Equal AreaOrthographicStereographicGnomonicAlbers Equal Area Conic In-depth explanations of how the most common map projections are made can be found on this USGS website, complete with diagrams and explanations of uses and advantages to each. Mental Maps The term mental map refers to the maps that arent actually produced and just exist in our minds. These maps are what allow us to remember the routes that we take to get somewhere. They exist because people think in terms of spatial relationships and vary from person to person because they are based on ones own perception of the world. Evolution of Maps Maps have changed in many ways since maps were first used. The earliest maps that have withstood the test of time were made on clay tablets. Maps were produced on leather, stone, and wood. The most common medium for producing maps on is, of course, paper. Today, however, maps are produced on computers, using software such as GIS or Geographic Information Systems. The way maps are made has also changed. Originally, maps were produced using land surveying, triangulation, and observation. As technology advanced, maps  were made using aerial photography, and then eventually remote sensing, which is the process used today. The appearance of maps has evolved along with their accuracy. Maps have changed from basic expressions of locations  to works of art, extremely accurate, mathematically produced maps. Map of the World Maps are generally accepted as precise and accurate, which is true  but only to a point. A map of the entire world, without distortion of any kind, has yet to be produced; therefore it is vital that one questions where that distortion is on the map that they are using.

Trench Warfare Essays - Trench Warfare, Military Science

Trench Warfare Essays - Trench Warfare, Military Science Trench Warfare World War I was a military conflict that lasted from 1914 to 1918. It was a modern war with airplanes, machine guns, and tanks. However, the commanders often fought World War I as if it were a 19th Century war. They would march their troops across open land into the face of machine guns and often slaughter. As a result of this action, a tactic known as trench warfare was implemented. The most recent use of use of trench warfare, before World War I, took place during the Russo-Japanese War (1904-1905). This war attracted worldwide attention among military authorities that were interested in studying the latest technology used in war. Many viewed trench warfare to be an effective tactic against enemy advancement. Because of this view, trench warfare proved to be, in World War I, an ineffective and traumatizing experience for all. In September 1914, the German commander, General Erich von Falkenhayn ordered his troops to dig trenched that would provide protection from the allied troops. When the allies reached the trench, they soon realized that they could not break through the line that the trench provided. They also realized that the trench provided the Germans with shelter from their fire. Soon after, the allies began to dig their own trenches and, therefore, trench warfare began. Not very long, after the first trenches of the war were dug, a network of trenches arose. This network spread across France and Belgium for many miles. Within the network, there were three different types of trenches: front line trenches, support trenches, and reserve trenches. The first line of trenches was called front line trenches. These were usually two meters deep and had a zigzag pattern to prevent enemy fire from sweeping the entire length of the trench. In order to prevent the trench form caving in, sandbags were stacked against the trench walls. Between the trenches of opposing forces laid no man's land. This area between the opposing front line trenches was filled with barbwire and mines to prevent enemy crossing. If a soldier was ever injured in no man's land, he usually was killed because of his vulnerability to enemy fire. The second and third types of trenches were the support and reserve trenches, respectively. These trenches were constructed to easily move supplies and troops to the front trenches. All of the trenches were linked to each other by other trenches, underground tunnels, or telephone communications networks. Barbwire was also stretched across the line to protect from enemy attack. While the design of the trenches and the network of trenches seemed like a great tactic, the reality of the life in the trenches was a different story. Life in the trenches took its toll on the soldiers involved in the war. The soldiers in the front line trenches often stayed there for at least 10 days at a time, usually with very little sleep. Katczinsky is right when he says it would not be such a bad war if only one could get more sleep. In the line we have next to none, and fourteen days is a long time at one stretch(p.2). The main reason that soldiers on the front line could not sleep was to be on guard against enemy sneak attacks. Another reason that the soldiers were very tired is that night was used as a time for preparation and maintenance of the trenches. The trenches were constantly being destroyed, either by enemy shellfire, or water damage. Many times, soldiers would be buried alive by the collapsing trench walls. Paul, in All Quiet on the Western Front, states Our trench is almost gone. At many places, it is only eighteen inches high, it is broken by holes, and craters, and mountains of earth.(p.107). Along with very little sleep and the destruction of trenches, soldiers also had to worry about contracting trench foot. Trench foot is an infection of the feet caused by wet and insanitary conditions. Soldiers stood for hours on end in waterlogged trenches without being able to remove wet socks or boots. This caused their feet to gradually go numb and their skin to turn red or blue. If these conditions went untreated, they would turn gangrenous and result in amputation. Another major concern for

Political Economy (Canada and the Global Political Economy) Essay - 4

Political Economy (Canada and the Global Political Economy) - Essay Example evident that, had those lessons been adopted most of the negative effects of the Global financial crisis of 2007 and 2008 would have been avoided (Norton, 2010). The Bretton woods system set out in the 1940s was synonymous with fixed exchange rates. As time passed and growth was evident in many parts of the world, the system changed with market forces. The Bretton woods system encouraged growth in many countries of the world which and that encouraged expansions. On the same note, apart from Japan all other industrialized countries had a managed inflation rate, lower interest rates and improved per capita income, few years after setting up of the Bretton institutions (Norton, 2010). While addressing whether lesson learnt from Bretton Woods systems would have worked for the global crisis, it is important to note that crises are usually worsened by â€Å"contagion effect†. The down fall of the Lehman Brothers had a spiral effect. The most significant pointer to the collapse of the world economy during the global crisis of 2007/2008 was lapse in regulation. Most central banks were blamed for inapt leadership by failure to regulate despite the imminent economic imbalance. For example, the regulators failed in their role by allowing Lehman Brothers to go bankrupt. Due to that bankruptcy, many other lending institutions panicked and refused to lend and that encouraged contagion that helped to spread the crisis further (Chornyy, 2011). Like the 2007/2008 global crisis, the Bretton woods system had challenges but the difference is evident in the manner in which the challenges were handled. For example, the Bretton woods system faced liquidity problems since the dollar was the fulcrum of the entire system and the USA which was biggest player in that regard had challenges. The Bretton system also faced a problem of adjustment. This was because most of the member countries took a considerable length of time to pay their debts. The most significant contributor to the

Should Marijuana be legalized Essay Example | Topics and Well Written Essays - 1000 words

Should Marijuana be legalized - Essay Example Currently, there are many critics of the said law who advocate the legalization of marijuana. In fact, ten states (California, Colorado, Maine, Minnesota, Mississippi, Nebraska, New York, North Carolina, Ohio, and Oregon) have started to decriminalize it by imposing fines instead for possession rather the jail time as punishment. There are sectors who argue that the substance is not harmful and, hence, should be excluded from the illegal narcotics classification, in effect, criminalizing its possession. This paper will investigate whether this argument has merit and that it is reasonable to decriminalize its possession and use. There are two major arguments behind the call to legalize marijuana. The first is the reasoning that it is not harmful to health. Proponents often cite medical studies and research that find marijuana as a safe drug. For example, there is the Drug Enforcement Administration own administrative judge Francis Young, who declared in his 1988 decision to recommend marijuana’s legalization that: â€Å"Marijuana, in its natural form, is one of the safest therapeutically active substance known to mankind† (Barton 64). In this respect, Gieringer, Rosenthal and Carter (2008) further underscored that in animal experiments, the lethal dose of cannabis would be approximately 20,000 to 40,000 times than that of the normal dose and would require the intake of 40-80 pounds of marijuana (1). They referred to the current statistics that, so far, no fatality has ever been recorded out of cannabis overdose. The second point often cited by those in favor of legalizing marijuana is that this issue has become akin to the situation during the Prohibition era when the ban of alcohol has resulted to crime and corruption. The idea is that by legalizing cannabis, a source of funds would be denied on the criminal organizations that currently profit enormously from the underground trade. In addition, says Gomberg

Genius, the figure of the artist (Art History) (comparative textual Essay

Genius, the figure of the artist (Art History) (comparative textual analysis, 1st yr undergraduate) - Essay Example This paper will discuss the differences of two artists: their works and their words for their works. It will decipher the reality of their art as well as the messages conveyed whether or not the word reflect the art or just a pigment of their imagination. It will be focused on Latin Americans Federico Uribe and Doris Salcedo, both 20th century sculptures. describe and discuss the differences regarding the figure of the artist in each case; Doris Salcedo An artist is usually defined and remembered for their impact as well as their influences that usually will be associated with them even when they deny it. Doris Salcedo, however, emphasized â€Å"the autonomy of the art work† (Merewether, 1180). She defined the art work further as an imposition by a reality such as the Colombian civil war, and that even the artist claimed to have been un-able to choose the themes that inform (1181). Salcedo added that â€Å"The oft-celebrated freedom of the artist is a myth,† (Merewether , 1181). For Salcedo, the artists is like an instrument, and in her case, referred to Lithuanian philosopher Emmanuel Levinas who had to respond to the â€Å"urgency of its assignment† and even the artists cannot make up for being tardy. Salcedo added, â€Å"I am not the one who chooses; my themes are given to me, reality is given to me, the presence of each victim imposes itself,† (quoted by Merewether, 1181). In Unland featuring tables, the familiar becomes strange as another part of a table overlaps the other, like a fallen bridge, that needs to be fixed in order to get to the other end. Salcedo explained that Unland is about tragic heroes or victims of violence who had to endure and that in enduring, they will need to shut themselves up, be mute and silent as in Franz Rosenzweig’s The Star Redemption (Merewether, 1181). In the image or art work, a message is conveyed but only through silence where the viewer can contemplate what is being communicated,  "the experience of the victim as something present – a reality that resounds within the silence of each human being that gazes upon it,† (Merewether, 1181). Here, Salcedo concluded that â€Å"the work of art preserves life† and that it allows another connection and interaction between two people who have different realities (Merewether, 1882). Federico Uribe Federico Uribe’s works provides an interesting mix of color, texture, common disposable objects and curiosity. His is identifiable and unique in a way that he will be remembered once his art was known. One does not need to extract any explanation or description of his work to classify his work as art. An artist, as described by Pressley, transcends time, and â€Å"[is] not to copy servilely, reproducing common nature as in a Dutch still life in all its mechanical facility, but was to strive for nature perfected, le belle nature, which distilled an ideal beauty based on general principles. This high-mi nded art had the ethical purpose of inculcating virtue and the artist increasingly needed to guard against the pitfalls of a commercialized culture that would have pictures cater to private passions (15). Uribe described his initiation as an artist to be a â€Å"very painful process of self-knowledge† as it was clear what he did not want and that his evolution as an artist was sort of a reaction to this denial. Interestingly, Uribe described his works as interplay of words, yet the process of working was slow, tedious and

Tense and aspect

Tense and aspect Tense and aspect are the most important grammatical categories for expressing time and temporal relations in English. For me, I will share my experience Now I am an English teacher at Udonthani Vocational College. I teach many English courses such as English for communication 2 , English Conversation , Business English .In each course I have taught 4 language skills such as listening skill, writing skill, speaking skill and reading skill. Students must learn every language skills because English is very important . If you want to communicate English very well you must practice 4 language skills. According to the topic 28 Tense and aspect They are very necessary in teaching grammar. Students must learn how to use tense and aspect. I will teach every English course but I dont teach them all at the same time. The aim of teaching tense and aspect is to study various linguistic approaches to the description of tense and aspect in English Moreover the course description will be the focus of the ways of expressing present, past, future time. Now I will explain you some English course that I teach in this semester. Before start teaching I will study the course discription from the Vocational Education Commission curriculum. After that I will construc the course syllabus follow the the curriculum. I do the course outline by myself. Then I will study the content and provide the lesson which related the course description from many textbooks. I choose some content and combine to one book. For example I teach English for Conversation 2 (2000-1202) for the first year student in accounting field. I teach 18 Weeks in each semester. I must plan my teaching 9 units (1 unit per 2 week) I will choose some tense and aspect to teach in each unit . In unit one I taught about family . I will choose Present Tense of verb to be and verb to do. Students must know the structure of Tense . How or when to use it? How to make Wh-question. In unit 2 I taught about keeping a diary. Students must know and understand Past Simple Tense. They can tell the story in the past . The most important thing before to teach teacher must prepare their teaching and lesson plan . Teacher must improve teaching method and strategies The teachers must know the meaning of tense and aspect and also had understanding .I will show you the content as follow: What is Tense? The Definition of Tense (noun) : a form of a verb used to indicate the time . Tense is a method that we use in English to refer to time. There are three main principle of tenses . They are past tense , present tense and future tense. I will explain the meaning of each Tense. First, Present Tense verb show something is happening right now or at the present time. Second, Past tense verbs which tell about actions which happened some time ago are past tense verbs . Third, Future tense mean verbs which tell about actions which are going to happen are future tense verbs. Many languages use tenses to talk about time. Other language have no tenses, but of course they can still talk about time, using different methods. I will talk about time in English with tense. For example: Jirapon goes to temple. ( Present Tense) Udom went to school yesterday ( Past Tense) Suki will go to school tomorrow ( Future Tense) What is aspect? Aspect expresses a feature of the action related to time such as completion rod duration. Present simple and past simple tenses have no aspect. Aspect always include Perfect Tenses and Progressive or continuous Tense .For example: Perfective aspect ( be+ ing) My parents have lived in Udon Thani since last October. I have studied English since last year. Progressive aspect ( have+ past participle) They are reading newspaper in the room. David is washing his car at home. There are many words that are time clues; some can be used to indicate a number of tenses, for instance that something happened in the past or that it will happen in the future. If you learn to recognize these time clues, you will find them very helpful. Note that some time clues can be used with more than one verb tense and also that this table is not a complete listing of all the time clues that can be used with all of the tenses Lesson Plan Subject: English For Communication 2 Level: Certificate 1 Instructor : Mrs. Sutida Intawai Objectives : Students will be able to: 1.to inductively review both struture and names of basic tenses Content: Vocabulary : Food, nationalities, dates and time, restaurants Structures : Present simple tense Present continuous tense Present perfect tense Present perfect continuous tense Past simple tense Past continuous tense Past perfect tense Past perfect continuous tense Future simple tense Future continuous tense Future perfect tense Future perfect continuous tense Functions : 1. Talking about Tense and aspect Teaching procedures /Activities: Warm up / Lead in : 1. The teacher greets students and tell them that they are going to learn about outline goals for todays class. Presentation: 1.Teacher presents the charts of structure of tense and aspect .Let them guess the kind of tense and aspect. Practice: Teacher divide students into groups of 2 to 4 Have students take personal information quiz in groups Check answers as a class, ask students to quickly speak about what they have learned about their fellow students Production: Have groups identify tense names used in question Give auxiliary verb exercise to students to be done individually Correct auxiliary exercise in class Wrap up: Teacher and students discuss and summarize about this unit together. Teacher suggests students for further study by searching for more information from other resources for example, internet , library , newspaper and Self Access Learning Center in the college. Teaching aids/materials: Chart Authentic material; newspaper , food menu Textbook Evaluation and measurement: Observing the participation in class Correcting the exercises Personal note: Language Points: Affirmative Sentence: Present Simple (I do, work, like etc.) She works in the office. They talk about their project. Subject Verb I / We / You /They work talk use play watch do He / She / It works talks uses plays watches does Example: I live in Nakonnayok but my sister lives in Prachinburi. ( We use the present simple for things that are true in general, or for things that happen sometimes or all the times) I walk to school. The museum open at 09.00 a.m. and closes at 05.30 p.m. Suda goes to work in the morning. He does everything that she asks. (We use the present simple with always/ never/ often / usually / sometimes) We always travel by train. I often try to fix my computer. He washes his car every weekend. She usually carries her note book computer to work. Negative Sentences: Pattern: I dont + verb (present simple negative) Example: Santa doesnt come. The racing car doesnt slow. Subject Auxiliary Verb + not Verb I / You / We / They don t work He / She / It doesnt work I drink coffee but I dont drink tea. The children dont play in the park. Mary doesnt go to the library. She drinks tea but she doesnt drink coffee. Question Sentence: Pattern: Do you.. (Present simple question).? Example: Do they work? Does she work? Auxiliary Verb Subject Verb +? Do I /we / you / they work? Does He / she/ it work? Do you smoke? No, I dont. Do they speak English? Yes, they do. Does she work hard? Yes, she does Does your brother live in Bangkok? No, he does. Worksheet 1 Personal Information Quiz 1. When did you last see a film? 2. How many times have you been abroad? 3. What type of books do you like reading? 4. When were you born? 5. How long have you been learning English? 6. What will the weather be like tomorrow? 7. What were you doing at 7 oclock yesterday evening? 8. What are your parents doing? 9. Where are your classes taught? 10. What are you going to do after this course finishes? What are the names of the tenses used in the above question? 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8 Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense From http://esl.about.com Worksheet 2 Complete the table using examples from the text in activity B1 Worksheet 3 Match the verb forms (1-6) with their main concepts (a-f) Worksheet 4 Writing : Simple present Tense In conclusion, Tense and aspect are still problem for Thai learners. There are many error when do they speak and confuse because they speak English similar Thai speaking. They have many problems such as word order and use tense mistake. For example: I am not enjoy this film. Lets leave. What do you eating now? etc. So the teacher of English should develop their teaching and try to teach students learning by doing. Students will gain English language skill especially Tense and aspect from teacher as well. Reference Heather Jones Ken Method Fast track 1 A communication Course in Everyday English ( 20001201) Educated Co.,Ltd. 2003 Tawee Omak .English for communication 2 ( 2000-1202) Aimphan Press Co.,Ltd. 2009 Tricia Hedge Teaching and Learning in the Language Classroom . Oxford University press.2008 http://esl.about.com www.athabascau.cea

Darmok at Tanagra Cunningham and Kehle at Bloomington Gauss With Chalk

Darmok at Tanagra Cunningham and Kehle at Bloomington Gauss With Chalk in Hand This essay is the first of three short reflexive papers intended to identify the issues and implications that result from viewing mathematics education through a semiotic lens. By mathematics education I mean to include consideration of mathematics itself as a discipline of on-going human activity, the teaching and learning of mathematics, and any research that contributes to our understanding of these preceding enterprises. More specifically my current interests are in disentangling the confusion among the mathematics education community regarding the epistemological foundations of mathematics, the meaning and usefulness of constructivism as a theory of learning, and how these two issues are related to the learning and teaching of formal mathematical proof. Because I have found interdisciplinary approaches to the study of most anything both more fruitful and more enjoyable, I will employ such strategies in these papers. As a result, it may not always be clear that mathematics educat ion is my main concern--please rest assured that it is and that if I gain insight of value in that domain I will do my best to render to Caesar what is his. When Captain Picard and the Enterprise meet the Tamarians they encounter a communication problem that is eventually revealed by Data and Troi to be due to the Tamarians' "unusual", or as a less diplomatic Federation member might say "impaired", ability to use abstraction. Furthermore, as Raphael Carter points out on his WWW site, Data skates on even thinner ice when he concludes that a Tamarian's ego structure doesn't allow for what we think of as self identity. As a result the Tamarians communicate by citing hig... ... between subjective and objective, and deciding whether the Tamarians' language consists of an objectivist model ala Lakoff and Johson (1980). Trying to structure a situation in terms of such a consistent set of metaphors is in part like trying to structure that situation in terms of an objectivist model. What is left out are the experiential bases of the metaphors and what the metaphors hide. (p.220) Works Cited: Kieren, T., Gordon-Calvert, L., Reid, D. & Simmt, E. (1995). An enactivist research approach to mathematical activity: Understanding, reasoning, and beliefs. Paper presented at the meeting of the Ame rican Educational Research Association, San Francisco. Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press Varela, F.J. , Thompson, E., and Rosch, E. (1992). The embodied mind. Cambridge: MIT Press.

Harvard business review Essay

For each team, by submitting the document online, you claim that the document is original from your own idea. Each team must work on the assignments independently. All the materials submitted will be checked for plagiarism electronically. For more information, please refer to http://www.plagiarism.org/ Should you have questions and concerns in regards to plagiarism, you should contact the course coordinator immediately. Content Tutorial III consists of two parts. The first part includes case discussion while the second part focuses on the feedback to the common mistakes in the intermediate exam. Requirements First, all the students are required to be present and participate in the discussion. Second, all the students are required to read the following two cases: Case Part A: Toyota—Under†the†Radar Recall Response on Page 346 of the textbook; Case – Quality Parts Company on Page 426 of the textbook. Each team is required to write a case note for these two cases. In the case note, you need to give answers to the questions proposed in the corresponding cases. The length of the case note is at most three A4 pages with font size 12 and 1.5 line space, excluding the figure of value stream mapping. For Case – Quality Parts Company, you are NOT required to answer Question 2 and 3. Instead, you need to draw a value stream map for the production process of Model Z based on the symbols which can be found in exhibit 12.3 on Page 409 in the text book. Suppose that customers order every month. After orders are realized, Quality Parts Company orders from suppliers every month. The company does weekly delivery. Inspection is immediately executed after assembly. Every week a production plan is generated which serves as a template for the daily planning activities performed by the production manager. How much value-added time and how much non-value-added time can be found in the production process? Note that you have to ï ¿ ¼Ã¯ ¿ ¼1 use Microsoft Visio 2010 to draw the VSM. Otherwise, no mark is given. You can directly copy the diagram from Visio to Word. Presentation Team 7 of all the groups and Team 12 of IEM groups should present Toyota. Team 8 of all the groups and Team 13 of IEM groups should present Quality Parts. Team 9 of Group 2, 5, 7 should present Quality Parts. The teams present separately. Each presentation takes five minutes. Please use Microsoft Powerpoint to prepare your presentation and the number of slides is at most 5. Please copy your powerpoint file into a USB stick and bring it to the tutorial. To prepare the presentation for cases, you need to present the solutions to the questions proposed in the case description and give a convincing argument for your solutions. The performance of your presentation will be counted for class participation. Submission Your assignment will be graded only if it is submitted online in the fold of Assignment on Nestor by the deadline and a hard copy is passed to your tutorial teacher in class. The deadline is by 24:00 on October 15. Note that write down your names and student numbers at the first page of your document. For the case note, please name your file as groupnumber_teamnumber_case, such as g1_t1_case. Please print your file with a double†sided format. For your presentation file, you only need to give the hard copy of your slides to your tutorial teacher. Topic

Japanese HRM Analysis and The Lessons of An Effective International HR manager

Japanese HRM Analysis and The Lessons of An Effective International HR manager Free Online Research Papers Japanese HRM Analysis and The Lessons of An Effective International HR manager Japan is a highly complex and dynamic society that has experienced great changes in the past 125 years, with conversion from a feudal state into a modern industrialized nation and an economic superpower (Selmer, 2001). The Japanese have appreciated Western technology, science, education and politics, while maintaining their unique cultural identity. The collectiveness of Japanese culture has been carried over to the companies, where a job means identifying with a larger entity through which one gains pride and feeling of being part of something significant (Selmer, 2001). Human resource management (HRM) has been argued by many as an important factor in the success of Japanese companies on world markets when it experienced significant economic growth during the 1980s (Pudelko, 2004). With these successions and growth, the implementation of Japanese HRM to other Western countries is highly regarded. However, the Japanese economy after forty years of growth entered a period of sustained economic decrease in the early 1990s, with greater global competition, rigid employment and business systems, and a banking system on the edge of collapse (Benson, 2004). With these events, Japanese HRM has evolved significantly, and is providing lessons for international huma n resource mangers today. Japanese HRM has attracted a significant degree of attention from the West over the years. With the relative rise in the economic fortunes of Japanese companies, many have pointed towards the Japanese style of HRM as a source of competitive advantage (Beechler, 1994). It was noted that Japanese organizations put emphasis on human resources which are reflected in three HRM strategies, including an internal labor market, a company philosophy that expresses concerns for employee needs, and focus on cooperation and teamwork in a unique company environment (Beecher, 1994). With these three general Japanese HRM strategies, techniques of open communication, job rotation and internal training, a competitive appraisal system, importance of group work, consultative decision making, and concerns for employees are expressed. Also, Japanese firms use careful screening of job candidates to ensure that the qualifications fit with the value system and corporate culture of the business firm. With Jap anese style HRM, there are practices of job rotation, seniority based wages, long-term employment, implicit performance evaluation, hiring of graduates that receive extensive training and socialization into the company, team based employee activities, and a relatively small gap between white-collar and blue-collar workers in terms of benefits, salary and on-the-job perquisites. A notable characteristic of the economy is the cooperation of manufacturers, suppliers and distributors in closely knit groups called keiretsu. The keiretsu system is the framework of relationships in postwar Japans major banks and major firms. Related companies organized around a big bank, such as Mitsui, Mitsubishi, and Sumitomo, who have a large amount of equity in one another and in the banks (Dedoussis, 2001). The keiretsu system has the virtue of maintaining long term business relationships and stability in suppliers and customers. The keiretsu system has the disadvantage of reacting slowly to outside events since the players are partly protected from the external market. However, keiretsu relationships have helped members to share risks while allowing Japans large-scale enterprises to achieve considerable insulation from market forces (Dedoussis, 2001). Also, keiretsus can provide significant scale economies, highly incorporated vertical relationships, networking that confines competition, considerable foreign direct investment and important governmental influence. The political power in Japan is in the command of the twenty-one government ministries, which includes the Ministry of International Trade and Industry (MITI) (Keys et al, 1994). The Japanese political elites have played a critical role in choosing, from available local and foreign cultural options, those which are best suited to their needs. The high-growth economy of postwar Japan formed a unique style of capitalism in which managers and employees, rather than shareholders, were the key stakeholders of a company (Mizutani, 2003). However, Japans greatest recession since the post-second world war has stressed relationships among keiretsu members as key firms are forced to end established links with minor companies (Dedoussis, 2001).The breakdown of the keiretsu system of cross-shareholding and favored trading among member corporations of a business group has severely harmed the safety net of supporting the long-term growth strategy of Japanese firms and their ability to protect employees from downside market risks (Selmer, 2001; Gerlach, 1992). Deregulation is another force for change and has made Japanese markets more accessible to competitors, both foreign and domestic. In protected industries such as financial services, distribution and agriculture, there are only a few firms that are prepared for the challenge of competition and uncertainty (Lincoln and Nakata, 1997). Changes have been made in the cultural aspects of Japanese human resource management. Individual performance and results-oriented performance are replacing group performance and loyalty due to the new criteria for creating salary levels, with the principle of ‘freedom and self-responsibility for the independent individual (Takashi, 2003; Sanford, 1995). In a survey conducted by PricewaterhouseCoopers Global Human Resource Solutions in the metropolitan Tokyo, it was examined that there has been a movement from a more traditional, collective/company orientation toward more self-orientation (Brislin, 2005). This new development can be seen as one element leading to a major shift in the depths of Japanese corporate society (Takashi, 2003) .The salary systems that link annual compensation to the attainment of company targets are now found in several Japanese firms. These changes in the salary system are in line with the development of the dual-promotion system which is distinguished between management responsibilities and titles on the one hand, and status and pay on the other hand. The aim is to make a transition from time-based promotion to performance-based promotion, an evolution in the Japanese HRM practices. There have also been changes to careers, recruitment and long-term employment. Formal management and supervisory training is gradually replacing informal on-the-job training (Selmer, 2001). There have also been other changes in Japanese management practices including cutbacks in bonuses and overtime payments. However, the significant characteristics of Japanese management, such as lifetime employment and the seniority system, appear to be resistant from change. The importance of long-term employment is to allow Japanese firms to apply technological innovation, which is facilitated and supported by the long term cultivation of employee skills through cross training (Drucker, 1981). However, due to the developments, retrenchments are now included in restructuring plans of Japanese firms. The seniority system is also an issue as there are not enough positions available to accommodate employees following the economic decline during the years. Long-term employment promotes harmonious ac tion and a sense of unity with a positive effect combined with Japans cultural background, as close human relationships are formed and community awareness increases when workers are employed over long periods (Baba, 2004). If employees are uncertain whether they may be laid off or not, labor relations become unstable and cooperative relationships are difficult to establish. In societies like Japan, in which a culture of encouraging cooperation has developed, a synergistic effect works through long-term employment and major benefits can be expected (Baba, 2004). The issue of the continued existence of unique Japanese human resources management practices has regained attention as Japanese firms feel the impact of the countrys economic battles. The perspective that Japanese management is fading does not appear to be completely unsupported as few of the human resources management practices have escaped change. Firms are decreasing the number of new recruits with structural shifts evident in recruitment as there is a growing emphasis on hiring experienced employees with specialist skills rather than inexperienced graduates from top universities. Also, external recruitment is increasing among employees indicating the removal of internal promotion, which is a development in Japanese HRM. Evolution has also taken place in areas of labor relations. In the past, Japanese enterprise based unions (kigyo-nai kumiai) have had a positive outlook in respect to salary negotiations with preference on job security for their members (Selmer, 2001). These unions would assure supportive behavior by their members, in exchange for proper behavior by companies and with the integration of the firms training, wage setting, and redundancy systems. Also, firms could depend on the role of planned business as a last option, if the union did not commit to its side of the agreement. This has now changed as there is a simultaneous breakdown of the traditional trade unions, business associations and keiretsu networks. Presently, there is much doubt as to whether either side will remain in the relationship. Middle managers are now the targets of de-layering processes who feel a growing need to defend their concerns (Selmer, 2001). In contrast, the Trade Union Law in Japan only identifies unions as representing the interests of the employers, and more groups may form inside the companies to defend the interest of the center white-collar employees and their long employment contract. The system of company based unions may be harshly destabilized if such groups extend outside companies to become horizontal regional or national white-collar unions. With this, non-union employee representation may also pose a threat to the traditional enterprise-based unions. However, Japanese firms have dedicated much effort into developing a system of participation in their management techniques by using non-union representation practices resourcefully and effectively to form and develop employee representation in deci sion making (Selmer, 2001). There are two types of employee associations with almost one-third that are voice-oriented organizations, and the remaining two-thirds that focus on recreational activities (Sato, 1997). The voice-oriented employee associations regularly converse industrial planning and working conditions with management, and managers typically value their functions of comprehensive and communicating views of employees. Also Japanese labor relations may be affected by many changing environmental forces such as the internationalization of the economy, the rapidly aging population, the acceleration of technological innovations, and changes in the values of the younger generation (Selmer, 2001). These are some developments in the evolution of human resources in Japan in terms of labor relations today. With all the developments emerged through the evolution of Japanese HRM, the lessons that have been provided to International HR managers are valuable. As Japanese HR practices are highly regarded and often taken as a reason for outstanding success in their economy, the true effect and implication of these practices is often debated when implementing the same strategies in Western countries. For an international HR manager, there are certain aspects that must be considered in order to be successful. Managers need to take into consideration the differences in culture. For example, Japanese managers make an active commitment to preserve harmony and there is a high emphasis placed on group work. However, due to the changes in Japanese HRM, managers must be aware of the shift towards a more individualist behavior. Although the reaction of Japanese and Western firms to economic difficulty may appear similar in some respects, Japanese firms appreciate considerable flexibility in the manage ment of human resources due to a more favorable environment (Clardy, 2003). International HR managers should also consider the impact of governments and labor relations when making decisions. It can be seen with Japan that the effect of these elements has greatly impacted the process of human resource management in the country as unions have changed their methods of action. The evolution of HRM practices in Japan has been seen to be quite extensive. Since the recession, there have been gradual changes in the cultural behaviors displayed by Japanese employees. Japanese employees have moved from a traditional and collective orientation toward more individualistic and self-orientation. Although special characteristics of Japanese HRM, such as lifetime employment and the seniority system, are somewhat resistant to change, there have been developments in the recruitment practices as preference is now given to individuals with experience, rather then the norm of molding graduates. Also, there has been a breakdown in the union and labor relations, with an emergence of non-union threats and division of support systems. For an International human resource manager, it is beneficial to take into considerations the lessons established by the evolution of Japanese HRM as it offers a greater quantity of information and scope into the global HR operations of Japanese firms. Also, it provides an interesting and more universal assessment of the challenges involved in managing cross-culturally and the importance of successful diversity management. These are some of the elements that make an effective international human resources manager and provide a competitive advantage. REFERENCES Baba, S. (2004). Remodelling Employment for Competitive Advantage: What will follow Japans Lifetime employment?. Asian Business Management: Japan Society of Business Administration (JBSA). Vol.3, Iss.2, p. 221-240. Beechler, S., and Yang, J. (1994). The transfer of Japanese-style management to American subsidiaries: Contingencies, constraints, and competencies Journal of International Business Studies. Vol.25, Iss 3, pg. 467, 25. Benson, J. and Debroux, P. (2004). The Changing Nature of Japanese Human Resource Management: The Impact of the Recession and the Asian Financial Crisis. International Studies of Management Organization White Plains. Vol. 34, Iss.1, p. 32-51. Brislin, R., et al (2005). Evolving Perceptions of Japanese Workplace Motivation: An Employee-Manager Comparison. International Journal of Cross Cultural Management : CCM London. Vol.5, Iss.1, p. 87-104 (18 pp.). Clardy, A. (2003). International Human Resource Management in Japanese Firms. Personnel Psychology Durham. Vol.56, Iss.1, p. 245-248 (4 pp.). Dedoussis, V. (2001) Keiretsu and management practices in Japan resilience amid change. Journal of Managerial Psychology. Vol.16, Iss.2, p. 173-188. Drucker, P.F. (1981). Behind Japan’s success. Harvard Business Review. Vol. 49, Iss.2, pp.83-90. Gerlach, M. (1992), Twilight of the keiretsu: a critical assessment. Journal of Japanese Studies, Vol. 18, pp. 79-118. Keys, J., Denton, L.T. Miller, T.R. (1994). The Japanese Management Theory Jungle-Revisited. Journal of Management. Vol.20, Iss.2, pp.373-402. Lincoln, J.R. and Nakata, Y. (1997), The transformation of the Japanese employment system. Work and Occupations. Vol. 24 No. 1, pp. 33-55. Mizutani, E. (2003). Japan: Renewing HR management via organizational values management. Benefits Compensation International. Vol.33, Iss.3, p. 3-7. Pudelko, M. (2004). HRM in Japan and the West: What are the lessons to be learnt from each other?. Asian Business Management, Vol.3, Iss.3, pp.337. Salmer, J. (2001). Human resource management in Japan- Adjustment or transformation?. International Journal of Manpower, Vol 22, Iss.3, pp.235-242. Sanford, J. (1995). Recent organizational developments in Japan. British Journal of Industrial Relations. Vol.33, Iss.4, pp. 645-50. Sato, H. (1997), Labor-management rlations in small and medium-sized enterprises, in Sako, M. and Sato, H. (Eds). Japanese Labor and Management in Transition: Diversity, Flexibility, and Participation, Routledge, London. pp. 315-31. Takashi, W. (2003). Recent Trends in Japanese Human Resource Management: The Introduction of a System of Individual and Independent Career Choice. Asian Business Management. Vol.2, Iss.1, p. 111. Research Papers on Japanese HRM Analysis and The Lessons of An Effective International HR managerPETSTEL analysis of IndiaDefinition of Export QuotasAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperThe Project Managment Office SystemMarketing of Lifeboy Soap A Unilever ProductTwilight of the UAWBionic Assembly System: A New Concept of SelfIncorporating Risk and Uncertainty Factor in CapitalInfluences of Socio-Economic Status of Married Males

Unrestricted Submarine Warfare and How It Caused Germany to Lose WWI

Unrestricted Submarine Warfare and How It Caused Germany to Lose WWI Unrestricted submarine warfare is the practice of using submarines to attack and sink all forms of enemy shipping, whether they are military or civilian. It is most closely associated with the First World War when Germany’s decision to use USW brought the US into the war and led to their defeat. The Blockades of World War 1 In the build-up to the First World War, Germany and Britain were involved in a naval race to see how many bigger and better battleships could be created. When this war began, many expected the resulting navies to sail out and fight a great naval battle. In fact, this only ever almost happened at Jutland, and that was inconclusive. The British knew that their navy was the only part of their military who could lose the war in an afternoon and decided not to use it in a massive battle but to blockade all the shipping routes to Germany and try and starve their enemy into submission. To do so they seized the shipping of neutral countries and caused a lot of upset, but Britain was able to soothe ruffled feathers and come to agreements with these neutral countries. Of course, Britain had the advantage, as it was between Germany and the Atlantic shipping routes, so US purchases were effectively cut off.Germany also decided to blockade Britain, but not only did they cause upset they caused th eir own destruction. Basically, the German above sea fleet was restricted to cat and mouse operations, but their submarines were told to go out and blockade the British by stopping any Atlantic trade reaching them. Unfortunately, there was one problem: the Germans had bigger and better submarines than the British, who were backward in understanding their potential, but a submarine can’t easily board and sail off a vessel like the British ships were doing. The Germans thus began sinking the ships coming to Britain: enemy, neutral, civilian alike. Unrestricted submarine warfare, because there were no restrictions on who to sink. Sailors were dying, and theoretically neutral nations like the US were livid.In the face of opposition from the neutrals (like the US who threatened to join the war), and demands from German politicians for the submarines to be brought under control, the Germans changed tactics. Unrestricted Submarine Warfare In early 1917, Germany still hadn’t won the war and there was a stalemate on the battlefields of Western Europe. But Germany knew they were out producing the allies when it came to submarines and were still having success with their more careful policy. High command wondered: if we began unrestricted Submarine warfare again, could our blockade force Britain to surrender before the US was able to declare war and get their troops over the seas? It was an incredibly risky plan, but German hawks believed they could starve Britain out in six months, and the US wouldn’t make it in time. Ludendorff, practical ruler of Germany, made the decision, and in February 1917 unrestricted submarine warfare began.At first, it was devastating, and as supplies in Britain dwindled the head of the British Navy told his government they could not survive. But then two things happened. The British began using the convoy system, a tactic used in Napoleonic times but adopted now to group travelin g ships into tough groups, and the US entered the war. The convoys caused losses to reduce, German submarine losses increased, and the specter of US troops finally broke the German will to continue after their last throw of the dice in early 1918 (a move which occurred as the Germans tried a last land tactic before the US arrived in force). Germany had to surrender; Versailles followed.   What should we make of unrestricted submarine warfare? This hinges on what you believe would have happened on the Western Front had the US not committed soldiers to it. On the one hand, by the successful allied attacks of 1918 US troops hadnt arrived in their mega millions. But on the other, it took the news that the US was coming to keep the Western allies functioning in 1917. If you had to pin it on one thing only, unrestricted submarine warfare lost Germany the war in the west, and so the whole war.

Dance movie review Essay Example | Topics and Well Written Essays - 1000 words

Dance movie review - Essay Example The movie follows the first embarrassed steps of the dancers to how they gain confidence to perform an excellent dance that attracts a standing ovation. The video is raw as the audience can tell the dancers are inexperienced. There is no voice-over at the beginning of the film indicating that the neither the dancers nor the audience understood the events going on or what they were meant to be doing. This gives authenticity to the fact that they were very new to the dancing and that they did not know where to start. The movie brings out the personalities of the dancers as they go through the journey and also their stamina and courage. The film focuses mostly on the teenagers and their journey for growth and into adulthood. The movie is profound and very real as opposed to the mechanized dances that are so popular with other dance videos. Wim directed the film after the death of Pina, and it consisted some of the best works by Pina. The dances that are performed in Pina take place everywhere. There are dances in the forests, on the road sidewalks and even in the tram cars. The movie also has some interviews with some of the dancers where their responses are not by word but are rather contemplative as they give their answers. Instead of using words from their minds, they use the dances on their bodies signifying the influence that their mentor had on them. Not only did Pina teach and inspire the dancers to become who they are but she also inspired in them a similar character signifying that she was such a charismatic mentor and her dances lived beyond her. The movie is very exhilarating but there is no single work of dance that is complete in the movie hence leaving the audience a bit frustrated. The power that Pina had is communicated in the movie and the audience experiences a dance and a movie at the same time and thus remains very

Enlightened View of the American Woman Essay Example | Topics and Well Written Essays - 1250 words

Enlightened View of the American Woman - Essay Example In 1993, NYPD hit the screens where great lightning bongo drums in the sound tracks, accomplished women and male nudity was featured there was a sigh of relief from millions of viewers. But, when ER was released there was a cause of hope because it was another hospital drama (Alan and Logan). In 2004, desperate housewives hit the air and it gained popularity among the married women with jobs kids, husbands, friends, and partners and also beyond. All these shows gave an acknowledgement of the importance of adult female audience. Women were featured as ongoing characters working for a living and focuses on contemporary problems in heterosexual relationships although there has not been an achievement of daily couples who are homosexual on TV (Blackwell). To be on point and dog eyed bound, though wounded emotionally, it is an eager to talk it through the guy centre stage. The question is what do we gain whenever we submerge and kickback ourselves in these TV shows? And is there anything which can be said about the ongoing feminism project? Susan projects NYPD Blue as a cop show set in New York city, a Steven Bochoco’s signature style of production, the show has a lot of hand held camera work, lots of shaky, first paced and with intersecting plots of various crimes which are multiple and the personal lives of those who do the investigations. Susan points out that in the last season there were more women. And this year the show is being masculinised. Kelly (a woman in the last season) was replaced by Jimmy Smits (a male in the new season), this could only be compared to a territorial peeing contest. The scriptwriter portrayed him as a widower as a result of breast cancer which killed his wife. Immediately the viewer is informed of the tragic death, we are shown Bobby warning punks dealing in drugs that he would terminate them (Chandler). ER on the other hand has also showed story lines that are interesting, and the up of fast tracking cameras which are sprint down hospital corridors and like hawks on speed are swirl around operating tables. There are also elements of percussive sounds and bongo drums when the patients are being rushed in for treatment. In Chicago Hope is ER on Vellum, the cameras are stationary at a slower pace and instead of the bongo drums R & B are played. For ER on Helium and Northern Exposure, it goes to the hospital with beats that represent the character of the patient, e.g. the one that eats her hair or one with a fallen off ear. There is also the emphasis of ideal families and family as an institution in the show. The society as portrayed in this show values an ideal family. In both shows we see the establishment of a family as an institution. The authors have put a great emphasis on how ideal American families are and the various challenges that they face. This can be seen citing an example of the desperate house wives all housewives in the show are in a typical setup of an American family. However, there is th e gender connected feeling that women care more for the attainment of an ideal family than men. Each female character in this show is portrayed as struggling to attain the idealistic family, which is a culturally determined feeling. They think about what the general society judges an ideal family as and struggle to see that their families are of this type. This ideal