Part 1 Essay Example | Topics and Well Written Essays - 1000 words

Part 1 - Essay Example Thus, from that sample, the analysis of the sample speaks volume of the entire population where the sample came from. Thus, the difference between these two categories is their functions; descriptive statistics is concerned with the spread and centrality of data whereas inferential statistics is concerned with generalizability of the data set. As much as the two categories use similar aspects such as mean, standard deviation, the focus of the two are extremely different. Inferential statistics always start with a sample and end up inferring the entire population using similar calculations as that of descriptive statistics. Descriptive statistics is only useful in cases whereby one do not wish to extend the statistics results to a larger group or population whereas inferential statistics is used when one wishes to make predictions and inferences on a particular population through the observations from the sample. Thus, the two categories can be used together is cases where a data set has to be fully described and inferences or rather predictions from the available observations made. Thus, degrees of freedom are crucial in statistics due to the following reason: It is deemed to be a measure of how certain the sample is a representative of the whole population. Therefore, when the degrees of freedom are more, the level of certainty in the accuracy of population sampling is high. In addition, when it comes to fitting models to a given data, degrees of freedom are considered independent parameters. Thus, an accurate model is described by more independent parameters which are as a result of more degrees of freedom. 3. Explain what a post hoc test is and why they are important. Provide an example of when you might use a conservative, a moderate, and a very liberal post hoc test. Differentiate between the post hoc tests used in ONEWAY ANOVA and Multiple-Factor ANOVA A post hoc test

Active and Passive Listening At Workplace Term Paper

Active and Passive Listening At Workplace - Term Paper Example It is evidently clear from the discussion that effective listening can only be achieved if both my employees and I consistently follow the necessary steps along with implementing in the workplace. Without a doubt, this paper will outline the key steps to achieving excellent listening skills in the workplace. Active and Passive listening in workplace Listening and communicating in the workplace is one of the most dynamic aspects of thriving in the modern world of commerce. Communication, in essence, is a critical aspect because it enables everyone to be productive and effective in the workplace. Poor communication does sometimes lead to personal conflict, waste of funds, poor productivity and culture implemented in the workplace. As a manager of a convenience store, it is highly crucial that there are no barriers towards clear communication. Maintaining a convenience store is no easy task. Hence, many aspects of active and passive listening will be addressed in this paper. In the work place, listening is the process of hearing and interpreting a message. According to research, 80% of the time is spent on communicating and listening is a critical part of the communication process. Active listening is an organized form of listening and giving feedback that enhances overall understanding. As a manager, active listening is almost utilized in all aspects of work from interviewing employees to collaborating in meetings.

Skunk Hour by Robert Lowell Assignment Example | Topics and Well Written Essays - 250 words

Skunk Hour by Robert Lowell - Assignment Example Connotation, on the other hand is defined as being what a particular word implies or is suggested to mean. Two words from â€Å"Skunk Hour† whose connotation brings greater meaning to the poem are â€Å"hermit† and â€Å"eyesores.† Both of these words invoke very strong imagery within the poem which, in turn, is helpful in understanding the piece’s overall meaning. The word â€Å"hermit† implies a person who is alone, a stranger to others, invisible, and perhaps odd looking. The fact that this word is used in conjunction with heiress is interesting as heiresses are not usually seen as hermits. Hermit influences the characterization of the heiress right from the very beginning of the poem. Eyesore is a word which connotes structures that are dilapidated, ugly, and vacant. It adds a lot of intrigue to the poem as the reader wonders why the heiress is buying up places that nobody else would want. Alliteration is a term which means that there are two words that begin with the same consonant in a group of words or a particular line. It can also refer to similar sounding words within the same group as well. There are several examples of alliteration within â€Å"Skunk Hour.† For example, in the fourth stanza, Lowell states â€Å"for fall,/his fishnets filled†¦Ã¢â‚¬ (Lowell). The repetition of the â€Å"f† and the â€Å"f† sound in this group of words would be considered alliteration. Another example of alliteration occurs in the fifth stanza with the group of words â€Å"love-cars. Lights turned down, /they lay together, hull to hull,†(Lowell). Similarly to the previous example, this group repeats the letter â€Å"l† and the â€Å"l† sound in the words â€Å"love†¦lights†¦lay†¦hull†¦hull.† This repetition would be considered alliteration as well. Assonance is defined as the repetition of specific vowels or vowel sounds in a line or group of words. There are a few examples of assonance with the â€Å"Skunk Hour.† One example occurs between the two words of â€Å"off†

Strategic Management of Human Resources Essay Example | Topics and Well Written Essays - 2000 words

Strategic Management of Human Resources - Essay Example ining these ingredients provide the motivation, incentives and sense of purpose, which account for success and also help to explain why some of the familiar mechanistic planning and control techniques work so well in some contexts and not in others (Ahuja, 2005, p.830). The understanding of culture provides better alternatives for decision making by the managers. However, it puts restrictions on the alternatives to the managers, that is, the managers should conform to requirements of cultural patterns of people in the organization. This is so because of two reasons: First, no organization can be isolated from cultural environment, that is, organization as a social unit must operate within the framework of the larger cultural system. As such, a congruency has to be maintained with the values of total culture. Second, organization may be considered as a subculture within the framework of total broader culture. No doubt, every organization develops its own norms and cultural pattern of behavior; these elements are developed within the context of the larger cultural pattern. No part of the system should go against it if both have to succeed. From this point of view, the culture affects the functioning of an organization. Culture places imperative demands on organizations. Culture includes both abstract and material elements. Abstract elements include values, attitudes, ideas, personality types, and summary constructs such as religion, etc. Material elements include all the physical and observable things that man has created and which in turn have an effect on pattern of life and behavior. These elements may be such diverse items as products, buildings, machinery, etc. Though there maybe relationship between abstract and material cultures, both affecting each other, it is much more difficult to change attitudes and value systems than to institute technological innovations. The discrepancy between material inventions and the beliefs and patterning of human behavior

Sino-US relations Essay Example for Free

Sino-US relations Essay The improvement in Sino-US relations was the main factor promoting dà ©tente between Russia and America in the years 1969-75.’ How far do you agree with this view?  The Ping Pong diplomacy of 1971 begun a period of rapprochement in Sino-US relations. The ‘Chinese dimension’ to Cold War diplomacy threatened the USSR which feared a military alliance, and the Soviet Union moved to improve relations with the USA, thereby facilitating the process of dà ©tente. However, the fear of nuclear war, the escalating cost of the arms race coupled with the grim economic realities of the 1970s and the American withdraw from Vietnam and were also highly significant in promoting dà ©tente between Russia and America. The Soviet Union viewed the improvement in Sino-American relations as a threat to its national security, she was now confronted on two fronts and fearing military collusion, the Soviet Union sought improved relations with the USA. Soviet fears of the ‘yellow peril’ dated back to 19th Century and were reignited by the Sino-Soviet split of the 1960s. Climaxing in 1969 when the Peoples Liberation Army ambushed Soviet troops along the Usuri River, who suffered 59 casualties: this action was perceived by Russia as evidence that the Chinese had designs on its territory. Furthermore, following Kissinger’s secret visit to China in July 1971, the previously internationally isolated China, gained international recognition. She was admitted into the UN with a permanent seat on the Security Council in October that year. The result of this ‘triangular diplomacy’ for the Soviet Union was the relaxation of tensions with the USA through dà ©tente, the USSR believed this would offer the prospect of isolating China from the US and consequently decrease the threat of an coordinated attack. However, alternative factors also contributed to promoting dà ©tente between Russia and America in the years 1969-75. The fear of nuclear war and the escalating cost of the arms race pushed the Superpowers into pursuing better relations. By 1969 both sides had achieved relative nuclear parity in weapons and delivery systems, nuclear war would result in Mutually Assured Destruction. The extensive treaty systems both countries held in the third world, could result in small regional conflict developing into full scale nuclear war. Whilst the cost of maintaining this ‘balance of terror’ came at great economic cost, preventing much needed social reform. In the early 1970s the USA faced double digit inflation and widespread urban rioting in 1968. In contrast, the USSR had failed in its promise to deliver high-quality consumer products and faced falling GNP growth, from 5% in 1966-70 to 3.1% in 1971-75. These factors made it clear to the respective powers that improved relations were necessary to prevent nuclear war, agree on arms limitations and improve trade agreements: President Nixon and his NSC adviser Henry Kissinger’s successful policy of linkage meant the Soviet’s would recognise both superpowers had mutual interests in the Third World and opened up badly needed US technology and investment to the Soviet economy. Whilst the signing of arms limitation treaties of SALT 1 and the subsequent ABM treaty in 1972 was possibly the high point of US-Soviet co-operation engendered by Dà ©tente. Furthermore, the wider international situation of war in Vietnam and the situation in Europe precipitated improved Soviet-American relations. In the USA the war-weary public demanded withdraw from Vietnam which in 1968 had cost 16,889 American lives – pushing the administration of President Nixon to pursue better relations with Moscow; co-operation was vital to achieve a peace settlement with Hanoi. This being achieved through the policy of Linkage which recognised the Soviet sphere of influence. In return, the USSR would support American peace talks with the North Vietnamese. Furthermore, the uneasy territorial settlement of Europe created at Yalta in 1945, which had threatened possible US intervention in 1968 during the Czechoslovakian crisis meant US-Soviet co-operation was vital to ensure peace. The Helsinki Agreement of 1975 continued the policy of East-West dialogue over Europe begun by Willy Brandt’s successful policy of Ostpolitik during the late 1960s. The Soviet controlled Warsaw Pact gained official US recognition of the post-ww2 European borders, whilst the US largely unsuccessfully sought concessions over human rights issues from the USSR, which following the agreement were widely ignored. In conclusion, dà ©tente was the result of a variety of complex factors, driven by a war-weary United States counting the human and economic cost of militaristic confrontation of Communism in Vietnam. The United States under President Nixon recognised more could be achieved through peaceful diplomacy, whilst both Superpowers recognised that dà ©tente offered the opportunity to curtail spiralling defence spending and open up trade links between the nations. The improvement in Sino-US relations added an important Chinese dimension to Cold War diplomacy, but was not the main factor promoting dà ©tente between Russia and America in the years 1969-1975.

A Study On Ancient Egyptian Religion History Essay

A Study On Ancient Egyptian Religion History Essay Religion played a very significant role in Ancient Egypt. Their religion was greatly inspired by custom and tradition. The Ancient Egyptians possessed a complex and intricate religion. Their main aim throughout their history was to emulate the conditions which they believed has existed at the dawn of creation. (Rosalie, 1988) Ancient Egyptian includes many religious beliefs and rituals performed in Ancient Egypt beyond 3,000 years. The religious beliefs centered on the worship of numerous deities who signified various features of ideas, nature and purposes of power, articulated by the ways of complicated and many archetypes. Ancient Egyptians were polytheists and worshipped literally hundreds of different gods, including their pharaohs, all of whom were believed to be gods in the form of men. The deities were worshipped with offerings and prayers, in family and home shrines including in temples which are administered by priests. Egypt never had a rational hierarchy because different gods were superior at different periods of time in Egyptian history and also the myths related with them changed over time. Nevertheless, religion of Ancient Egypt is recognized or learned prominently by people around the globe. Egyptians believed that the temple with premises as the actual home of the god. They performed their daily rituals by preparing a statue which they considered as their actual deity. The most important ritual was performed during the sunrise. They perform another ritual during the mid-day and the last one when the sun goes down. Before the dawn the temple area is filled with priests, temple servants are seen preparing offerings of food, drinks and flowers. Everyone who was to come into the attendance of the ritual had to be purified. Meanwhile in a room outside of the sanctum, only pharaoh and high priests were allowed where the offerings were set out. The offerings included incense burning and chanting of prayers by priests and priestess. At the same moment as the sun reaches above the horizon, the face of the god was to unseal. This represented the rebirth of the sun as incarnated in the statue. The statue was to wash, perfume, apply make-up and dress in clean clothing. The conclusi on of the ritual includes the high priest anointing the forehead of the statue with scented oil which affirms that the statue has been instilled with existence of the deity. The high priest seals the door of the sanctum and sweeps away his foot prints leaving no trace. Through their ritual and purifying of god, it was said that that the god will protect the two lands which were Upper and Lower Egypt. Religion has been described as a belief in and an admiration for supernatural powers regarded as creator and ruler of the universe. Egyptian religion encompasses their ancient gods, the mythology and other aspects of the religion such as creation, death and the afterlife. However, there are undoubtedly more complications to the religion, such as how the king played into this structure of religion, and ethical beliefs concerning what the god are expected of humans. The Egyptians had many tales regarding how the world started. According to one legend, it started with an ocean in darkness. Then a mound of dry land rose up and the sun god Re appeared. He created light and all things. Another version has the sun God emerging from a sacred blue lotus that grew out of the mud, while a third version has him as part animal and part human. (Heller, 1999) The Egyptian Book of the Dead covers the main thoughts and views in the Ancient Egyptian religion. Egyptians dedicated much time and wealth o n preparing for survival in the next world because of their peculiar belief on afterlife. Egyptians saw death as a temporary phase in the progress to gain a healthier life in the afterlife. They believed that they could only attain their full ability after death. Each person was to possess three souls, the ka, the ba, and the akh. The whole civilization of Ancient Egypt was grounded on religion which made their beliefs very significant to them. Their belief in being born again after death became their influential strength behind their funeral practices. Egyptian religion was complex and complicate, as well as vital to many Egyptians, but their polytheistic beliefs certainly caused problems. In the role of god-kings, a lot of burden was placed on the pharaohs. They were accused for when the land did not produce well, when there were problems with other countries. The Egyptian gods were never considered by them to be personal. Egypt was governed by pharaohs and the pharaohs were given the authority at the command of the Egyptian gods. This belief was so powerful in ancient Egypt that all through the nations chaotic history various pharaohs discontinue his reign to assure the public that they has obtained the power to reign from the ancient Egyptian gods. One pharaoh, a female nonetheless, even went so far as to concoct a wild story to insure her subjects saw her as divinely appointed by Hatshepsut. (The World of the Ancient Egyptian Gods, 2008) Apart from a short period of time when pharaoh Akhenaten tried to establish a monotheistic devotion to one god but the nation was ruled by numerous different Egyptian gods and goddess. Egyptian religion was so interconnected that more focus was provided to their family members and the names of the ancient Egyptian gods name. Throughout the three thousand year period of the polytheistic religion of Egypt was encompassed of a very complicated system of Egyptian gods a nd goddesses. They were the one who studied the knowledge of both the scared mystery teachings and the religious philosophies of the times. Pharaoh appointed different high priests to perform the sacred rituals at different temple because he could not carry out ceremonies at all the temples all over Egypt. Priests often give his throne down their positions from father to son. The priests responsibilities were to supervise the gods and listen to their needs. They also carry out funeral rites, teaching school, administrating the artists and works, and counselling people on problems. The priesthood of ancient Egypt has an extensive and profound history, entrenched within the traditions of Ancient Egypt. While the pharaohs were seen as gods, the priests and priestesses were perceived as replacement for the pharaoh. The job of the priests and priestesses were considered very high in Egyptian society, as is the situation with most ideally based societies. The spiritual characteristics of the priests and priestesses take on a minor role because the aspect of attaining the ethical and basic needs of the Egyptians. Though there work on society served as a method to order society, to establish a hierarchy, and to conserve the culture for future generations. The role of the priests and priestesses were both practical and spiritual on both levels. A priest or priestess in ancient Egypt was normally selected by either the pharaoh, or they accomplished their position by hereditary means. The priests and priestesses who received their positions hereditarily and through the king were allowed to continue their ordinary life. As a matter of fact, such priests were made to comprise the ordinary life to keep Egyptian society working properly. However the priesthood had begun out modestly, with moderately few temples, in the following reigns the temples increased into the hundreds. For such development, a large government was required to keep the temples in good position; and ther eafter, the establishment of small priesthoods of the Egyptians grew from an estimated hundred priests into the thousands later with it came a priestly hierarchy. Priests were often alternated from position to position within the hierarchy and were combined in and out of ordinary society. This alternation method normally went that a priest would enter into temple life one month, at three times a year. This alternation system had a straight association to the often severe purity rites of the priests. Irrespective of what position the priest was, there were numerous restrictions and traditions a priest had to or could not participate in. Ancient Egyptian religion was similar to current times. Everyone does not believe in the same way, or of the same god. Ancient Egyptian followed the same rule of not following the same god. Egyptian pharaoh worshipped their own gods so did the workers, priests, merchants and farmers of Ancient Egypt. Pre-dynastic Egypt had their own way of thinking and viewpoint of a god, which was articulated in symbols and pictures; writing was invented in order to convey spiritual thoughts to the people of ancient Egypt. Egyptians influenced many people regarding religion and Egyptians are known for their devotion towards their religion and gods.

French Essays La colonisation en Algerie

French Essays La colonisation en Algerie La colonisation en Algà ©rie. Mission civilisatriceou mission exploitative? I. Introduction- Les deux cotà ©s de largument La Franceà ©taient-elle en Algà ©rie pour apporter la chrà ©tientà © et la prospà ©rità © a cetteparcelle du continent africain, ou bien simplement pour exploiter desressources dun pays sans dà ©fense? Ceci est en effet la question. Nous sommeschargà ©s danalyser si cette colonisation, bien quelle fut forcà ©e, avait un butcivilisateur ou destructeur. Cest une question dà ©licate que nous allons tenterde rà ©soudre laide de faits historiques, opinions dhistoriens et dephilosophes, ainsi qua laide du point de vu de recul que nous avons obtenu auvingt et unià ¨me sià ¨cle. II.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bref historique Il est important,tout dabord, de se remà ©morer certains faits historiques. La conquà ªte delAlgà ©rie dà ©buta en 1830 par le roi Charles X pour raisons de piraterie. Cenà ©tait pas une invasion objective et sans provocation comme celle, parexemple, des Amà ©riques par les Espagnols et de lInde par les Anglais. Apres lapremià ¨re expà ©dition punitive qui ne fut chargà © que de se saisir les zonescà ´tià ¨res, la France se rendit vite conte des ressources prà ©cieuses quoffraitce nouveau territoire et la situation fut irrà ©mà ©diablement changà ©e. Apres prà ¨sde quarante ans de batailles, les diffà ©rents gouvernements locaux du territoirealgà ©rien se montrà ¨rent favorables a une assimilation partielle. Cest alors quecommena la colonisation de lAlgà ©rie par la France, un expansionnisme qui nesacheva quen juillet 1962. Ce fut une occupation mouvementà ©e, secouà ©e pardeux guerres mondiales et une guerre civile entre les colonisateurs et leurscolonisà ©s. Un pays maintenant autonome et modern, lAlgà ©rie fut nà ©anmoins unpays contrà ´là © par de nombreux mouvements terroristes, surtout dans les annà ©escinquante, qui se dissolurent rà ©cemment aprà ¨s de longs pourparlers. Nous avonsdonc un pays moderne mais avec une histoire complexe, un exempleparticulià ¨rement intà ©ressant de colonisation ambiguÃÆ' « par un pouvoir europà ©en. III.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Une mission civilisatrice Tous pays colonisateurs a travers les sià ¨cles occupà ¨rentdes pays à ©trangers en professant un but trà ¨s clair; apporter la civilisation aubarbares. Mà ªme si de, nos jours, nous pouvons analyser les intentions derrià ¨reces excuses, les progrà ¨s en mesure dà ©ducation, dorganisation gouvernementaleet de dà ©veloppements à ©conomiques et culturels sont indà ©niables. Quelques lignesdans les carnets personnels de Victor Hugo lui-mà ªme, sous la monarchie dejuillet, le font apparaà ®tre comme ferme partisan de la colonisation  ; ,Lacolonisation militaire doit couvrir et envelopper la colonisation civile commela muraille couvre et enveloppe la cità ©. La colonisation militaire, cest unemuraille vivante. Quel meilleur obstacle continu quun camp franais? Mettez lesoldat en avant du colon comme vous mettez un fer au bout dune lance . Considà ©rons donc tout dabord les effets positifs de lacolonisation franaise en Algà ©rie, les aspects civilisateurs de cette missionqui permirent un pays aussi grand de se dà ©velopper et de devenir un pouvoirà ©mancipà © et moderne dans le contexte politique actuel. Premià ¨rement, la Francedivisa lAlgà ©rie en provinces et en communes, instaurant la structure à ©laborà ©epour la France par Napolà ©on, organisant le pays pour une meilleure rà ©gence.Ceci unifia en un à ©norme territoire un pays qui, jusqualors, ne fut quuneagglomà ©ration confuse de tribus qui ne communiquaient pas entre elles, quinavaient pas didentità © nationale. Un dà ©veloppement à ©conomique accà ©là ©rà © fut à ©galement unaspect de la colonisation qui profite lAlgà ©rie moderne. Loccupation franaisepermis de fortifier le pays à ©conomiquement en à ©duquant, comme le systà ¨medà ©ducation franais  lavait fait en Tunisie et au Maroc, une partie de lapopulation pour des formations dà ©ducateurs et dingà ©nieurs. Cette classeà ©duquà ©e pu, aprà ¨s lindà ©pendance, continuer lextension à ©conomique de leurpays. Le pays pris connaissance de ses ressources naturelles et desdispositions furent prises pour les exploiter. La langue officielle à ©tait lArabe mais la languediplomatique vite devint le Franais. La loi du 26 avril 1968 aprà ¨slindà ©pendance rendue la connaissance de lArabe obligatoire pour lesfonctionnaires. Daprà ¨s le Cite du Continent Africain, aujourdhui, la majorità ©des Algà ©riens sont arabophones dans une proportion de 72%, mais cette pà ©riodedoccupation permis bel et bien au peuple algà ©rien de devenir bilingue. De pairavec linsertion de la langue franaise, la colonisation de LAfrique du Nordpar la France permis le dà ©veloppement dune culture franco-algà ©rienne unique.Là ©ducation francophone eue un autre aspect positif dans le dà ©veloppement de laconscience algà ©rienne vis a vis du reste du monde les notions de peuple,didentità © et de nationalisme qui, ultimement, servirent la libà ©ration delAlgà ©rie, furent inculquà ©es aux enfants algà ©riens qui devirent la gà ©nà ©rationindà ©pendantiste. IV. Une mission exploitative Nous allons maintenant examiner les aspects exploitatifs dela colonisation algà ©rienne par la France, car mà ªme aprà ¨s lexposition desaspects civilisateurs de cet impà ©rialisme, il est impossible dignorer lesprofonds changements nà ©gatifs quapportà ¨rent la conquà ªte franaise nonseulement à ©conomiquement, mais à ©galement concernant le mode de vie algà ©rien. Comme lexplique tout dabord Mohammed Harbi danslinterview   LAlgà ©rie malade de son passà ©?  , non seulement lespetites tribus rurales algà ©riennes on perdu leur richesse culturelle pour causede la colonisation franaise, mais la reconstruction du pays fut rà ©servà ©e a uneà ©lite culturelle blanche  ;   Les relations tribales ont à ©tà © brisà ©es,les ruraux ont perdu leur identità © et leur richesse. Par ailleurs, a ladiffà ©rence de ce qui sest passà © en Tunisie et au Maroc, la France limitalà ©mergence de cadres pouvant reprà ©senter là ©gitimement  la socià ©tà ©.   Nous voyons ainsile dà ©veloppement inexorable dà ¨s 1830 de la pauvretà © des indigà ¨nescomparà ©e la prospà ©rità © presque illimità ©e des colonisateurs. Mà ªme aprà ¨slindà ©pendance en 1962, cest une à ©lite algà ©rienne, exclusivement citadine,à ©duquà ©e le plus souvent a Paris qui, une fois de plus, dirigea le pays audà ©triment des minorità ©s ethniques du s ud du pays. Similairement, pendant queles franais et autres europà ©ens   occupaient les villes et les meilleuresterres, disposaient dà ©coles, de routes et de services publics efficaces,lAlgà ©rie musulmane habitait les bidonvilles   et devaient se satisfairedes moins bonnes terres ainsi que de pires emplois au service de leurscolonisateurs. Nous savons ceci daprà ¨s les faits historiques, mais il estaussi vrais que certains colons traità ¨rent leurs ouvriers algà ©riens dignementet avec respects. Ces franais qui virent dinstaller en Algà ©rie avec leurfamille et refusà ¨rent de quitter leurs terres avant et mà ªme aprà ¨s la guerrecivile furent souvent rituellement massacres. De plus, la situation politique est restà ©e trà ¨s tendue etviolente aprà ¨s lindà ©pendance. Les historiens et philosophes actuels, commeGeorges Hardy dans son livre Histoire Sociale de la colonisation franaise,ne cessent de se demander si lAlgà ©rie a tellement lhabitude de se battrecontre des forces doccupations quelle ne sait pas sarrà ªter. La colonisationa t-elle laissà © derrià ¨re elle un là ¨gue de violence? Les partis nationalistes duFLN (Front de Libà ©ration Nationale) et de lUDMA (Union Dà ©mocratique duManifeste Algà ©rien) furent trà ¨s actifs entre 1954 et 1999, dà ©chirant le paysavec de conflits politiques dans lesquelles les France ne pouvait là ©gitimementprendre parti ou se mà ªler. La France imposa en 1887 a LAlgà ©rie, ainsi qua toutes sescolonies, le Code de lIndigà ©nat. Daprà ¨s Fà ©licien Callaye dans Le livrenoir du colonialisme, le code dà ©pouillait les colonisà ©s franais de leurslibertà ©s, linterdiction de circuler la nuit par exemple. Ce code distinguaitaussi deux catà ©gories de citoyens; ceux de souche et les sujets. De mà ªme,nous avons en effet dà ©j commentà © sur le fait que la langue franaise devint lalangue officielle, poussant ainsi tout algà ©rien a devenir bilingue, mains nousnavons pas encore observà © que cette langue devint quasi-exclusive danslAdministration, lenseignement ainsi que laffichage. Une loi franaise en1938 dà ©clara mà ªme lArabe comme à ©tant une langue à ©trangà ¨re en Algà ©rie. Ceci estun exemple classique dimposition de culture. Le dernier cas dexploitation, et peu à ªtre le plus connucar il est le plus rà ©cent, fut le recrutement dindigà ¨nes en masse pendant lesPremià ¨re de Deuxià ¨me Guerres Mondiales.   Lors de la Premià ¨re Guerremondiale, le recrutement indigà ¨ne fournit 173 000 militaires Au mà ªme moment,quelque 119 000   travailleurs   Algà ©riens vinrent travailler enmà ©tropole  .Pour la seconde guerre mondiale, plus de douze mille soldats algà ©riens durenttuer pour la France. Ce pays fut appelà © soutenir un combat qui nà ©tait pasmoralement le sien. Il est incroyable que, aprà ¨s tout cela, le General deGaulle du se battre pour faire comprendre aux dirigeants et au peuple franaisque lAlgà ©rie mà ©ritait son indà ©pendance. Les bà ©nà ©fices de la colonisation pour la France jusqulindà ©pendance furent à ©normes. LAlgà ©rie disposait et dispose dailleurstoujours de ressources naturelles exceptionnelles: elle est au cinquià ¨me rangdes rà ©serves mondiales de gaz naturel et possà ¨de à ©galement des grandes rà ©servesde pà ©trole. Le dà ©veloppement industriel du pays facilita lextraction de cesressources, ainsi que la facilite dobtenir de la main d-uvre payà ©e dessalaires exploitants. Daprà ¨s Gille Manceron dans sont livre Marianne et lesColonies, mà ªme les intellectuels et politiciens franais se montrà ¨rentcomplices en gardant le silence  ;   Sous la monarchie de Juillet, lesdà ©nonciations de la conquà ªte de LAlgà ©rie apparaissent assez isolà ©es. On trouveparfois une certaine rà ©probation de la violence coloniale chez les responsablesde lopposition dà ©mocrate, mais la plupart dentre eux se rallient tacitementou explicitement au projet colonial.   V. Conclusion: une mission largement exploitative Nous savons maintenant toute là ©tendue des barbarismesopà ©rà ©s pendant la guerre dAlgà ©rie par les soldats franais qui, en grandepartie, avaient reu des ordres directs de leurs gà ©nà ©raux. Les documentssecrets retenus pas la Dà ©fense Nationale viennent rà ©cemment dà ªtre renduspubliques aprà ¨s leurs cinquante ans mandataires. La prolifà ©ration de la torturede 1954 a 1962 reprà ©sente pour beaucoup lultime recours de la France pourexploiter, une dernià ¨re fois, les ressources algà ©riennes. Ceci à ©choua. Maispour beaucoup cette exploitation nest pas finie. Le gouvernement actuel dirigà ©par Abdelaziz Bouteflika rà ©Ãƒ ©lu en avril 2004 avec le soutient de Jaques Chiracest considà ©rà ©, par une grande partie de la communautà © politique nationale etinternationale, davoir truquà © les à ©lections prà ©sidentielles. La dominancedune minorità © soutenue par la France est aussi considà ©rer comme à ªtre largementresponsable de la dà ©sastreuse à ©co nomie actuelle. Louis Agooun du Croquantdà ©crit a comme   laccaparement dun pays par une minorità ©parasite. Bibliographie Agooun, Louis, LeCroquant, n  44-45, dà ©cembre 2004   Algà ©rie, la colonisationrecommencà ©e   http://www.algerie-dz.com/article1480.html. (21 janvier2005) Algà ©rie   Rà ©publique algà ©rienne dà ©mocratique et populaire.http://www.tlfq.ulaval.ca/axl/afrique/algerie.htm (10 mars 2005) Bouche, Denise, Histoire de la Colonisation franaise Tome: Flux etreflux 1815-1962, Tome 2 (Paris: Fayard, 1991) Callaye, Fà ©licien, Le livre noir du colonialisme: Souvenirs sur lacolonisation (Paris: Nuits Rouges, 1998) Charles Andrà ©, Julien, Histoire contemporaine: La conquà ªte et lesdà ©buts de la colonisation 1827-1871, Tome 1 (Paris: P.U.F., 1964) Hardy, Georges, 1884- Histoire Sociale de la Colonisation Franaise(Paris: Larose, 1953) Histoire de LAlgà ©rie   Le site du continent africain.http://www.africa-onweb.com/pays/algerie/histoire.htm. (10 mars 2005) Hugo, Victor, Oeuvres Complà ¨tes, vol. Ocà ©an(Paris  : Robert Laffont, 1985) Liauzu, Claude, Liauzu, Josette, Quand on chantait les colonies:colonisation et culture populaire de 1830 a nos jours (Paris: Syllepse,2002) Manceron, Gilles, Marianne et les Colonies, une introduction aLHistorie coloniale de la France (Paris: Editions La Dà ©couverte, 2003) The Concise Oxford French Dictionary, ed.by Abel Chevally (Oxford: Clarendon Press, 1934) Tolotti, Sandrine,   LAlgà ©rie malade de son passà ©? Entretien avecMohammed Harbi et Ahmed Dahmani   La Tribune, 17 mars 2004

Managing Employee Retention and Turnover Essays -- Human Resource Mana

Managing Employee Retention and Turnover Employee retention has always been an important focus for human resource managers. Once a company has invested time and money to recruit and train a good employee, it is in their own best interest to retain that employee, to further develop and motivate him so that he continues to provide value to the organization. But, employers must also recognize and tend to what is in the best interest of their employees, if they intend to keep them. When a company overlooks the needs of its employees and focuses only on the needs of the organization, turnover often results. Excessive turnover in an organization is a prime indicator that something is not right in the employee environment. We will look at the differences between retention and turnover, why employees stay, reasons why they leave, and what can be done to save them. We will also examine some external factors that will make employee retention and turnover reduction highest priorities for human resource professionals. Basically, employee retention is measured by an employee's longevity with a company, and is the desired outcome of a company hiring workers it wants and needs. Many organizations find it more productive and profitable to redirect resources formerly allocated to recruiting, hiring, orienting, and training of new employees and use them instead toward employee retention programs. Such programs identify good performers who are likely to leave the company and work proactively to retain them. Although there is no tried-and-true prescription for retaining good employees, there are five factors that have a proven positive impact on retention and they should be taken into consideration when developing an employee retention program:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Supervisor/Employee relationship - "Immediate supervisors who are also leaders of people will be the most important people in the workplace of the future..." (Jamrog, 2004) Today's supervisor is expected to be a coach, a trainer, and a mentor. Foremost, he must be able to communicate well up and down the organization. Employees who have honest, open relationships with their supervisors feel a sense of commitment to them.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Employee engagement - The best employees are motivated by tasks that are intellectually stimulating and provide variety and challenge while contributing value. Studies from the Gallup organizat... ...and preparation will help employers more readily adapt. References AARP. 2002, Staying Ahead of the Curve: The AARP Work and Career Study. Wahington, D.C.: AARPRetention rodeo. Buhler, Patricia M. The exit interview: a goldmine of information Source: Supervision v. 63 no4. (Apr. 2002) p. 15-17. Database: WilsonSelectPlus. Ceridian Employee Services, http://www.ceridian.com/myceridian Christian & Timbers, www.ctnet.com Frank, Fredric D. The Race for Talent: Retaining and Engaging Workers in the 21st Century. Source: Human Resource Planning v.27 no3 (2004) p. 12-25. Database: WilsonSelectPlus Jamrog, Jay. The Perfect Storm: The Future of Retention and Engagement. Source: Human Resource Planning v. 27 no3 (2004) p. 26-33. Database: WilsonSelectPlus. Society for Human Resource Management (2003). Older Workers Survey. U.S. Department of Labor, Bureau of Labor Statistics (2003) Customized Data Compilation, November 20. "Demographics and Destiny: Winning the War for Talent," Watson Wyatt Worldwide, Bethesda, Maryland; 301.581.4600 http://www.hermangroup.com/retentionconnection/ http://www.capitalhgroup.com/weAre/research/KeepingTopTalentSurvey.pdf

This essay will consider four of this type of story, by short story

This essay will consider four of this type of story, by short story writers of the period; Dickens’ The Signal Man, The Monkeys Paw’ by W W Jacobs, H G Wells The Red Room and The Dream Woman by Wilkie Collins. LOOKING AT THE ATTUTUDES OF THE PERIOD, EXAMINE HOW A RANGE OF 19TH CENTURY WRITERS CREATE MYSTERY AND SUSPENSE IN THEIR SHORT SHORIES The rise in popularity of magazines in Victorian times and the era’s fascination in the unknown and supernatural led to immense interest in the short story genre. The key to the success of short stories is holding the reader’s attention by the use of interesting and meaningful subject matter, by using a condensed style of writing in order to maintain suspense and intrigue. The Victorian era saw great development in science which led to conflicts in belief between faith and science, and rationalism and the supernatural. Many of the 19th century short stories concerned the supernatural. This essay will consider four of this type of story, by short story writers of the period; Dickens’ ‘The Signal Man’, ‘The Monkey’s Paw’ by W W Jacobs, H G Wells’ ‘The Red Room’ and ‘The Dream Woman’ by Wilkie Collins. These authors create mystery and suspense in a variety of ways; in the location of the story, the technique of narrative blurring where the readers’ imagination is allowed to conjure up its worst fears, inconclusive endings leaving some vital questions unanswered, unseen terror, mysterious characters and the type of language used. I will explore all of these aspects of their writing. The location of all these short stories plays a very important role in setting the scene. They were written at the beginning of the Romantic Period which gave rise to a taste for... ...ecame very popular as they came around at a time of change, and looked at the possibilities of the supernatural which were unheard of before this time. There are many methods of creating mystery and suspense; the effective use of language and writing styles to create characters of intrigue and mystery. Using locations to create a feeling of loneliness, isolation and despair add to the suspense of a short story. Additionally, short stories often include characters of mystery that the reader never has the opportunity to learn more about, thus maintaining the feeling of suspense. In my opinion one of the most effective ways 19th century writers created mystery and suspense in their short story writing was by quickening the pace and rhythm of the text by using short, snappy sentences and chapters which cannot help to engage the reader and quicken their pulse.

Qualitative Study on COPD Essay

This is a qualitative study conducted at the University of Texas Health Science Center at Tyler as a randomized controlled trial to determine the effectiveness of a lifestyle behavioral intervention to increase physical activity among patients with moderate to severe COPD. (Wortz, K. 2012) 54 patients of age 45 or older were randomly selected from April 2010 through January 2011 using a patient registry database with a coded diagnosis of COPD along with physician referrals. Data collection consisted of: baseline, demographic, clinical and self-management needs, smoking status, spirometry, 6-min walk distance, BMI, Obstruction, SOB, Exercise Capacity (BODE) index, Chronic Respiratory Questionnaire (CRQ); which includes 10 open ended questions and Geriatric Depression Scale. A sample of 47 interviews with the mean age of 68.4 years old, 53% male, 87% white were used in the analysis. 57.5% has moderate COPD, 31.9% sever COPD, and 10.6% very severe COPD. (Wortz, K. 2012) The results of this analysis suggest that the content of self-management support with COPD should focus on addressing patients’ fears associated with the uncertainty, progression, suffering of their disease, expectations about overcoming or replacing losses, their needs for improved health literacy and their desire for improved care. Attention to these areas may enhance patient self-efficacy and motivation to improve self management.

Cengage Learning Essay

After taking the survey regarding the climate of my organization, I gained interesting insight into my company’s position in the work/life area. The survey provided by the Work and Family Connection asked twenty questions, in which I enjoyed answering. 1. My manager/supervisor treats my work/life needs with sensitivity. Agree 2. It is usually easy for me to manage the demands of both work and home life. Agree 3. My career path at this company is limited because of the pressure of home life demands. Disagree 4. My job at this company keeps me from maintaining the quality of life I want. Disagree 5. My manager/supervisor is supportive when home life issues interfere with work. Disagree 6. My manager/supervisor focuses on results, rather than the time I am at my desk. Disagree 7. My manager/supervisor has a good understanding of flexible work hour practices. Agree 8. If I requested a flexible work arrangement, my manager/supervisor would support me. Agree 9. My manager/supervisor is often inflexible or insensitive about my personal needs. Disagree 10. I believe my manager treats me with respect. Agree 11. My manager allows me informal flexibility as long as I get the job done. Agree 12. My manager tends to treat us like children. Disagree 13. My manager seldom gives me praise or recognition for the work I do. Disagree 14. My manager seems to care about me as a person. Agree 15. I would recommend this company to others. Agree 16. The work I do is not all that important to this company’s success. Disagree 17. If I could find another job with better pay, I would leave this organization. Disagree 18. If I could find another job where I would be treated with respect, I would take it. Disagree 19. If I could find another job where I could have more flexibility, I would take it. Agree 20. I am totally committed to this company. Agree Since I scored seventeen, I am in the category that states that my organization is supportive and more flexible than most; however, there is room for me to grow (Snell & Bohlander, 2013). This scoring seems highly accurate to me. I do feel as though I have a very supportive and flexible place of employment; however, I feel that there is room for improvement. References Snell, S. , & Bohlander, G. (2013). Managing human resources. Mason, Ohio: South-Western Cengage Learning.