Expatriate Failure Essay Example

Expatriate Failure Paper Studies undertaken in this area have shown that there is a high rate of failure among expatriates mainly because of their and their families inability to deal with the uncertainties associated with Reasons for this failure can be improper selection criteria and mechanisms, lack of earlier international experience , cross cultural training ,individual factors, Job related factors, home country situations, host country situations, and various other non-Job related reasons( Black,et al,1991). These failures can, not only be detrimental to organizations growth in overseas but also can create problems In the personal life of these elite executives. This essay tries to Investigate the reasons for the expatriate failure and suggest remedies to bring down the percentage of this evil or If possible completely eradicate It. Proper understanding of the term expatriate failure will help In finding the reasons as well as to suggest remedies. According to Lee(2007), presently available literature lacks wider acceptance because ,expatriate failure is studied on the basis of only premature return and it fails to show the true picture of the extend of this vicious phenomenon. The use of this definition can be misleading and can cover up underlying issues, as it implies the completion of duration of expatriate tenure is a definite success and completely forgets the important factors like achieving performance objectives, repatriation difficulties and undervaluing the skills and knowledge developed by the expatriates. We will write a custom essay sample on Expatriate Failure specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Expatriate Failure specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Expatriate Failure specifically for you FOR ONLY $16.38 $13.9/page Hire Writer With this wider perspective reasons for the expatriate failure can be analyzed in a more fruitful and meaningful manner (Harding, 1995; Harrison, 1999). Reasons for the failure of expatriates Various studies have established the failure rate of expatriates Is exceedingly high ND cost incurred can be substantial (Sanchez, et al, 2000: Forester, 1997). The Survey conducted by GAMMA Global relocation in May, 2008 identified three main reasons for the expatriate failure (Halide, et al 2010) . These reasons are, finding right candidate, helping employees and their families and retraining these employees once the assignment is completed. Existing literature review demonstrates, selection of the appropriate expatriate, absence or poorly developed cross-cultural training programs and spouse and family related issues (Zaire;Banzai, 1985; Black ;Maidenhead, 1990; Black ;Stephens, 1999) . Some others point out technical Incapability and lace of home country support (Lee,2007)can also contribute to this failure. For a fruitful discussion all these reasons can be grouped Into four 1) Selection of Appropriate Candidate categories. 2) Cultural adaptability 3) Spouse and family related issues 4) Lack AT none country support Selection of appropriate candidate In most of the cases perfect candidate is Just a dream for the HER mangers. They have to choose from the available candidates who are willing to be relocated. Along with lack of availability of good candidates there is a jack of consensus among HER mangers in deciding the criteria for selection of expatriates. A study conducted by Tune (1987) found that companies put over emphasis on technical capability while selecting the expatriates, but the study proved that this reason is not among the first five contributors in expatriate failure. A research conducted by Stone (1991) among Australian and Asian managers demonstrated that different managers ranked different criteria for expatriate selection. Foreign postings are no longer seen as golden opportunity and they are being turn down as they are not worthy enough the struggle . The result of a survey conducted by Pay ;Benefit consultant, William M, Mercer. (Clarke, 1997) demonstrated that expatriate staff in general is let down by the selection and grooming procedures. Fifty percent of the organizations do not have a structured selection procedure and do not give any cultural briefing for the workers ready to go overseas. Employers have started understanding the difficulty in finding the right and willing staff along with need for integrating HER strategies for selection and recruitment of international positions. Cultural adaptability- Expatriates have to deal tit different ways of life and unaccustomed work environments which can be a cause of increasing stress. Research conducted by Seller and Lung (Halide et al 2010) showed that expatriates who find it difficult to adjust work and life in the foreign country are expected to perform poorly. According to another survey conducted by Just landed in 2008(Halley, et al, 2007) found that the biggest problems were adapting to local culture (85%) followed getting new friends (72%) and 42% was related to the difficulties with learning the new language. Most of the time spouse ho deals with the local people needs more support. However detail may be the cultural training given by the HER department it is impractical to expect an executive to acquire everything about the culture of a country prior to traveling to that country. According to Black, quoted by Wang (2008) factors like urge for adjustment, skills and management capability, social relations, tolerance to uncertainty, faith and ability to satisfy expectations can help to reduce the cultural shock in the host country. Cultural intelligence could help the expatriates to face the cultural differences in a utter manner Spouse and family related issues Family related issues are higher because of the profile of the typical expatriate employee. Most of expatriates are aged between the age of 30-40 and this is the time of highest family commitment. More than 60% of the expanse take their spouse when they take an overseas assignment. This most of the time end up in partner sacrificing established carrier and compensation. One of the research conducted by ACE International (Clarke, 1997) found that the number one reason for turning down international opportunity is the disruption of partners career. Children schooling can be another major reason . Recent discussions with a I-J expatriate in China pointed out the security safety issue of teen age children is a growing issue for many expatriates as they become rebellious because of the new culture and missing of friends. William M, Mercer study showed that, one third of the companies put some kind of an effort to prepare ten Tamales out oaten Ana up long It supernaturally. Lack AT none country support Expatriates need support before leaving the country, while working overseas and while returning. Expatriates may face many hassles in the host country ND support from the home country can serve as a source of relief for them. Support does not end in having a good pay package and cultural training. Support is required in work and non work related areas. A study conducted by Shaffer and Harrison (1998) proved that support for the direct, indirect and moderate influence of non work satisfaction can be decision points for expatriates quit their assignments . Virginia Hollies, vice president of ICING international expatriate benefits (CUBE) commented recently that organizations have to spend little more to take better are of expatriates as it is cheaper than loosing good people. During assignment expatriates are faced with serious challenges both in daily life and business activities. Research sponsored by CUBE, Worktable, and National foreign trade council found that expatriates lack required preparation, assistance while on assignment and appropriate support for repatriation. The expensive bottom line is that almost 44%of expatriates leave their company within two years of the contract (PR Newswire, 2001). And appropriate support system can definitely reduce the expatriate failure rate. Suggestions Recommendations Success in international business depends upon the globally effective human resource management. Todays Macs are not only challenged by internal issues but also with the norms of other countries and international competition . The following suggestion can help the reduction of expatriate failure if implemented properly. ) Good HARM practices- This includes the fixing of appropriate selection criteria, overall expatriate packages including repatriation, and integrating HER practices globally. HER has to be an integrated part of the international business to acquire necessary importance. For this further researches and studies to be undertaken with the wider definition of expatriate failure. 2) Developing cultural intelligence (HER. Magazine, 200 8) is the best available solution for facing the cultural shock effectively. This is uniquely tailored for the individual and provides an integrated approach towards learning, motivational and behavioral features. It is built on a unifying psychological model of cultural adaptation rather than piecemeal and country specific approach to training. 3) There is no one single readmes solution for the family related issues. The best thing any organization can do is to prepare the family beforehand. Ellison (Clarke, 2010) suggests people to visit the country before hand to look for schools and prepare other necessary requirements. He also encourages spouses to attend the cross-cultural training classes and most importantly to learn the language as it is not only useful but also widens the social circle as they meet similar people. Dual career resolution still remains a big issue but some organizations have started in supporting the expatriate to find suitable Job for the spouses in organizational level itself. 4) Integration of global HER activities is the key to make sure ongoing support for expatriates. Virginia Hollies (PR Newswire, 2001) recommend a five C approach in this area. These are culture, compensation, co-ordination communication and career. Culture preparations will support the expatriate to understand the difference between living in a country and visiting like a tourist. Compensation will give confidence and he/she will not feel pinched, and co-ordination deals with the ongoing support Ana return none Issues. Communication Ana career will link with the head office HER team and address any related issues. Conclusion Expatriate failure is the byproduct of the increasing internationalization of the organizations and in appropriate supporting systems to substantiate these teen requirements.

Essay on Educational Philosophy

Essay on Educational Philosophy Essay on Educational Philosophy My Educational Philosophy Final Draft No two human beings are exactly alike. With that, no two humans will learn and use the information they acquire in the same way. Not everyone is strictly one type of learner. I believe that there is no perfect philosophy. I believe everyone finds features from more than one philosophy that they agree with. Eclecticism fits exactly what I believe. No philosophy fits every learning strategy in every situation or all students. I think that behaviorism and constructivism are huge parts of the way humans learn. People learn from their experiences and by observing experiences of other people. Students should be doing activities that put them in real life situations so they can use prior knowledge to build from. If someone touches a hot burner on the stove they will burn their hand. They received a negative consequence for their action. Because of that experience they will most likely not want to touch the hot burner again. I believe that students should be rewarded for their achievement s, but I do not believe that they need a â€Å"prize† every time. I agree with some views of Progressivism. Everyone must be constantly learning and rediscovering to stay up to date with the world around them. The world is ever-changing. Education is used to learn how to solve problems and discover our surroundings. Students are constantly changing and adding to what they know as they learn new information. Teachers should not be in the classroom barking orders all day, but be on the side lines guiding the students in the correct path. My educational views above are very similar with the views of John Locke. He believes that when a human is born their mind is a pure, blank slate. Every situation one encounters, helps shape their ever-changing mind. Like Locke, I believe that there are two different kinds of experiences, sensation and reflection. Sensations tell about the things in the external world and reflections are about the operations and processes of our own minds. The human mind is active. Every day it stores hundreds of simple ideas and can combine them into a variety of intricate ideas. In my classroom I will be sure to know every student’s needs and learning difficulties. Being in Deaf Education, every student will be different. Some may have hearing aids, or cochlear implants. I

Short answer Essay Example | Topics and Well Written Essays - 1250 words

Short answer - Essay Example Now the kind of love that explains the relationship between man and woman, those are a couple of sexual partners, can be defined as a category in itself. However, referring to Aristotle’s works, Solomon might have tried to define love in a broader context. Consequently, he selected to reflect on human behavior (and particularly his/her statements) during sex. And Solomon does not hesitate to consider love from both homosexual and heterosexual perspectives. This turns a possible classification scheme rather blur because homosexual relationships cannot lead to child birth and be adjusted within the traditional concept of family. So, Solomon’s theory gives rise to a possible categorization scheme, where love is to be redefined as per the different situations that come up in the course of making love. And this love-making can be just hugging and kissing. It can also be a more intensive activity like sexual intercourse. Or it can be just like sharing words of affection or st aring at each other in fascination. In sum, categorizing love on the basis socio-sexual behavior becomes so much multidimensional so that no categorization remains achievable at all. And a single category of romantic love appears to be most difficult to shape. Finally, Solomon expresses his lack of confidence on today’s definition of romantic love. ... (Symposium, 207A) Diotima has been a controversial figure in the history of philosophy. There are opinions that Diotima is nothing but a character created by Plato himself. On the other hand, historical research reveals that Plato talked about the prophecies of real characters; so Diotima might have been a real philosopher of ancient Greece. Whatever was the case, Diotima’s definition and perspective on human love can be better understood as a Platonic concept since most of her ideas have been conveyed and/or analyzed by Plato only. Diotima was a female philosopher, so her analysis is important from the perspective of studying gender relations too. Hence the term Platonic love can be attributed to Diotima in a wider way. Apparently, Platonic love is an acceptance of the power of beauty and it might be related to sexuality too, because beauty is largely about physical attractiveness of a person. However, Diotima’s treatment of the topic was not as much linear as a sexual ity and physical beauty related affair. In fact, she tried to correlate love with the beauty of mind. For Diotima, begetting something cannot be just a physical achievement as must be explained in terms of touch, visibility, etc. Diotima put more emphasis on the realization of beauty by human mind that culminate at divinity. So originating from Diotima’s fundamental prophecies, Platonic love accomplishes at the essence of asexual love, where beauty and creation are still at the prime focus. So sexuality can also be introduced in this realm, but not from the viewpoint of fulfilling sexual desire. Sex and beauty, from the view of Platonic love can be more purposive as for to have children or build relationship. Finally, Diotima’s approach appears to be more holistic and

Discuss how social media can be used to build a brand community and Essay

Discuss how social media can be used to build a brand community and illustrate your answer with detailed examples of such use - Essay Example It goes without saying that technologies and social media, in particular, contribute to the development of the collective brand identities and, therefore, brand communities. The example of Apple Macintosh suggests that social media, including blogs, forums, and social networks, facilitate the creation and expansion of brand communities, through the creation of shared meanings, the development of groups and clubs, elimination of any formal hierarchy, and diversification of communication instruments and ties. Brand communities Brand communities are among the most popular topics of present day market research. The rapid advancement of technologies and social media, in particular, contributes to unprecedented growth of brand communities and groups. According to Muniz and O’Guinn (2005), â€Å"brand communities are nongeographically bound collectives of brand admirers who, through their ability to aggregate and community at very little cost, assert themselves as important marketpl ace collectives† (p.65). Brand communities are always about building and sustaining a common, collective identity in their members (Muniz & O’Guinn 2005). ... Needless to say, brand communities develop and operate through the subcultures of consumption which differ from brand communities but also share numerous common features with them. Subcultures of consumption Unlike brand communities, subcultures of consumption is a separate society subgroup, which self-selects as a result of developing shared commitment to brand, product class, or consumption activity (Heding, Knudtzen & Bjerre 2008). The basic features of a subculture of consumption include (a) social hierarchy; (b) shared ethos; (c) unique lexicon and ritualistic features; and (d) unique ways of symbolic self-expression (Heding, Knudtzen & Bjerre 2008). Subcultures of consumption exemplify a collective view of numerous brand communities and identities. In the current state of global marketing, brand communities are of particular importance for firms, since they primarily focus on shared brand meanings and do not normally reject the prevailing society’s culture (Wiegandt 2009 ). In this sense brand communities’ reliance on low-cost communication methods and social interaction implies that social media do play a role in their development and expansion (Wiegandt 2009). The Apple brand community presents a unique example of how social media and brand communities interact. Apple Macintosh, brand communities, and social media Apple is one of the most frequently cited objects of brand community research in professional literature. Much has been written and said about what works and sustains the culture of sharedness in Apple Macintosh brand communities. It should be noted that the Apple brand community displays a number of specific features. These

Third World Development Strategies Research Paper

Third World Development Strategies - Research Paper Example The country is the largest global producer with a capacity of 10,500, 000 barrels per day. This accounts for nearly 10% of global fuel requirements. Following the Arab- Israeli war of the 1970s, global oil prices escalated making Saudi Arabia becomes the most prosperous nation in the Middle East. The country is among the few countries, which enjoy favorable international trade. In addition, Saudi Arabian economy has a considerable surplus compared to its trading partners. In the mid-1980s, global economies were struck by an element of uncertainty and planning which considerably reduced oil importations and oil budgets. Following the phenomenon, Saudi Arabia oil production dropped from about 10 million barrels per day to about 2 million barrels per day. This robbed Saudi its position as the key producer in OPEC and settled for the production quota system. Within this system, the country’s oil production was largely governed by a desire to maintain its market share. Saudi in the Lost Decade. The lost decade is the economic period between the 1980s and 1990s, which was characterized by severe economic hardships in Latin American countries. The lost decade was also characterized by a negative economic growth, increased poverty, and high debts. This made global creditors such as the IMF impose regressive actions and structural policy as an effort of controlling global credit crisis. The monetary policies made by the IMF and other global monetary organizations had a significant impact on Saudi Arabian economy.  ... Saudi in the Lost Decade (1980’s) The lost decade is the economic period between 1980s and 1990s, which was characterized by severe economic hardships in Latin American countries. The lost decade was also characterized by a negative economic growth, increased poverty and high debts. This made global creditors such as the IMF impose regressive actions and structural policy as an effort of controlling global credit crisis. The monetary policies made by the IMF and other global monetary organizations had a significant impact on Saudi Arabian economy. This was experienced as either a direct impact or an indirect impact resulting from global oil prices and fluctuating global energy demands. Similarly, other economies in the Middle East such as Qatar, UAE, and Kuwait were experiencing similar economic fluctuations. However, Qatar experienced a steady economic progress that was marked by an increase in the total gross domestic product from US $ 655 million in 1970s to $ 2000 million in 1978. Qatar is the only country in the Middle East that experienced a positive economic growth during the 1978-1979 oil shock. Other countries such as Kuwait and UAE also enjoyed considerable economic growth resulting from opening of new oil fields and increasing global oil prices. Economies in the South East Asia such as Vietnam and South Korea had a slightly different shift during the 1980s. The main difference between the two economies and Saudi Arabia is the exportation of oil and the influence of western economies. Saudi Arabia became a center of interest for global powers during the lost decade. The presence of oil and the escalating fuel demand made Saudi Arabia to become a close ally of America and

Coaching And Mentoring Has Been In Society Management Essay

Coaching And Mentoring Has Been In Society Management Essay Coaching and mentoring has been in society for thousands of years in some form or another. Coaching has been likened with counselling and therapy as a large number of therapists have retrained to become coaches. In the last century it became ever more popular with an emphasis on life coaching, academic coaching, managerial coaching and sports coaching. Anybody can call themselves a coach or mentor and because there is a lack of regulation and accreditation the consequence is problems with adherence and accountability and no way of actually measuring its effectiveness. In the last 20 years industry and business have bought into the coaching and mentoring framework. A survey by the Chartered Institute of Personnel and Development (2011) shows coaching and mentoring to be an increasing activity to improving performance and employee engagement. Because of this the coach has a responsibility for imparting knowledge, through technical ability and skill altogether ensuring the protà ©gà ©s personal and professional development. There are subtle differences between coaching and mentoring, but academics would argue coaching is an element of mentoring (Clutterbuck and Lane 2004). However there is still much confusion and Ives (2010) argued that the reason for confusion is the lack of formal definition. Another way of viewing this is with Hawkins and Smith (2007, p39) who in comparison argue that multiple definitions can delineate the territory mentoring might cover. The Chartered Institute of Personnel and Development survey goes on to state that it is also confusing because of reluctance by industry to conduct formal evaluation on their programmes and what will its value be within businesses. There are numerous definitions for coaching and mentoring. Bax, Negrutiu, and Calota (2011 p323) stipulates the role of a coach as helping, showing, giving feedback, explaining and encouraging. Along with Linder-Pelz and Hall (2008, p43) who state coaching is about, facilitating a clients performance, experience, learning and growth. The International Coaching Federation (2011, p1) describes a coach as, providing objective assessment and observations that foster the individuals enhanced self-awareness. Mentoring has been defined as a relationship between two people with learning and development as its purpose, (Megginson and Garvey 2004, p2) (cited in Brockbank and McGill 2006). The most striking correlation between the definitions is the phrase learning, which best describes an essential part to the relationship that makes coaching and mentoring distinctive. As opposed to Wallace and Gravells (2009 p10) who offer another alternative for mentoring as a long term commitment and a more gradual process than coaching. It is therefore acknowledged that during coaching or mentoring some form of learning will occur. Hence this would indicate the coach or mentor need to have a level of competence, experience and training technique. The European Mentoring and Coaching Council have identified their core competences within their code of ethics and Clutterbuck and Lane (2004) attempted to identify common attributes. Subsequently other governing bodies such as the association of coaching, the association of professional executive coaching the international coach federation have defined their own versions further adding to the confusion. At the same time the research conducted by the Chartered Institute of Personnel and Development survey (2011), and The Institute of Leadership and Management Creating a coaching culture Report. (2011) emphasise coaching enablers within business need to be mindful of all the schemes and styles in order to finding the best strategic model. For this reason as with most interventions there needs to be a guide to aiding behavioural modification, these are the building blocks of the various concepts and models. The GROW Model (Goal, Reality, Options, Will) is the best known model for coaching. This model is a goal orientated model which is simplistic, easy to understand and use. It has been extensively described by many authors including Whitmore (1992, 2003, 2009), Downey (2003), Clutterbuck, and Megginson (2005). They imply the model can be utilised by anyone without specialist training, but is lacking a self-reflection process. The Chiumento research report: Coaching Counts (2007) highlights the trend of organisations using coaching models. The GROW model being the preferred choice. According to the literature the model allows for the coach and coachee relationship to be developed and the individual to develop and manage their goals. However it is used predominantly for a short term and to correct a business issue, improve individual performance, facilitate the learning of new skills, to prepare an individual for promotion or change. Mostly case studies give examples of how the model is applied. Therefore analysis is difficult. Further coaching models are the framework to facilitate this change within an individual. The coach by definition is the architect of the process and not just an instructor. Coaching models are the tool kit for a coach to develop the coaching relationship with a coachee. However, as with all tool kits a coach can collect a vast array of tools, but never develop the competence to use them. Connor, M. Pokora, J. (2007 p12) states when a model is used it, provides a map for the journey, for both client and coach. That journey is never linear and it is easy to get lost along the way so there must be a process to change direction. To better define best practice the European Mentoring and Coaching Council produced a code of ethics (2008). This was an attempt to standardise the terminology, competence, integrity, professionalism and structure. Unfortunately this is only one governing bodys package. Hawkins and Smith (2007) first presented their model of coaching in the early 80s. They later developed the model which focused on the coach and coachee relationship from the outset. In particular, enabling the setting of clear ground rules when negotiating the contract. The CLEAR Model (Contracting, Listening, Exploring, Action, Review) was very similar to the GROW model although not as restricted and does allow a level of flexibility. There is greater emphasis on the feedback loop for the coach and coachee. Because of the exclusiveness of literature, only slight reference is made to similar areas of study. It is evident that this model has had an influence on further coaching models. Spece and Oades (2011 p38) note that many of the coaching surveys and reviews, impacts an array of psychological characteristics and processes. They also observe that much of the literature, when speaking of coaching, raise the concern to using cognitive behavioural coaching, motivational interviewing and emotional intelligence. McMahon (2007) was a co-founder of the cognitive behavioural coaching model. Her model focussed on a non-directive form of questioning which enabled an individual to become self-aware of their emotions. This model has been extensively theorised and researched with the vast majority being empirical. Unfortunately, it is only designed to be used over a short period of time, but enabled only a competent practitioner to develop an individual into identifying problem solving goals. Nonetheless this did address personal issues but it did not take into account the requirements of the establishments objectives. There is additionally widespread consensus of opinion and ideas as to what coaching and mentoring is or what makes a good coach. The Institute of Leadership and Management Creating a coaching culture Report (2011) examined the link between who conducts the coaching and what is coaching best practice. See figure 1 below. They found that although line managers are the preferred choice, they do not necessarily make the best coaches as this will prevent the success of the intervention provided. Unfortunately the majority of their research to date uses only a small numbers of participants and makes analysis challenging. Figure 1 Who undertakes coaching? Figure taken from the Institute of Leadership Management Creating a coaching culture Report May 2011 The average manager/coach, in order to be successful, requires some form of intelligence, knowledge that they must communicate well, understand their subordinates or peers and conduct themselves appropriately. These skills are not just inherited but must be nurtured over time. Emotional intelligence, as it is referred to, requires the manager to have empathy, commitment, initiative and self-awareness. To know yourself emotionally enables an individual to adjust their behaviour towards others. Sterrett (2006) attempts to introduce this concept to those who are engaged in coaching and mentoring. Wall (2006, p68) refers to a key aspects of a coach or mentor as being emotional Intelligent which, refers to a variety of personal and interpersonal competencies that have huge impact on a persons success. Indeed coaching must now include this element as it can allow the coach to engage at a personal level and guide the coachee to set their goals linked to their own personal values. As a resul t the coachee is more likely to buy in and pursue this relationship if the change matters to them. With all positives there can be a negative as Alexander (2011) alternatively offers another aspect to the use of emotional intelligence. She argues when emotional intelligence is used it can also give an individual the intellectual advantage and can be used to control, manipulate and intimidate. However the article uses emotive language. It is lacking in impartiality and does not produce any credible evidence. The consequence is she has a tendency to over emphasise the negative part. The McLeod and Thomas (2010) model of coaching, the STEPPA Model (Subject, Target objective, Emotion, Perception, Plan, Pace, Act/Amend), is relatively new and offers a more finite element than other models. The basis of the model is to concentrate on the individuals emotions and actions are elicited through them. These are more elaborate in details and interpretation. However it is lacking the flexibility a novice coach needs. The literature leans towards the opinions and assumptions of the creators and is not based on any data taken from independent research. There is also a lack of empirical evidence to indicate the value of its use. In fact the literature showed there was a variation of important aspects to coaching and mentoring. First, the type of coaching conversation, which begins with establishing the relationship between coach and coachee. This was fabricated using the code of ethics. Secondly setting the contract which must contain all the agreed parameters. Thirdly the formulation and setting of goals and obtaining a by in from the coachee and lastly using feedback to make adjustments. Unfortunately the models are limited by their creators and because of this a level of flexibility is removed. It is impossible to suggest that there is a perfect model to use as it would be easier to fit a model in a specific circumstance. All models emphasised the fact that individuals must recognise their own potential, take ownership of their individual goals and aims and review them periodically. The importance of questioning and self-reflection is paramount. The models do however, provide a basic structure for the coach to work with. All have a level of simplicity and some allow a level of flexibility and are all intended to make the coachee take action. There are limitations, and if the coach does not take care, can overlook the basic principles required in coaching interventions. Egan 2002 (cited in Connor and Pakora 2007) states, the model is for the client, in short the coach should not get hooked into constantly checking where they are in the process rather than moving in the direction the coachee wants. Coaching is rapidly expanding into multiple disciplines and applications but despite abundant rigid literature, research into coaching and mentoring is still very limited. If coaching can be claimed as an asset within industry and business alike, studies should contain a varied population with an interchangeable set of objectives. It has been shown that coaching may not have the desired effect for certain environments and that an alternate option would be a more suitable choice.

C.S. Foresters Lieutenant Hornblower: Success And Failure :: Lieutenant Hornblower Essays

In the novel Lieutenant Hornblower there were a few scenes were Hornblower was a success and a few were he was a failure.   Ã‚  Ã‚  Ã‚  Ã‚  In my opinion the first success of Hornblower was when he used all the cannons on one side of the ship to free them from the mud holding the ship. Another success was when Hornblower suggested a landing attack on Samana Bay. The commanding officer agreed with his suggestion, and they put together a landing party. Hornblower had the whole attack planed and the coordinates marked. His surprise attack on the Spanish at Samana proved to be a success. Once the fort was taken over he was successful in firing red hot shot at enemy ships, even without ever using that technique before. Then when the negotiation with the Spanish took place he had a brilliant idea to mount a nine pound cannon at the upper end of the peninsula to prevent the Spanish from escaping. This enabled them to turn down the terms of the proposal that the Spanish wanted and get what they wanted without giving anything to the Spanish. These achievements made by Hornblower is what later earned him the command of the Retribution, although his command of the Retribution did not come until later when the war started again.   Ã‚  Ã‚  Ã‚  Ã‚  Hornblower had also had a few failures that hindered his successes. Among these was when Hornblower was using the red hot shot to sink enemy ships. This was both a success and failure. It was a failure because after heating the shot for a considerably long period of time the shot began to deform. This deformity of the shot wouldn't allow it to fit into the cannon. Hornblower realized his mistake after one of the shots wouldn't fit into the cannon. This slowed their operation down but didn't cause a defeat to them. The situation with Hornblower gambling is mostly in my opinion a success but it could also be a failure. The way I think it would be a failure is that he lost a lot of his

Martin Luther King Jr Essay

Martin Luther King Jr. was born in Atlanta, Georgia on January 15, 1929. He was born during a time when black people did not have the rights which they have today. He experienced racial discrimination when their white neighbors refused to let him play with their boys. When he was five years old his mother persuaded the first grade teacher, Miss Dickerson, to make room for him in her class. Even though he started several weeks after the other children, he soon caught up with them academically and even surpassed them before the year was over. Miss Lemon, his teacher taught him to be independent. She taught him if there was an injustice, he could rebel, but still keep his dignity and find quiet ways to resist. She inspired her students to learn about black history and take pride in their heritage. When he was 15 years old he entered Morehouse College. After two years in school he decided he could best serve others by becoming a minister. He became assistant minister of the Ebenezer Baptist church where his father was minister. The following year he graduated from college, being only 19 years old. He then attended Crozer Theological Seminary in Chester, Pennsylvania. While he was at Crozer he began to study the teachings of Mahatma Gandhi. Gandhi urged people to not fight, but to protest peacefully. Martin saw this method of non-violent resistance as the answer to the unfair treatment blacks received in America. At Boston University he met Coretta Scott who became his wife. They had four children.When he graduated from Boston University he became the minister of the Dexter Avenue Baptist Church in Montgomery, Alabama. On August 28, 1963 Martin Luther King and other leaders led a march into Washington D.C. Over 200,000 people marched from the Washington Monument to the Lincoln Memorial. It was here where Martin Luther delivered his â€Å"I Have a Dream† message.

Diary of Anne Frank essays

Diary of Anne Frank essays Journeying back to the early nineteenth century, when Nazi forces occupied Germany during World War II, the lives of those living in this territory was spent in constant fear and anxiety. The Diary of Anne Frank leads readers through the harsh times of a family trying to escape imprisonment in concentration camps by Nazi soldiers, where death was almost certain. Born on June 12, 1929, Anne Frank was a German-Jewish teenager who was forced to go into hiding during the Holocaust. She and her family, along with four others, spent 25 months during World War II in an annex of rooms above her father's office in Amsterdam, the Netherlands. During the two years in hiding which Anne refers to as "a time when the ideals are being shattered and destroyed, when the worst side of human nature predominates, when every one has come to doubt truth, justice and God (pg.327)." Anne kept a diary that was given to her by her father, Otto Frank, on her birthday. Between June 1942 and August 1944, from Anne's thirteenth birthday until shortly after her fifteenth birthday, Anne recorded her feelings, her emotions, and her thoughts, as well as the events that happened to her. "...[I]deas, dreams, and cherished hopes rise within us only to meet the horrible truth and be shattered...yet in spite of everything I still believe that people are really good at heart (pg. 327)." The diary is an accurate record of the way Anne grows up and matures, in the unfortunate situation she found herself. Given the circumstances in which the novel is written Anne gave a very vivid description of her surroundings and the feelings she encountered throughout her ordeal. The novel displays the grief and frustration that is experienced throughout the time spent in hiding. The emotions of the situation are captured in the text and gives validity to the pain and frustration encountered. D ...

Adjectives vs Adverbs in SAT Writing Practice + Tips

Adjectives vs Adverbs in SAT Writing Practice + Tips SAT / ACT Prep Online Guides and Tips You may recall the good ol’ days of elementary school when you learned about adjectives and adverbs. If you had realized that you would have to know about these parts of speech for the SAT, perhaps you would have paid better attention instead of daydreaming about Nickelodeon and The Disney Channel. Don’t worry. If you’ve forgotten or never learned about these parts of speech, I’ll teach you everything you need to know about them for the SAT Writing section. In this grammarguide, I'll do the following: Define an adjective. Define an adverb. Review the comparative and superlative forms of adjectives. Explain how adjectives and adverbs are tested in SAT Writing. Provide practice questions to test you on what you've learned. What is an Adjective? Adjectives modify nouns or pronouns. Here are some example sentences with adjectives: He is disgusting. The adjective is "disgusting" because it modifies "he". I turned in my horrendous report. The adjective is "horrendous" because it modifies the report. My cat is docile. The adjective is "docile" because it modifies the cat. You can think of adjectives as words that describe nouns. What is an Adverb? So, in elementary school, you may have learned that adverbs modify verbs, but that’s not all. Adverbs modify verbs, adjectives, or other adverbs. This is an example of an adverb modifying a verb: He writes slowly. The adverb is "slowly" because it modifies the verb "writes". The adverb is used to describe how he writes. Check out this example of an adverb modifying an adjective: Her muscles are extremely large. The adverb is "extremely" because it modifies the adjective "large". The adverb is used to describe the degree of largeness of her muscles. The word "large" is an adjective because it modifies the noun "muscles". Here is an example of an adverb modifying another adverb: The politician speaks very well. The word "very" is an adverb because it modifies the adverb "well". The word "well" is an adverb because it modifies the verb "speaks". From looking at the example sentences, you may have noticed that adjectives and adverbs tend to have different constructions. Adverb Construction Adverbs are usually formed by adding "ly" to the adjective. For adjectives that end in "y", the adverb is formed by adding "ily". So, for example, "slow" becomes "slowly", "quiet" becomes "quietly", "careful" becomes "carefully", and "noisy" becomes "noisily". There are irregularly formed adverbs, such as "good" that becomes "well" in the adverb form. However, the SAT will not specifically test you on irregular adverbs. So, how will adjectives and adverbs be tested on the SAT Writing section? Adjectives Vs. Adverbs on the SAT On the SAT, adverbs and adjectives are switched with one another. Most often, an adjective will be underlined when the wordshouldbe in the adverb form. Less often, but occasionally, an adverb will be underlined when the word should be in the adjective form. This is an example of the type of sentence that may appear on the SAT: When I saw my doctor, he examined me careful. If you aren't reading closely, the example sentence might seem perfectly fine to you. However, the word "careful" is functioning as an adverb in the sentence. Why? The word "careful" modifies the verb "examined". Therefore, "careful" should be in the adverb form. This is the corrected version of the sentence: When I saw my doctor, he examined me carefully. This is an example of an adjective being incorrectly used as an adverb: Because her workout was excruciatingly, she could barely lift her fork to eat her dinner. The word "excruciatingly" is modifying the workout. Because "workout" is a noun, "excruciatingly" is an adjective and should not be in the adverb form. This is how the sentence should read: Because her workout was excruciating, she could barely lift her fork to eat her dinner. Here are some simple strategies to help you determine whether a word should be in the adjective or adverb form. Strategy Determine what word an adjective/adverb is modifying. Then, determine the part of speech of the word that is being modified. If a word modifies a noun, use the adjective form. If a word modifies a verb, adjective, or another adverb, use the adverb form. Let's use what we've learned to tackle some real SAT questions. Real SAT Writing Examples Try to determine if there is an adjective/adverb error in the following sentence. Explanation: At first glance, none of the underlined phrases may seem incorrect to you. However, let's take a look at answer choice C. The word "effective" is in the adjective form, but what is its function in the sentence? The word "effective" is describing how the effects have been described. The word "effective" is modifying the verb "have described". Therefore, "effective" should be in the adverb form, "effectively". Here's one more example from a real SAT. Explanation:So, this question is slightly more difficult. Is there an error? Yes. But where? The answer is A. So, â€Å"clever† is describing how the reservoir was designed. In the sentence, â€Å"designed† is actually a participle. A participle is a form of a verb that functions as an adjective. Here, â€Å"designed† is modifying the reservoir. However, even if you thought â€Å"designed† was a typical verb, the word â€Å"clever† should still be in the adverb form. The reservoir was cleverly designed. Also, "clever" is in the adjective form. The only noun "clever" could possibly modify is "reservoir". Would a reservoir be described as clever? No. The way the reservoir was designed was clever. It was cleverly designed. A cleverly designed reservoir The good news is that you won't see a harder adverb question than that one an your SAT. Now, let's take a look at another rule involving adjectives. Comparatives Vs. Superlatives (aka -er vs -est) Comparatives The comparative form of an adjective is created by adding "er" to the adjective or "more" plus the adjective. Examples of comparatives include "faster", "stronger", and "more exhilarating". You cannot use "more" and the "er" form of a word. You cannot write "more stronger" or "more faster". Also, the comparative form can only be used when you are comparing two things. Here is an example of the comparative form being used incorrectly: Between Britney Spears and Christina Aguilera, Christina is the more better singer. Again, you can't use "more" with the comparative form of a word. The word "better" is the comparative form of good ("better" is irregularly formed). This is the corrected version of the sentence: Between Britney Spears and Christina Aguilera, Christina is the better singer. The comparative form is used when you're comparing two things. What is the proper form to use when you're comparing three or more things? Superlatives When comparing three or more things, use the superlative form. A superlative is formed by adding "est" to the adjective or by putting "most" in front of the adjective. Examples of superlatives include "fastest", "strongest", and "most exhilarating". You cannot use "most" and the "est" form of a word together. You cannot write "most fastest" or "most strongest". Here is an example of an error with a superlative: Of all the breakfast cereals, Apple Jacks is the most tastiest. Be on the lookout for sentences with "most" and the "est" superlative form. You can only use "most" plus the adjective or the superlative "est" form of the adjective. You can never use both together. Apple Jacks are tastier than Cheerios. Comparatives and Superlatives on SAT Writing Most likely, you will only see a maximum of one or two questions on the SAT testing your knowledge of comparatives and superlatives. All you have to remember is proper construction of the comparative and superlative forms, and you need to know to use the comparative form when comparing two things and the superlative form when comparing three or more things. This is an example of the hardest type of comparative/superlative sentence I've seen on an SAT: Between Joe and his brother, Joe is the stronger and more intelligent. Often, students will be tempted to use the superlatives "strongest" or "most intelligent" in this sentence. However, because we are only comparing two things, we have to use the comparative form. The example sentence is correct. Strategy If you see a comparative, make sure only two things are being compared. Also, make sure that "more" and the comparative "er" form are not being used together. If you notice a superlative, make sure three or more things are being compared. Also, make sure that "most" and the superlative "est" form are not being used together. Now, let's check out an example from a real SAT. Real SAT Writing Example Determine whether there is an error in this sentence taken from an actual SAT. Explanation: Do you see the error? Hopefully. Find the incorrectly formed comparative. You cannot write "more stronger". The word "more" does not belong with the comparative "er" form of the adjective "strong". The answer is B. At this point, we've covered all the specific types of questions involving adjectives and adverbs on the SAT Writing section. Here are some tips to help you identify and correctly answer all adjective and adverb questions on the SAT. General Strategies for Adjectives and Adverbs on the SAT #1: If an Adjective or Adverb is Underlined, Make Sure the Word is Being Used Correctly In any of the subsections (sentence improvement, identify the error, paragraph improvement), if an adjective/adverb is underlined, make sure the word is being used correctly. Most adjective/adverb questions are found in the identify the error subsection. Generally, mistakes on adjective/adverb questions are due to carelessness. By checking to see that underlined adjectives/adverbs are being used correctly, you will be less likely to make a mistake. #2: Determine the Part of Speech of the Word that the Adjective/Adverb is Modifying If you know the functions of adjectives and adverbs and you can correctly determine the part of speech that an adjective/adverb is modifying, you should never miss an adjective/adverb question. #3: If a Comparative or Superlative is Underlined, Make Sure the Word is Being Used Correctly Keep in mind that comparatives compare two things and superlatives compare three or more. Comparatives are formed by placing "more" in front of the adjective or by adding "er" at the end of the word, but you can never use "more" with the "er" form. Similarly, superlatives are formed by placing "most" in front of the adjective or by adding "est" at the end of the word, but you can never use "most" with the "est" form of the word. I assume we feel comfortable with adjectives and adverbs now. Let's do some realistic SAT practice questions that I created for you. Additional Realistic SAT Writing Practice Questions Use the general strategies I provided and your knowledge of adjectives and adverbs to answer these practice questions. 1. For(A) most of my life, I have resided in the incredibly(B) diverse city of Los Angeles, a dense(C) populated urban(D) area in California. No Error (E) 2. After seeing(A) my uncle for the first time in ten years, I was shocked(B) by how dramatic(C) he had aged (D). No Error (E) 3. Between(A) the SAT and(B) the ACT, the SAT has more sections(C) and the ACT has the longest(D) sections. No Error (E) 4. When I visited(A) Marc in New York, I entered his filthy(B) room for the first time and was shocked by(C) how overwhelmingly disgusting(D) it appeared. No Error (E) 5. Even though she(A) struggles with grammar, Jamie was able to correctly(B) identify the error in the sentence by looking(C) at the sentence close. (D) No Error (E) Answers: 1. C, 2. C, 3. D, 4. E, 5. D What's Next? Continue your journey to total SAT Writing mastery. Make sure you know what's actually tested on SAT Writing. For detailed strategies on how to get that awe-inspiring perfect SAT Writing score, read about how to achieve perfection on SAT Writing from a perfect scorer. Are you hoping to get a perfect combined SAT score? Learn how to do that from somebody who got a perfect SAT score. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Alcatel-Lucent Success in Brazil Essay Example | Topics and Well Written Essays - 750 words

Alcatel-Lucent Success in Brazil - Essay Example Alcatel-Lucent Brazil utilized various entry strategies which included adapting to the customers and industry, developing consumer confidence in the company’s products and services as well as creating and improving brand awareness in the country. In its effort to adapt to the clientele, the company researched on the various needs of its diversified customers which included government agencies, local service providers, and carriers among others. By understanding their clientele, the company was able to develop a customer portfolio specific to the client’s needs and as such adapt its products and services to its customers. Further, the company invested in building the consumer confidence as well as increasing brand awareness by using various marketing strategies such as the use of social media and TV adverts. Managing MNCs is quite a challenge to many companies as they have operations in different countries. These countries have varied cultures and value as well as other varied business environment and the poses a challenge to the company in its management (Matthews & Zander, 2007). It is thus important for companies such as Alcatel-Lucent Brazil to have an effective strategy to use in managing its subsidiaries in different parts of the world. One o0f the challenges facing the company in Brazil is that the company is in its development phase causing a lot of problems in the management and operations of the business. This, for instance, is in regards to political instability, varying exchange, and inflation rates.

Doubt Movie Review Example | Topics and Well Written Essays - 1000 words

Doubt - Movie Review Example The film is set in 1964 at St. Nicholas school, a Roman Catholic School in the Bronx, New York and most of its students are children of Italian and Irish immigrants. They would have great faith in their Church and would never question or doubt anything about mother Church. In the movie, Father Flynn (Philip Seymour Hoffman), a young priest, delivers an important sermon on flagging faith which creates suspicions in Sister Aloysius (Meryl Streep). In his sermon, Father Flynn concentrated on the nature of doubt and noted that doubt, like faith, can be a unifying energy. Sister Aloysius, the strict principal of the school discusses the sermon with her fellow nuns and asks them to find the reasons behind the behaviour of Father Flynn for preaching about doubt. Following this, Sister James (Amy Adams), a young and naive teacher, grudgingly reports a private meeting between Father Flynn and the school's only black student to Sister Aloysius which creates awful suspicion in the principal. Th erefore, one of the central scenes in the movie is the one in which the cheerful, fair-haired Father Flynn preaches a sermon about sharing doubts with others in the community. Father Flynn's appeal to the importance of doubt becomes relevant in the context of the Roman Catholic School in the Bronx, where most of the students are children of Italian and Irish immigrants who would have great faith in their Church and never question or doubt anything about mother Church. However, in a reflective analysis of the theme of doubt in the film, it becomes lucid that the students' trust to the church is because of their nave faith and some doubt in faith would have been preferable, as such doubt of mother Church was possible back in 1964. Through the story of a confrontation between the priest and the nun at a Catholic school in 1964 New York, the film Doubt by John Patrick Shanley establishes the importance of doubt in deepening the nave faith in Catholic Church. Father Flynn, who is the chaplain at St. Nicholas Catholic school in the Bronx in 1964, is a strong believer in the winds of change that are sweeping through the country with integration and through the Catholic Church with Pope John XXIII. Through the character of Father Flynn, the film emphasizes the positive value of doubt in the life of a believer of the Catholic Church, and the winds of change that were sweeping through the Church in 1964 suggests the possibility of a doubt of the mother Church. "He has an easy and relaxed manner with the kids; as a preacher, he enjoys shaking his congregation up. In the opening scene of the film, he speaks about the positive value of doubt in the life of a believer: 'Doubt can be a bond as powerful and sustaining as ce rtainty. When you are lost, you are not alone.'" (Brussat and Brussat, 2009). Therefore, the character of Father Flynn makes a vital point by suggesting the positive value of doubt in the life of a believer and the winds of change that were sweeping through the Church suggested by Father Flynn allude to the possibility of a doubt of the mother Church in 1964. The students at St. Nicholas Catholic School, who are children of Italian and Irish immigrants, have great faith in their Church and would never question or doubt anything about mother Church. In fact, their trust in the Church is too nave and there is great positive value of