Social and Economic Changes 1750-1800 essays

Social and Economic Changes 1750-1800 essays By 1750, The English colonizers of America were already in its more than 80 years of control. At that time, the English colonists were manning most of the social-economic aspects of America. America experienced various wars caused by disputes between its colonizers such as New England and France. This colonization led to diverse rebellions by the American people, most significant to which was the American Revolutionary War. The colonial era of America presented radical changes socially and economically. In 1760, the population of colonists in America grew to about 1,500,000. The English's control over the nation's economy established various laws and acts involving trade and industry, which in turn affected the social living of the American people. Following are some of the specific acts that affected the United States during the English The Iron Act. In 1750, this act, limiting the industry of iron in America, was passed by the English Parliament in protection to England's iron Currency Act. Under this act, passed by the English Parliament in 1751, the use of paper money was banned in New England colonies (The History Sugar Act. Passed in 1764 by the English Parliament, this act increases the duties on America's imported goods such as sugar, coffees, textiles, 1764. During this year, the custom systems of America was changed by New England to enable a stronger implementation of British trade law on its colonies. In this same year, the Currency Act was passed banning colonists' paper money (The History Place, 1998). Stamp Act. Passed in 1765 by the English Parliament, the taxes paid by the Americans will be directed to England. This led to the cessation of businesses and transactions in American colonies. The Stamp Act was abolished by King George III in 1766 to avoid America's revolt. ...

U.S. Declaration of Independence in Spanish

U.S. Declaration of Independence in Spanish The following is a Spanish translation of the U.S. Declaration of Independence; it is believed to be in the public domain. Links are provided for the Spanish student to review some of the words and grammatical concepts used in this document. Comparisons can also be made with the original text of the Declaration. Cuando en el curso de los acontecimientos humanos se hace necesario para un pueblo disolver los và ­nculos polà ­ticos que lo han ligado a otro y tomar entre las naciones de la tierra el puesto separado e igual a que las leyes de la naturaleza y el Dios de esa naturaleza le dan derecho, un justo respeto al juicio de la humanidad exige que declare las causas que lo impulsan a la separacià ³n. Sostenemos que estas verdades son evidentes en sà ­ mismas: que todos los hombres son creados iguales; que son dotados por su Creador de ciertos derechos inalienables; que entre à ©stos estn la vida, la libertad y la bà ºsqueda de la felicidad; que para garantizar estos derechos se instituyen entre los hombres los gobiernos, que derivan sus poderes legà ­timos del consentimiento de los gobernados; que cuando quiera que una forma de gobierno se haga destructora de estos principios, el pueblo tiene el derecho a reformarla o abolirla e instituir un nuevo gobierno que se funde en dichos principios, y a organizar sus poderes en la forma que a su juicio ofrecer las mayores probabilidades de alcanzar su seguridad y felicidad. La prudencia, claro est, aconsejar que no se cambie por motivos leves y transitorios gobiernos de antiguo establecidos; y, en efecto, toda la experiencia ha demostrado que la humanidad est ms dispuesta a padecer, mientras los males sean tolerables, que a hacerse ju sticia aboliendo las formas a que est acostumbrada. Pero cuando una larga serie de abusos y usurpaciones, dirigida invariablemente al mismo objetivo, demuestra el designio de someter al pueblo a un despotismo absoluto, es su derecho, es su deber, derrocar ese gobierno y establecer nuevos resguardos para su futura seguridad. Tal ha sido el paciente sufrimiento de estas colonias; tal es ahora la necesidad que las obliga a reformar su anterior sistema de gobierno La historia del actual Rey de la Gran Bretaà ±a es una historia de repetidos agravios y usurpaciones, encaminados todos directamente hacia el establecimiento de una tiranà ­a absoluta sobre estos estados. Para probar esto, sometemos los hechos al juicio de un mundo imparcial. El Rey se ha negado a aprobar las leyes ms favorables y necesarias para el bienestar pà ºblico. Ha prohibido a sus gobernadores sancionar leyes de importancia inmediata y apremiante, a menos que su ejecucià ³n se suspenda hasta obtener su asentimiento; y una vez suspendidas se ha negado por completo a prestarles atencià ³n. Se ha rehusado a aprobar otras leyes convenientes a grandes comarcas pobladas, a menos que esos pueblos renuncien al derecho de ser representados en la Legislatura; derecho que es inestimable para el pueblo y terrible sà ­, para los tiranos. Ha convocado a los cuerpos legislativos en sitios desusados, incà ³modos y distantes del asiento de sus documentos pà ºblicos, con la sola idea de fatigarlos para cumplir con sus medidas. En repetidas ocasiones ha disuelto las Cmaras de Representantes, por oponerse con firmeza viril a sus intromisiones en los derechos del pueblo. Durante mucho tiempo, y despuà ©s de esas disoluciones, se ha negado a permitir la eleccià ³n de otras Cmaras; por lo cual, los poderes legislativos, cuyo aniquilamiento es imposible, han retornado al pueblo, sin limitacià ³n para su ejercicio; permaneciendo el Estado, mientras tanto, expuesto a todos los peligros de una invasià ³n exterior y a convulsiones internas. Ha tratado de impedir que se pueblen estos Estados, dificultando, con ese propà ³sito, las Leyes de Naturalizacià ³n de Extranjeros; rehusando aprobar otras para fomentar su inmigracià ³n y elevando las condiciones para las Nuevas Adquisiciones de Tierras. Ha entorpecido la administracià ³n de justicia al no aprobar las leyes que establecen los poderes judiciales. Ha hecho que los jueces dependan solamente de su voluntad, para poder desempeà ±ar sus cargos y en cuanto a la cantidad y pago de sus emolumentos. Ha fundado una gran diversidad de oficinas nuevas, enviando a un enjambre de funcionarios que acosan a nuestro pueblo y menguan su sustento. En tiempos de paz, ha mantenido entre nosotros ejà ©rcitos permanentes, sin el consentimiento de nuestras legislaturas. Ha influido para que la autoridad militar sea independiente de la civil y superior a ella. Se ha asociado con otros para someternos a una jurisdiccià ³n extraà ±a a nuestra constitucià ³n y no reconocida por nuestras leyes; aprobando sus actos de pretendida legislacià ³n: Para acuartelar, entre nosotros, grandes cuerpos de tropas armadas. Para protegerlos, por medio de un juicio ficticio, del castigo por los asesinatos que pudiesen cometer entre los habitantes de estos Estados. Para suspender nuestro comercio con todas las partes del mundo. Para imponernos impuestos sin nuestro consentimiento. Para privarnos, en muchos casos, de los beneficios de un juicio por jurado. Para transportarnos ms all de los mares, con el fin de ser juzgados por supuestos agravios. Para abolir en una provincia vecina el libre sistema de las leyes inglesas, estableciendo en ella un gobierno arbitrario y extendiendo sus là ­mites, con el objeto de dar un ejemplo y disponer de un instrumento adecuado para introducir el mismo gobierno absoluto en estas Colonias. Para suprimir nuestras Cartas Constitutivas, abolir nuestras leyes ms valiosas y alterar en su esencia las formas de nuestros gobiernos. Para suspender nuestras propias legislaturas y declararse investido con facultades para legislarnos en todos los casos, cualesquiera que à ©stos sean. Ha abdicado de su gobierno en estos territorios al declarar que estamos fuera de su proteccià ³n y al emprender una guerra contra nosotros. Ha saqueado nuestros mares, asolado nuestras costas, incendiado nuestras ciudades y destruido la vida de nuestro pueblo. Al presente, est transportando grandes ejà ©rcitos de extranjeros mercenarios para completar la obra de muerte, desolacià ³n y tiranà ­a, ya iniciada en circunstancias de crueldad y perfidia que apenas si encuentran paralelo en las à ©pocas ms brbaras, y por completo indignas del Jefe de una Nacià ³n civilizada. Ha obligado a nuestros conciudadanos, aprehendidos en alta mar, a que tomen armas contra su paà ­s, convirtià ©ndolos asà ­ en los verdugos de sus amigos y hermanos, o a morir bajo sus manos. Ha provocado insurrecciones intestinas entre nosotros y se ha esforzado por lanzar sobre los habitantes de nuestras fronteras a los inmisericordes indios salvajes, cuya conocida disposicià ³n para la guerra se distingue por la destruccià ³n de vidas, sin considerar edades, sexos ni condiciones. En cada etapa de estas opresiones, hemos pedido justicia en los tà ©rminos ms humildes: a nuestras repetidas peticiones se ha contestado solamente con repetidos agravios. Un Prà ­ncipe, cuyo caracter est asà ­ seà ±alado con cada uno de los actos que pueden definir a un tirano, no es digno de ser el gobernante de un pueblo libre. Tampoco hemos dejado de dirigirnos a nuestros hermanos britnicos. Los hemos prevenido de tiempo en tiempo de las tentativas de su poder legislativo para englobarnos en una jurisdiccià ³n injustificable. Les hemos recordado las circunstancias de nuestra emigracià ³n y radicacià ³n aquà ­. Hemos apelado a su innato sentido de justicia y magnanimidad, y los hemos conjurado, por los và ­nculos de nuestro parentesco, a repudiar esas usurpaciones, las cuales interrumpirà ­an inevitablemente nuestras relaciones y correspondencia. Tambià ©n ellos han sido sordos a la voz de la justicia y de la consanguinidad. Debemos, pues, convenir en la necesidad, que establece nuestra separacià ³n y considerarlos, como consideramos a las dems colectividades humanas: enemigos en la guerra, en la paz, amigos. Por lo tanto, los Representantes de los Estados Unidos de Amà ©rica, convocados en Congreso General, apelando al Juez Supremo del mundo por la rectitud de nuestras intenciones, en nombre y por la autoridad del buen pueblo de estas Colonias, solemnemente hacemos pà ºblico y declaramos: Que estas Colonias Unidas son, y deben serlo por derecho, Estados Libres e Independientes; que quedan libres de toda lealtad a la Corona Britnica, y que toda vinculacià ³n polà ­tica entre ellas y el Estado de la Gran Bretaà ±a queda y debe quedar totalmente disuelta; y que, como Estados Libres o Independientes, tienen pleno poder para hacer la guerra, concertar la paz, concertar alianzas, establecer el comercio y efectuar los actos y providencias a que tienen derecho los Estados independientes. Y en apoyo de esta Declaracià ³n, con absoluta confianza en la proteccià ³n de la Divina Providencia, empeà ±amos nuestra vida, nuestra hacienda y nuestro sagrado honor.

Methods of evaluations for Premarital programs of Thalassemia and SCD Essay

Methods of evaluations for Premarital programs of Thalassemia and SCD - Essay Example Thalassemia and Sickle Cell Disease are the most prevalent hemoglobinopathies. Both these conditions are inherited as autosomal recessive disorders. They share common features like premature destruction of red blood cells and elevated erythropoietin levels in the marrow and other sites to compensate for the loss of red cells and accumulation of the products of hemoglobin catabolism due to increased rate of red cell destruction (Aster, 2007). Thalassemias are a group of heterogeneous inherited disorders caused by genetic defects as a consequence of which decreased synthesis of either the alpha or beta chain of HbA occurs (Aster, 2007, pg.632). When deficient synthesis of beta chain occurs, it is known as beta-thalassemia and when alpha synthesis is affected, it is known as alpha-thalassemia. Sickle cell anemia is a type of disease characterized by production of defective hemoglobins because of which sickling of red cells occurs in certain conditions like deoxygenation (Aster, 2007, pg.628). The WHO has estimated that about 7% of the world population are carriers of inherited hemoglobin disorders and that there are about 3 to 4 hundred thousand babies being born each year with severe forms of these diseases (Weatherall, 2001). About 3% of the world population is carriers of a beta thalassemia mutation (Ghotbi & Tsukatani, 2002). Though globally, carriers of thalassemia are more than the carriers of sickle cell anemia, the number of affected births of sickle cell anemia is more than thalassemia due to higher frequency of sickle cell genes in certain areas (WHO Secretariat Report, 2006). These conditions are prevalent all over the world with the highest incidences noticed in tropical regions (Refer to tables-1 and 2). The gene for sickle cell anemia is distributed widely in the regions of sub-Saharan Africa, the Middle East and the Indian sub-continent. In these regions, it has been estimated that the carrier frequencies range from 5% to

Reflection paper Assignment Example | Topics and Well Written Essays - 1000 words

Reflection paper - Assignment Example I take good care of my appearance and present myself as a confident, friendly and professional person and do not impose myself on others. The important thing is to establish a level of comfort and trust with my associates. Being a manager of my company I consider that my strength is that I instill confidence in my people by giving them challenging assignments to help them build their skills and credibility. During the course of this study I have learnt to present myself in a way so as not to appear arrogant and aloof. I have also learnt to encourage workers to assess their capabilities, and feel comfortable in expressing themselves in front of me, other leaders and clients. As further development of my professional presence I would like to consider the factors that influence my behavior and how it affects others, and accordingly make my presence more effective. According to Albrecht, authenticity is how honestly one views his own personality and attitude. He has said in his book â€Å"to the extent that you respect yourself, have faith in your personal values and beliefs, and deal straight with other people, you are likely to behave in ways that others perceive as authentic.† (Albrecht, 88) When people suffer from poor self confidence, when they believe that other people will not like their values, behavior and attitude, they then attempt to mould themselves according to the desires and wishes of other people and present themselves in accordance to how the others want to perceive them as. In such cases, these people seem to others like they are behaving in an unauthentic manner. Narcissism which is considered as self-love by many psychotherapists, Albrecht sees it is as another type of unauthentic behavior which â€Å"can become pathological if it renders us incapable of engaging in two-way relationships of mutuality, sharing and s upport.† (Albrecht, 98) Authentic leadership means a

The law of equity Essay Example for Free

The law of equity Essay By the end of the 13th century, the central authority had established its precedence at least partly through the establishment of the common law. The Courts of Exchequer was a court originally dealing with disputes involving revenue, taxation and revenue laws. The Court of Common Pleas was where pleas between subject and subject were brought. And the Kings Bench heard actions to which the King was a party. The common law however, had a number of defects. The inflexibility of the writ system appeared to lead to injustice because matters that were not within the scope of writes recognized by the common law were dismissed. Furthermore, the common law did not recognize rights in the property other than those of strict legal ownership. Nor did it recognize security for loans (mortgages) or the right of third parties in general. The common law courts had no power of enforcement. Also, it did not allow any form of oral evidence. The only remedy provided by the common law were damages, which were inappropriate in certain cases. This led to injustice and the need to remedy the perceived weaknesses in the common law system. The more general a rule, the less likely it is to do justice in all the particular cases to which it applies. Moreover, an attempt to construct in advance the qualifications to the rule necessary to do justice in all cases would lead to a system of rules too complex, even if all the problems could be foreseen. The Court of Chancery emerged as a solution to the common problems faced by the common law system by administering the law of equity. Proceedings before the Chancellor were simple, and were in other respects advantageous when compared with the proceedings of the common law courts. Plaintiffs unable to obtain access to the three common law courts would turn for help to the Chancellor. Moreover, the Chancellor developed several remedies which were not available in other courts, most notably injunction, specific performance, recessions and rectifications. Other improvements made by equity are the imploration of additional obligations on an individual while recognizing his or her rights at common law. By accepting that a trustee is the legal owner of property while requiring the individual to hold it benefit of another. Equity is concerned with individual justice. Therefore, it is only available at the discretion of the court. Also, this means that anyone who seeks equitable remedies must not themselves be guilty of misconduct in the case. The division between the common law courts and the Courts of Equity were eventually combined under the Judicature Acts 1873-1875. Matters of both law and equity is now determined in the course of one set of proceedings: if there is any conflict between rules or law and rules of equity, the latter are to prevail. Injunction is as an order that prevents a person from performing or continuing to perform a particular act. In the case of Kennaway Vs. Thompson, the plaintiff sought an injunction to restrain a motor boat racing club from committing nuisance by excessive noise. The Court of Appeal granted the injunction, holding that the rights of the plaintiff shouldnt be overridden by the interest of the club or the general public. In considering whether to grant an injunction or damages in lieu under Lord Chairns Act, the public interest does not prevail over private rights. In this case, damages wouldnt have satisfied the plaintiffs private rights. Specific performance is an order that requires a person to perform or continue to perform a particular act. In the case of Jones Vs. Lipman, the defendant entered into a binding contract to sell some land to the plaintiff. After the date of the contract, the defendant changed his mind, and sought to avoid specific performance by selling the land to a company acquired by him solely for this purpose and controlled by him. While specific performance would not normally have ordered against a vendor who no longer owned the property, here the defendant was still in a position to complete the contract, because the company was a sham in an attempt to avoid recognition by equity. Thus, specific performance was decreed against the vendor and the company. Recession is an order that returns parties to contractual agreement to the position they were in before the agreement was entered into. Cooper  Vs.Phibbs, Phibbs was the legal owner and trustee of land which, unknown to either party, belonged in equity to Cooper. Phibbs improved the land and agreed to let it to Cooper. On discovering the facts, Cooper sought to rescind the letting agreement. The House of Lords held that, subject to a lien for Phibbss expenditure, it should be set aside. If parties contract under a mutual mistake and misapprehension as to their relative and respective rights, the result is that agreement is liable to be set aside as having proceeded upon a common mistake. Rectification is an order that relates to the alteration, under extremely limited circumstances, of contractual documents. In A.Roberts and Co. Ltd. vs. Leicestershire County Council, the plaintiffs had undertaken to build a school for the defendants. The agreement provided that the school should be completed within the period of 18 months, but the officers of the Council altered the period to 30 months in the draft contract without making it clear to the company. The company signed the contract without noticing the change, and one of the defendants officials was aware of the mistake. Rectification was ordered. In conclusion, equity has greatly ameliorated the common law system. Various forms of remedies other than damages have been made available under specific circumstances such as, injunction, recessions, rectifications and specific performance. However, in most instances there are differences between the operation of law and equity rather than conflict. For example, different remedies may be available in respect of what both systems acknowledge to be wrong. In respect of a nuisance, damages and injunction come into conflict. Bibliography Gary Slapper David Kelly, The English Legal System 6th Edition. M.L Barron R.J.A Fletcher, Fundamentals of Business Law 4th Edition. Helena Wray. Smith, Bailey Gunn, Modern English Legal System, 4th Edition, London Sweet Maxwell. Brenda Barrett, Principles of Business Law, Helena Wray. Paul Latimer, Business Law, 1988 Edition, CCIT Editorial Staff. Clive Turner, Australian Commercial Law, 22nd Edition, LBC Information Services 1999. www.lectlaw.com/files/lws65.htm Jill E. Martin, Hanbury Martin Modern Equity 14th Ed, London Sweet Maxwell Ltd. 1993. Jill E. Martin, Hanbury Martin Modern Equity 13th Ed, London Sweet Maxwell Ltd. 1993.

Mac vs IBM :: essays papers

Mac vs IBM Technology has led the world into the 21st century. Competition between two main computer systems, creates controversy over which system is superior. IBM compatables have captured the largest market share, but Apple Macintoshes hold a special place in capabilities. Computer buyers need to keep in mind different capabilities and their own unique requirements when deciding which way to go. Although both provide state of the art computer systems, IBM compatibles and Apple Macintoshes attract their own distinct clients because of their unique operating systems and stand alone buying powers. Adequate performance and mediocre ease of use, bundled in an extremely low cost package, have allowed IBM compatible computers to lead the computer industry in personal computers. To begin with, the average computer generation is about six months, and with every generation IBMs increase their computers^ capacities to appeal more and more to the ^average Joe.^ Memory, normally measured in gigabits, is constantly increasing though most people cannot use as much as is available. One year ago 166 mhz was considered fast. Now 350 mhz is what is being advertised. With the ability to hold more information, graphics have also improved. Megahertz, one type of speed of computers, is increasing at a blinding rate soon surpassing the speed at which a user can operate his computer. In fact, the biggest drawback to IBM compatibles is their complexity. IBMs allow access to useless information that clutters the hard drive while confusing the user. On an IBM, all programs, including Wi! ndows, are DOS based which means one will, at some time, have to use the convoluted system that requires typing rather than point and click. Another problem is that viruses are very common on IBMs especially if connected to the internet. If a computer is contaminated with a virus, even further frustration, time and money may be lost. However, a good element of IBMs is their purchasing abilities. For IBMs there are millions of programs, including games, business tools, and other various varieties. Also, IBM compatibles themselves are relatively inexpensive, and this drives their popularity. A decent, fully equipped machine can be bought for as low as $700. While IBMs appeal to the general public with lower prices, Apple Macintosh has proven to be a better overall product. Unlike IBM marketing claims, which have mislead potential buyers about the superiority of their product by emphasizing their few strengths despite the value; modern Macs can easily outperform commercial IBM computers. Like IBMs the memory on a Mac often exceeds the user requirements. Today^s top of the

Intersections of Race, Class, and Gender in the Tempest Essay

In Shakespeare’s play, ‘The Tempest’, the characters of Prospero and Caliban, represent two different extremes on the social spectrum: the ruler, and the ruled. Their positions on the social hierarchy are largely due to the fact that Caliban responds almost wholly to passions, feelings of pleasure; his senses, while Prospero is ruled more by his intellect and self-discipline; his mind. Within ‘The Tempest’ there are obvious social implications regarding this social hierarchy, with the representations of characters such as Caliban and Prospero. During Shakespeare’s time social classification was much more rigid than today and some members of society were considered superior to other members. Shakespeare attempts to provide an example of this rigid social structure. Shakespeare illustrates how superior men differentiated themselves from lesser beings on the basis of race, class, and gender. Through the characterization of Prospero, Shakespeare pr ovides an example of one, who had reason to feel superior and often did voice his superiority, yet at times treated others on a more holistic level and even forgave other’s wrong doings. In the closing scene of William Shakespeare’s, ‘The Tempest’, through dialogue with Antonio, Prospero states â€Å"This thing of darkness I/ Acknowledge mine† (V.1.275-6). This statement by Prospero is simply stating what Prospero genuinely believes, that he is rightfully the master of Caliban and the rest of the island because he colonized it. Prospero had one attribute many, if not all, of the other inhabitants of the island did not posess; a wealth of knowledge. The source of all his power, in both ways of his magic and his obvious control over the other inhabitants in the play comes from his books. While he firmly believes he has power over almost everyone and everything in the play, Prospero has a very empathetic side as well. In the end he forgives Caliban for plotting against his life and even relates himself to Caliban. This shows that, in a way, Caliban’s rebellion was quite successful because it showed Prospero some of his tyrannical and hy pocritical ways. One such example of Prospero’s tyrannical and hypocritical ways is when Ariel reminds his master of his promise to relieve him of his duties early if he performs them willingly. In response to this deal, Prospero bursts into fury and threatens to return him to his former imprisonment and torment. â€Å"Thou liest, malignant thing! Hast thou forgot / The foul witch Sycorax, who with age and envy / Was grown into a hoop? Hast thou forgot her?† (I.2.16) Instead of Prospero acknowledging that Ariel has indeed lived up to his end of the deal thus far, he bursts into rage only acknowledging exactly what he did for Ariel in the first place. This in turn emphasizes Prospero’s extremely autocratic stance, he puts Ariel down to build himself up. Another example Prospero’s unnecessarily tyrannical ways is the first time Prospero calls for Caliban to enter in ‘The Tempest’. â€Å"But as ‘tis, / We cannot miss him: he does make our fire, / Fetch in our wood, and serves in offices / That profit us. What, ho! slave! Caliban! / Thou earth, thou! Speak!† (I.2.18). While Prospero believes he saved Caliban from the Sycorax, his blue-eyed hag mother, he essentially kills Caliban’s mother and takes away not only his mother and the land that is rightfully his, but most importantly his freedom as well. He takes away Caliban’s freedom and forces him to be his slave. Ariel, who Prospero did indeed save from Sycorax is considered a servant, while Caliban, who was not imprisoned by Sycorax, but instead living with Sycorax as his mother was turned into the lowest form of a being. Essentially Prospero lands on Caliban’s island, takes away everything he has, and then forces him to become his slave proclaiming he saved him from his witch mother. This is yet another perfect example of how Prospero displays the obvious social hierarchy and is also the typical colonizer. These actions and consequent reasoning’s are also prime examples of Prospero’s horrible tyrannical ways from the beginning of the play. Prospero and Caliban’s relationship is strained from the beginning of the play when Prospero’s strong authoritative beliefs begin to surface. Caliban has the right of ownership of the island; however, Prospero firmly believes in the superiority of the white European over the half-devil islander. While this puts a strain on their relationship from the start, the boiling point came when Caliban attempts to rape Miranda, Prospero’s daughter. Even after attempting to rape Miranda, Caliban was brutally honest in not denying his malicious intent. â€Å"O ho, O ho! Would’t had been done!/ Thou didst prevent me; I had peopled else/ This isle with Calibans† (I.2.349-51). In response to Caliban’s attempted rape and his obvious total lack of remorse for it, Prospero states, â€Å"I have used thee / with humane care, and lodge thee/ In mine own cell till thou didst seek to violate / The honor of my child† (I.2.345-8). Prospero recounts here that he has cared for Caliban and lodged him and he still has attempted to violate what is most sacred to him, his daughter Miranda. Again, Prospero belief that by killing his mother Sycorax that Prospero essentially freed Caliban so he has the right to claim Caliban as his own slave. He states that he has cared for Caliban and given him a home, while truly he has treated Caliban with no respect or gratitude at all throughout the play. Prospero is essentially riding on the belief that he has ultimately saved Caliban, so he is entitled to treat Caliban however he pleases and Caliban should accept that as well. While Prospero accepts no responsibility for Caliban’s actions, in the end of the play his compassionate side not only comes out, but he also begins to forgive Caliban for the attempted rape and the plot to kill him. â€Å"As you look/ to have my pardon, trim it handsomely† (V.1.93-94). Prospero is essentially stating, just go do a good job on this task and you have my forgiveness. He is finally starting to realize how poorly he has treated Caliban while still holding true to his autocratic ego and not accepting any responsibility. While Caliban’s rebellion was not successful in the terms of his plot succeeding, it was successful in Caliban’s latent goal of wanting Prospero’s genuine respect and not the classic master-slave relationship which Prospero has projected throughout the entire play. While Prospero and Caliban represent two different extremes on the social spectrum, their positions on the social hierarchy are largely due to the fact that Caliban responds almost wholly to passions, feelings of pleasure; his senses, while Prospero is ruled more by his intellect and self-discipline; his mind. Within ‘The Tempest’ there are obvious social implications regarding this social hierarchy, with the representations of the characters Caliban and Prospero. In the end of the play, Prospero finally begins to break this social hierarchy and shows Caliban some much needed forgiveness.

Organizational Interventions Influencing Employee

Blackwell Publishing Ltd. Oxford, UK and Malden, USAIJTDInternational Journal of Training and Development1360-3736Blackwell Publishing Ltd. 2005March 2005 14761ArticlesOrganizational Interventions 9 International Journal of Training and Development 9:1 ISSN 1360-3736 Organizational interventions in? uencing employee career development preferred by different career success orientations Namhee Kim This study explores what Korean employees prefer as organizational interventions that in? ence their career development, according to their personal interpretation of career success. A quantitative sample survey was designed from a Korean wireless communications company using a survey instrument. The ? ndings of this study contributed to the validation of theoretical discussions on the association of individuals and organizational career development interventions, implying that organizations need to design their career mobility systems or performance incentive systems in accordance with emplo yees’ career orientations.Introduction Market changes often necessitate substantial transformation in organizations via reorganizing, restructuring or downsizing (Gutteridge et al. , 1993). The characteristics of employees have changed as well. One of the biggest issues facing organizations is the increasing diversity of the modern workforce. Determining how to manage and develop today’s workforce effectively from the perspective of career development has become a critical issue at the organizational level. Companies must ? d ways to match organizational goals and needs with those of individuals, but employees’ internal orientations are often left largely uninvestigated r Research Fellow, Korean Women’s Development Institute, 1-363 Bulkwang-dong, Eunpyong-gu, Seoul 122-707, Korea. Email: [email  protected] re. kr  © Blackwell Publishing Ltd. 2005, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main St. , Malden, MA 02148, USA. Organizational Interve ntions 47 in the design and implementation of organizational interventions.This study explores Korean employees’ perspectives on organizational interventions that in? uence their career development, according to personal de? nitions of career success. Answers to this research question will help organizations design and implement more effective employee career development policies and activities. Theories of career orientation Traditional career theories de? ned success in terms of extrinsic or objective factors with visible metrics, such as salary, promotions or status (e. g. Gattiker & Larwood, 1989; Jaskolka et al. , 1985).Therefore, hierarchical advancement, larger income and increasing recognition and respect from others typically indicated success at work. On the other hand, some researchers have investigated careers from an internal, subjective perspective. Schein examined individuals’ subjective ideas about work life and their roles within it (van Maanen & Schei n, 1977). He identi? ed the concept of a ‘career anchor’, which is an occupational self-concept or self-knowledge that ‘serves to guide, constrain, stabilize and integrate the person’s career’ (Schein, 1978: 127). Schein (1978) identi? d ? ve types of career anchors: managerial competence, autonomy, security, technical/functional competence, and entrepreneurial creativity. Later, three more types were added: service/dedication to a cause, pure challenge, and life style. Delong (1982) proposed replacing the term ‘career anchor’ with ‘career orientation’, meaning the capacity to select certain features of an occupation for investment according to one’s motives, interests and competencies. He identi? ed three new types of career orientation (identity, service, and variety), in addition to Schein’s (1978) ? e original career anchors. Driver (1979, 1980, 1982) studied business executives and staff specialists in a v ariety of companies, identifying four ‘career concepts’ (transitory, steady-state, linear, and spiral) from self-perceptions based on habits of thought, motives and decision-making styles. These career concepts become the guiding foundation for a person’s long-term career choices (Driver, 1980). Derr (1986) used the term ‘career success orientation’ to refer to how people de? ne their success at work, and argued that an individual’s meaning of career success re? cts their personal values, attitudes and motivation with regard to work and life. Career success orientation can vary considerably given the diversity of the modern workforce and its work values. To describe patterns of career success orientation, Derr (1986) developed a minimum set of useful dimensions based on his research with the US Navy, MBA students and multinational executives. Derr’s ? ve dimensions of career success orientations are: 1. Getting ahead: Traditionally, thi s type was assumed to be typical career orientation for most people who want to succeed in their career.Individuals who exhibit these characteristics pursue upward mobility in organizations. Advancement in status and increased responsibility, authority and opportunities are also attractive to this type. People in this type enjoy wealth and prestige. Getting free: Individuals in this type avoid any restrictions and pursue personal freedom at work. They often like to create their own service or product, enjoying a variety of different experiences. The desire to maintain autonomy at work is the strongest work value. Independence and being free from external interruption make the ideal work situation.Getting secure: Individuals in this type value stability, predictability or security at work. Guaranteed long-term job security is desirable. They are loyal to their organizations and commit themselves seriously to the company. Gaining secure jobs and feeling recognized by their organizatio ns are closely related to their personal meaning of career success. To this type of people, stability is more important than getting ahead. Getting high: Individuals with these characteristics pursue technical or functional expertise in one area and want to test their talents and skills. Excitement is very important to them.They long for continued growth and dedicate themselves to  © Blackwell Publishing Ltd. 2005. 2. 3. 4. 48 International Journal of Training and Development 5. self-renewing experiences, and consider success as doing what they like. Being an expert in their interest areas is an uppermost goal of their career. Getting balanced: Individuals who exhibit these characteristics pursue a balanced professional and personal life. They enjoy working in an environment that respects personal and family life. People view their career success in relation to other aspects of life, including family and personal development.To them, the meaning of career success cannot be separat ed from the value of family and personal relationships. The emergence of this career type re? ects the diversity of the workforce and work values in recent decades (Derr, 1986). Hall (1976) introduced the concept of the ‘protean career’, characterized by individuals taking the lead in career management, driven by the change of personal rather than organizational needs. He even argued that the ‘career’ no longer exists within organizations (1996). Similarly, Arthur and Rousseau (1996) described modern careers as ‘boundaryless’, defying traditional assumptions about organizational careers.Recent literature, including Hall’s work in 2002, indicates the importance of the individual career, particularly its internal aspects. Baruch (2004) summarized current measures of individual career success as ‘a multi-level set of self-development targets; gaining employability; making lateral transitions for enrichment . . . ; undertaking selfmana gement and entrepreneurship . . . ; and achieving a better and richer quality of life’ (2004: 76). A comparison of the concepts of career anchor, career orientation, career concept, and career success orientation (as well as other recent trends) allows ? e types of commonly identi? ed career orientation to be determined, as presented in Table 1. This table shows that although scholars researched career orientations at different times and used different criteria and terms, the common categories of career orientation can be identi? ed. The categories of personal de? nition of career success also tend to follow a similar framework. Since career orientation is likely to determine (or at least in? uence) an individual’s occupational decisions, it has been hypothesized that this orientation can in? uence their willingness to participate in speci? career development activities (Watts, 1989). However, little literature has empirically explored the relationship between career s uccess orientation and career development intervention. In this study, the career orientations of Korean employees are ? rst explored in terms of Derr’s (1986) framework of career success orientation. Organizational interventions in? uencing employee career development (ECD) The term ‘organizational interventions in? uencing ECD’ is de? ned as organizationinitiated policies or activities that could affect ECD, directly or indirectly. According to Wils et al. 1993), there are three types of career development activities currently conducted in organizations. Speci? cally, 14 activities are identi? ed with three different foci: 1. 2. 3. Impersonal career, focusing on three internal staf? ng activities: job posting, promotion-from-within and lateral mobility. Organizational career, consisting of ? ve organization-oriented activities: succession planning, high potential management, data collection on employees, job matching and data collection on future jobs. Individu al career, subsuming two individual-oriented activities: career planning and career counselling.In addition to these direct interventions, some organizational policies or activities may in? uence ECD indirectly (Watts, 1989). For instance, employee compensation and bene? ts can enhance or impede ECD, affecting critical career decisions. Employee assessment is often understood as a management function, but it can and should be approached from a career development perspective as well (Baruch, 2004; Iles, 1999).  © Blackwell Publishing Ltd. 2005. Organizational Interventions 49 Table 1: Comparison of theories of career orientation 50 International Journal of Training and Development  © Blackwell Publishing Ltd. 2005.Types Description of common characteristics †¢ Advancing up the organizational hierarchy †¢ Increased responsibility, authority †¢ High status, prestige, income †¢ Recognized expertise in one area †¢ Excitement to test one’s talents and s kills †¢ Continued growth and experience †¢ Stability, predictability, security †¢ Long-term commitment, loyalty †¢ Maintenance of freedom, avoidance of restrictions †¢ Creation of own service or product †¢ A variety of different experiences †¢ A balanced life †¢ Respect for personal and family life †¢ Flexible time and job sharing †¢ Dedication to a cause, making a contribution to improve the worldSchein’s (1978) career anchor General management competence Technical/ functional competence or pure challenge Security/ stability Autonomy/ independence or entrepreneurial creativity Life style Delong’s (1982) career orientation Managerial competence/ identity Technical/ functional competence Driver’s (1980) career concept Linear Derr’s (1986) career success orientation Getting ahead Baruch’s (2004) measures of career success Self-development competencies Type 1 Type 2 Spiral Getting high Lateral transit ions; spiral movements Type 3 Type 4Security Autonomy, creativity, or variety Steady-state Transitory Getting secure Getting free Employability Self-management; entrepreneurship Type 5 Getting balanced Service Self-perceived attitudes, values and needs Frequency, time, Subjective direction of career de? nition of change success Quality of life; work-family balance Other types Criteria of typology Service/ dedication to a cause Self-perceived talents, values and motives Source: N. Kim (2004). Career success orientation of Korean women bank employees, Career Development International, 9(6), p. 98. Many organizations do not consider such activities a part of ECD (Watts, 1989). In this regard, career systems in organizations are closely linked to human resource management systems, or employee relations, and are integrated into those systems (Gutteridge et al. , 1993; Wils et al. , 1993). Recently, Baruch (2004) elaborated his six-dimension model of organizational career systems, which i ncludes involvement, sophistication & complexity, strategic orientation, developmental focus, organizational decision-making focus, and innovation.Among these, involvement, strategic orientation, developmental focus and organizational decision-making focus relate to the idea of organizational versus individualfocused dimensions (as found in Wils et al. , 1993), as well as the direct versus indirect intervention dimensions addressed by Watts (1989). Innovation and sophistication & complexity seem to be more methodological concerns; this is understandable since the model was designed to facilitate guidelines for evaluating organizational career systems.Given the de? nition and scope of organizational interventions in? uencing ECD, broad types of organization-initiated policies or activities can be categorized (Figure 1). Individual-focused activities partially or entirely allow individuals to make decisions about their participation. Accordingly, participants can take primary advantag e of the resulting bene? ts. Organizational-focused activities are operated primarily for organizational purposes, rather than individual bene? t.Further, indirect interventions can in? uence ECD, although they may not appear to be a part of ECD. This two-dimensional taxonomy of organizational interventions in? uencing ECD in Figure 1 provides a useful framework for understanding the various kinds of organizational interventions in? uencing ECD that have been identi? ed from the career literature, including personnel allocation systems, employee appraisal systems, training/development systems, career development (CD) support systems, and compensation/bene? s systems (Baruch, 2004; Derr, 1986; Noe et al. , 1996; Watts, 1989; Wils et al. , 1993). Under this taxonomy, 13 types of interventions can be summarized, as presented in Table 2. According to Table 2, succession planning, career paths, job posting/job matching, promotion/upward mobility, downward mobility, and job rotation/later al Direct ECD interventions Training/development systems Personnel allocation systems CD support systems Individualfocused Organization focused Compensation/benefits systemsEmployee appraisal systems Indirect interventions influencing ECD Figure 1: Two-dimensional taxonomy of organizational interventions in? uencing ECD.  © Blackwell Publishing Ltd. 2005. Organizational Interventions 51 Table 2: Organizational interventions in? uencing ECD Types of interventions Description Personnel allocation systems Succession planning Identifying and systematically developing high potential employees for certain key positions Career paths Structuring sequences of jobs or positions related to speci? career goals, such as managerial or technical career tracks Job posting/job Internal announcing of vacant job positions and matching matching internal individuals’ preferences with the job prior to external recruiting Promotion/upward Advancement in position with greater pay, challenges, mobi lity responsibility, and authority Downward mobility Moving to positions with a reduced level of responsibility and authority with an opportunity to develop skills and meet personal needs or interests Job rotation/lateral Systematically transferring employees laterally to another movement function or area over the course of time, not necessarily involving increased responsibilities or compensation Employee appraisal systems Assessment system Evaluating and collecting data on employees to discover their performance and potential, feedback can be given to employees Training/development systems Mentoring/coaching Assigning mentors or coaches (often supervisors or superiors) to employees to help them develop their careers Training/development Providing opportunities for career information workshops opportunities or training events that deal with career planning or transitions, self-assessment, or other career issues, or supporting individual efforts to learn and develop Career developme nt support systems Career counselling/ Providing counselling services and guides by professionals discussions (external or internal agency) or supervisors/managers to meet individual needs in employees’ careers Career information Building a system for sharing information about career system opportunities, such as various career paths or job vacancies, programmes and bene? ts offered through a variety of media Employee compensation/bene? ts systems Individual Adopting recognition systems for individual contributions compensation system to the organization (e. g. merit pay, individual incentives, stock options) Flexible bene? t plans Allowing diverse, ? exible options of bene? ts/rewards plans (e. g. , insurance or pension provisions, retirement plans, ? exible work schedule, part-time employment, child-care bene? ts, maternity and paternity leave) Note: Summarized from the literature (Baruch, 2004; Derr, 1986; Noe et al. , 1996; Watts, 1989; Wils et al. , 1993). 52 Internation al Journal of Training and Development  © Blackwell Publishing Ltd. 2005. movement fall into personnel allocation systems. Assessment systems belong to employee appraisal systems. Mentoring/coaching and training/development opportunities are examples of broad training/development systems.Counselling/ discussions and career information systems are included in career development support systems. Individual compensation systems and ? exible bene? t plans can be categorized under employee compensation/bene? t systems. It is important to note that not all organizational career-related activities have the same appeal or provide the same bene? ts to all employees (Derr, 1986; Schein, 1978). Additionally, variation must be expected in terms of employees’ acceptance of their employers’ involvement in their career development (Portwood & Granrose, 1986; Rhebergen & Wognum, 1997). Only a few studies have examined what types of interventions are most appropriate for speci? c typ es of employees.Derr (1986) examined contemporary CD programmes, matching each programme with certain types of career success orientations, as presented in Table 3. This table shows that there are different types of career development programmes appropriate for speci? c career success orientations. For example, some programmes are appropriate only for Getting ahead people. However, empirical support for this matching was not provided. Building on this work, Watts (1989) conducted empirical research to see if non-managerial female workers preferred different organizational CD activities according to their types of career success orientation; no signi? cant differences were reported. Solid empiricalTable 3: Career development programmes and appropriate career types CD Programme Getting free Assessment centres Career counselling and coaching by managers Career counselling by others Career information centres Career information systems Career pathing Computer-aided instruction and infor mation systems Educational and professional development bene? ts Fallback-position transfers Flexible scheduling and bene? ts Family-related bene? ts High-potential identi? cation programmes Individual development plans Integrated career planning Job matching Job posting Lifelong employment Mentor programmes Succession planning Workshops and training events Orientation Getting balanced Getting high Getting ahead O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O Getting secure O O O Note: Adapted from Derr’s career development programmes (1986: 255–258).  © Blackwell Publishing Ltd. 2005. Organizational Interventions 53 nowledge is not yet available for matching individual preferences with organizational interventions; further investigation is warranted. Nevertheless, different observations in relevant studies imply the following hypotheses: H1: People who have different career success orientations will show different preferen ces for career development interventions. H2: People who have the same career success orientation will show different preferences for career development interventions. Career development in Korean organizations Shifts in organizational behaviours are not culturally neutral. Although career dynamics are known to re? ect particular aspects of a culture (Derr & Laurent, 1989; Greenhaus et al. 2000), career literature has failed to account for career dynamics in diverse cultures. Very few studies have explored what the term ‘career’ means in an international context (e. g. Derr & Laurent, 1989; Hofstede, 1980; Triandis, 1989), and careerrelated perceptions and strategies have almost never been researched in third world countries (Counsell & Popova, 2000). In terms of ECD, most Korean organizations are at a very early stage (H. Kim, 2000). Employers have not yet felt the necessity to adopt ECD systems, and employees are not familiar with the meaning or implications of CD. On ly a very few large corporations have begun to introduce relevant interventions into their practice (H. Kim, 2000).Consequently, examples of ECD in Korean organizations are limited (e. g. Choi, 1994; Jung, 1991; J. S. M. Kim, 1992; K. H. Lee, 1996). Comprehensive information regarding the status of Korean organizational career development is not yet available. Korean literature based on several case studies (Choi, 1994; D. K. Lee, 1993; K. H. Lee, 1996) shows that a wide range of activities, such as promotion and advancement, job rotation and transfer, and job evaluation and performance appraisal, has been addressed. The literature reviewed indicates that organizational ECD is still viewed as a part of the human resource management function in Korea (H. Kim, 2000).Therefore, it is important that this study covers the full range of interventions, from direct ECD activities to indirect organizational interventions. Methodology A quantitative sample survey was designed to test research hypotheses on career success orientations. Data were collected from a sample of 1000 employees in a Korean wireless communications company. The sample was randomly selected from the company directory of 3003 employees, and the survey instrument was distributed and collected through the company’s intranet system. A 33. 7% response rate resulted, with 337 useable surveys returned. Table 4 shows the sample composition by demographic characteristics. The respondents’ ages were categorized into three groups: 20–29, 30–39, and 40 and above. The average age was just over 33.The range was between 22 and 56. Most respondents’ ages were between 30 and 39 (69. 4%). The respondents’ average years of work experience was 5. 42, ranging between less than 1 and 13. The largest respondent group was those who have worked for 4–6. 99 years (49%). Almost half of the respondents (48. 1%) were assistant managers, while 22. 8% were managers, 21. 7% were em ployees, and 7. 4% were senior managers. Respondents were predominantly male (89. 6%), and 78% of the respondents were married. The two major types of job were 29. 1% in marketing and 38. 6% in engineering. A majority of the respondents (63. 8%) had completed 4-year college courses, and 19. % had completed graduate school. The instrument consisted of two parts. The ? rst part identi? ed individuals’ career success orientations. A modi? ed Derr’s (1986) ‘Career success map questionnaire’ (CSMQ) was used, since this instrument was originally developed to identify ? ve types of career success orientation. The questionnaire was changed from a forced54 International Journal of Training and Development  © Blackwell Publishing Ltd. 2005. Table 4: Sample composition by demographic characteristics (n = 337) Demographic Age (M = 33. 29, sd = 5. 09) Category 20–29 years old 30–39 years old 40 years old and above Less than 4 years 4–6. 99 years* 7–9. 9 years* 10 years or more Employee Assistant manager Manager Senior manager Male Female Married Unmarried Marketing R&D IT Engineering Ad/Mgmt Internal ventures High school 2-year college 4-year college Graduate school Frequency 60 234 43 76 165 63 33 73 162 77 25 302 35 263 74 98 34 14 130 47 14 25 32 215 65 % 17. 8 69. 4 12. 8 22. 6 49. 0 18. 7 9. 8 21. 7 48. 1 22. 8 7. 4 89. 6 10. 4 78. 0 22. 0 29. 1 10. 1 4. 2 38. 6 13. 9 4. 2 7. 4 9. 5 63. 8 19. 3 Years of work experience (M = 5. 42, sd = 2. 77) Employment level Gender Marital status Type of job Education level * Months were converted to fractions of a year. choice instrument of thirty paired statements to a Likert-type instrument, in order to make it statistically possible to test its factor structures and reliability (given the lack of empirical information with regard to this instrument).The second part was developed to explore respondents’ preferred organizational interventions in? uencing employee caree r development. Thirteen types of organizational interventions (as summarized in Table 2) were used for this purpose. The instrument was translated into Korean, and a three-round cross-translation performed. The face validity and construct validity of the instrument were examined in a series of three-round pilot tests and instrument revisions. Through factor analysis, with the elimination of some items, the ? ve dimensions originally included emerged. Reliability, measured by Cronbach’s coef? cient alpha, was between 0. 56 and 0. 79: Getting high (0. 78), Getting secure (0. 72), Getting balanced (0. 9), Getting ahead (0. 59), and Getting free (0. 56). These results indicate some limitations in interpreting the data for Getting ahead and Getting free. To analyse collected data, descriptive statistics as well as inferential statistics, such as ANOVA or repeated measures analysis, were conducted. Results Two approaches were used to test the research hypotheses. First, differences in preferences between groups were examined. Second, differences in preferences within  © Blackwell Publishing Ltd. 2005. Organizational Interventions 55 each group were explored. The highest mean score among the ? ve types was deemed the dominant orientation for each individual.According to descriptive information regarding dominant career success orientations, each individual’s career success orientation was identi? ed. The sample consisted of 40% Getting free, 38% Getting balanced, 17% Getting high, 3% Getting ahead, and 2% Getting secure. Since Getting ahead and Getting secure obtained very small percentages, those two types were excluded from the analysis. Hypothesis 1: Differences in preferences between groups The Levene test of homogeneity of variances showed that several items, including succession planning, job posting/job matching, promotion and compensation systems, violated the assumption to conduct the ANOVAs. Those items were excluded from further analysis.As a result, the ANOVAs were conducted with the remaining nine items. The ANOVAs showed that the preferences for six organizational interventions differed signi? cantly according to respondents’ dominant career success orientation types, as presented in Table 5. According to post hoc comparisons using the Tukey test, most interventions were preferred more by Getting free than Getting balanced or Getting high. There were no signi? cant differences in downward mobility, assessment system, or career information system. Hypothesis 1 was partly supported. Hypothesis 2: Differences in preferences within groups Repeated measures analysis showed statistically signi? ant differences in Getting free preferences (Wilks’ Lambda = 0. 396, F = 13. 86) at the 0. 001 level across the 13 organizational interventions. According to post hoc pairwise comparisons using the Bonferroni test, succession planning, career paths, job posting/job matching, promotion, and training/development opport unities were signi? cantly more preferred than other interventions, while downward mobility and career information system were signi? cantly less preferred. Repeated measures analysis showed statistically signi? cant differences in Getting balanced preferences (Wilks’ Lambda = 0. 471, F = 9. 63) at the 0. 001 level across the 13 organizational interventions.According to post hoc pairwise comparisons using the Bonferroni test, job posting/job matching and training/development opportunities were signi? cantly more preferred than other interventions, while downward mobility and career information system were signi? cantly less preferred. Repeated measures analysis showed statistically signi? cant differences in Getting high preferences (Wilks’ Lambda = 0. 423, F = 4. 42) at the 0. 001 level across the 13 organizational interventions. According to post hoc pairwise comparisons using the Bonferroni test, succession planning, career paths, and promotion were signi? cantly mo re preferred than other interventions, while downward mobility was signi? cantly less preferred.Overall, hypothesis 2 was supported. Discussion of ? ndings Different types of work, pay/bene? ts, promotion systems, and types of recognition motivate individuals who have different needs (Derr, 1986; Schein, 1990). The ? ndings of this study mostly support this assertion. That is, Korean employees’ career success orientations seem to impact their preferences for organizational interventions in? uencing employee career development. Even within each speci? c career orientation group, some interventions were preferred over others. The ? ndings regarding preferences for the 13 organizational interventions in? uencing employee career development are discussed in detail below.Though the differences in preferences for succession planning among three groups (Getting free, Getting balanced, and Getting high) could not be compared due to violations of homogeneity of variance assumptions fo r ANOVA, within-group 56 International Journal of Training and Development  © Blackwell Publishing Ltd. 2005.  © Blackwell Publishing Ltd. 2005. Table 5: Preferences for organizational interventions in? uencing ECD by career success orientation Organizational interventions in? uencing ECD Getting free (n = 121) Mean 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Succession planning Career paths Job posting/job matching Promotion Downward mobility Job rotation Assessment system Mentoring/coaching Training/development Career counselling Career information system Compensation system Flexible bene? t plans 5. 65 5. 58 5. 43 5. 62 3. 98 5. 7 5. 25 5. 27 5. 55 5. 38 5. 05 5. 40 5. 50 sd 1. 06 0. 96 1. 03 0. 90 1. 49 1. 09 0. 97 1. 03 0. 95 0. 96 1. 06 1. 05 1. 04 Getting balanced (n = 115) Mean 5. 21 5. 25 5. 31 5. 29 4. 24 4. 93 4. 98 4. 95 5. 31 5. 00 4. 89 5. 09 5. 31 sd 1. 07 1. 02 0. 93 1. 01 1. 35 1. 18 0. 95 1. 06 1. 05 1. 07 1. 08 1. 05 1. 05 Getting high (n = 51) Mean 5. 24 5. 29 5. 10 5. 22 4. 04 4. 43 4. 90 4. 73 5. 06 4. 76 4. 73 5. 00 5. 06 sd 0. 79 0. 81 0. 83 0. 73 1. 30 1. 17 0. 90 1. 02 0. 90 0. 89 0. 85 0. 75 0. 93 – F = 3. 76* – – F = 1. 07 F = 5. 66** F = 3. 38* F = 5. 80** F = 4. 84** F = 8. 27** F = 1. 89 – F = 3. 51* *p < 0. 05 **p < 0. 01 ***p < 0. 01 Between group comparison Organizational Interventions 57 Within group comparison Wilk’s Lambda = 0. 396 F = 13. 86*** Wilk’s Lambda = 0. 471 F = 9. 63*** Wilk’s Lambda = 0. 423 F = 4. 42*** comparison indicated that both Getting free and Getting high groups signi? cantly preferred this intervention over other options, such as job rotation, assessment system, mentoring/coaching or career information system. Derr’s (1986) assertion that succession planning would be appropriate only for the Getting ahead orientation was not con? rmed; this intervention seems to be favourably accepted by both Getting free and Getting high orientations. It was r anked ? st by Getting free, and second by Getting high in rank orders. Career paths were preferred signi? cantly more by the Getting free than the Getting balanced group. Since career paths provide individuals with the opportunity to follow their own career goals, it is understandable that people who want freedom would be in favour of this intervention, while the Getting balanced orientation maintains a need for ? exibility (Derr, 1986; Schein, 1978). Interestingly, there was no signi? cant difference in preferences for career paths between Getting high and Getting balanced. However, Getting high preferred career paths over the other intervention options.Derr (1986) suggested that career paths would be appropriate for Getting free and Getting high; this was partially con? rmed by the study. Group differences in job posting/job matching and promotions could not be explored due to violations of the assumptions for ANOVA. However, Getting free and Getting balanced, respectively, signi? cantly preferred job posting/job matching over job rotation. It is assumed that the Getting free orientation seeks a position with more autonomy, while Getting balanced seeks a position that accommodates personal values in family and relationships through announced open job opportunities (Derr, 1986). Getting free and Getting high signi? antly preferred promotion over job rotation, assessment system, mentoring/coaching, career counselling, and career information system. It seems that the Getting free and Getting high orientations desire some level of status that allows them to make decisions based on personal interests. There was no signi? cant difference in preferences for downward mobility, assessment system, and career information system among the groups. However, downward mobility was consistently the least preferred intervention among the 13 options. Although people tend to pursue what they want, they naturally do not want to give up their current levels of income and responsi bility. Derr (1986) claimed that career information system may be appropriate for Getting free and Getting high, but o difference was found between the groups studied. Moreover, this intervention was not particularly preferred within any of the groups. Getting free ranked it 12th, Getting balanced ranked it 10th, and Getting free ranked it 9th in rank order. Considering that the concept and necessity of career development are still relatively new in Korea (H. Kim, 2000), respondents may not be familiar with such ideas or aware of some systems’ potential bene? ts for individual career goals, which may be manifested in low preference results. Job rotation was signi? cantly less preferred by the Getting high orientation than by Getting free or Getting balanced.Since it is very important for Getting high individuals to keep jobs which they can truly enjoy (Derr, 1986), these people are likely to be reluctant to move to a new function or area. Mentoring/coaching and career counsel ling were preferred signi? cantly more by Getting free than by Getting high or Getting balanced. Although Derr (1986) assumed that career counselling and mentoring programmes would be appropriate for Getting balanced, this was not con? rmed in this study. These interventions did not seem to be attractive to the Getting balanced group; they are in the middle rank. It seems that Getting free individuals may maintain positive attitudes toward sharing career issues, and want to be guided by someone who can help them. Getting balanced individuals may not have speci? career aspirations that can be shared with others at work, since they view careers in relation to other dimensions of their lives. Training/development opportunities and ? exible bene? t plans were preferred signi? cantly more by Getting free than by Getting high. Although Derr (1986) and Watts (1989) viewed training/development as appropriate for all three (Getting free, Getting high, and Getting balanced) groups, our study showed that Getting free particularly 58 International Journal of Training and Development  © Blackwell Publishing Ltd. 2005. preferred this intervention. Getting balanced, as a group, preferred training/ development opportunities over assessment system, mentoring/coaching, and career counselling.This result supports the characteristics of the Getting balanced orientation, which pursues self-development in order to remain competent at work (Derr, 1986). According to descriptive statistics, ? exible bene? t plans were also one of the most preferred interventions by Getting balanced, consistent with the arguments of S. Y. Kim (1995), Igbaria et al. (1991), and McGovern & Hart (1992). Individual compensation system could not be compared between the groups. A comparison of preferences for this option within groups showed that respondents signi? cantly preferred compensation system only over downward mobility and career information system.The lower popularity of this option in all grou ps may be due to characteristics of Korean society and organizations (Bae & Chung, 1997). Although Korean society has been changing, teamwork and family spirit are still deeply rooted in its culture (Koch et al. , 1995), which may have led respondents to be reluctant to place value on this option. Limitations of the study This study was limited to one large Korean company; it may be dif? cult to generalize the ? ndings of this study to other organizations in different cultures. Second, there may be limitations to the instrument, since it was originally developed in the context of western cultures.The instrument may contain culturally sensitive items that were not detected in the researcher’s efforts to validate the instrument, conduct pilot tests, and obtain feedback. Finally, at least two of the scales had lower-thandesired reliability. Implications of the study There were some theoretical efforts to link individual career orientations with preferences for career development interventions, though empirical evidence is lacking. The ? ndings of this study can contribute to the validation of theoretical discussions on the association of individuals and organizational career development interventions. From a practical perspective, at the organizational level, the ? dings of this study imply that organizations may want to design their career mobility systems or performance incentive systems in accordance with employees’ career orientations. At the individual level, the study points out workers’ responsibility to know their personal needs, biases and motives. Knowledge of one’s own values and beliefs can serve as a basis for future career decisions, and for the development of appropriate career strategies (Aryee et al. , 1994). Recommendations for further research Organizational perspectives on the career orientations of employees deserve examination. Determining which types of career orientation are preferred by organizations may lead t o a new research question.This would necessitate the expansion of the data source to a broad set of organizations with different social backgrounds. Patterns of orientation in relation to preferred career development interventions may also be affected by organizational characteristics and cultures. References Arthur, M. B. and Rousseau, D. M. (eds) (1996), The boundaryless career: A new employment principle for a new organizational era. NY: Oxford University Press. Aryee, S. , Chay, Y. W. and Tan, H. H. (1994), An examination of the antecedents of subjective career success among a managerial sample in Singapore. Human Relations, 47, 5, 487– 509.  © Blackwell Publishing Ltd. 2005. Organizational Interventions 59 Bae, K. and Chung, C. 1997), Cultural values and work attitudes of Korean industrial workers in comparison with those of the United States and Japan. Work and Occupations, 24, 1, 80–96. Baruch, Y. (2004), Managing careers: Theory and practice. Harlow, UK: Pren tice-Hall. Choi, Y. S. (1994), A study on the career development program. Unpublished master’s thesis, Yonsei University, Seoul, Korea. Counsell, D. and Popova, J. (2000), Career perceptions and strategies in the new market-oriented Bulgaria: an exploratory study. Career Development International, 5, 7, 360–8. Delong, T. J. (1982), Reexamining the career anchor model. Personnel, 59, 3, 50–61. Derr, C. B. (1986), Managing the new careerists. San Francisco, CA: Jossey-Bass. Derr, C. B. and Laurent, A. 1989), The internal and external career: a theoretical and crosscultural perspective. In M. B. Arthur, D. T. Hall and B. S. Lawrence (eds), Handbook of career theory (pp. 454–71). NY: Cambridge University Press. Driver, M. J. (1979), Career concepts and career management in organizations. In C. L. Cooper (ed. ), Behavioral problems in organizations (pp. 79–139). Englewood Cliffs, NJ: Prentice-Hall. Driver, M. J. (1980), Career concepts and organizationa l change. In C. B. Derr (ed. ), Work, family and the career: new frontiers in theory and research (pp. 5–17). NY: Praeger. Driver, M. J. (1982), Career concepts: A new approach to research. In R. Katz (ed. ), Career issues in human resource management (pp. 23–32).Englewood Cliffs, NJ: Prentice-Hall. Gattiker, U. E. and Larwood, L. (1989), Career success, mobility and extrinsic satisfaction of corporate managers. The Social Science Journal, 26, 1, 75–92. Greenhaus, J. H. , Callanan, G. A. and Godshalh, V. M. (2000), Career management (3rd edn). Orlando, FL: Dryden Press. Gutteridge, T. G. , Leibowitz, Z. B. and Shore, J. E. (1993), Organizational career development: Benchmarks for building a world-class workforce. San Francisco, CA: Jossey-Bass. Hall, D. T. (1976), Careers in organizations. Glenview, IL: Scott, Foresman. Hall, D. T. (2002), Careers in and out of organizations. Thousand Oaks, CA: Sage. Hall, D. T. nd Associates (eds) (1996), The career is dead â⠂¬â€œ long live the career: a relational approach to careers. San Francisco: Jossey-Bass. Hofstede, G. (1980), Culture’s consequences. Beverly Hills, CA: Sage. Igbaria, M. , Greenhaus, J. H. and Parasuraman, S. (1991), Career orientations of MIS employees: an empirical analysis. MIS Quarterly, June, 151–69. Iles, P. (1999), Managing staff selection and assessment. Buckingham: Open University. Jaskolka, G. , Beyer, J. and Trice, H. (1985), Measuring and predicting managerial success. Journal of Vocational Behavior, 26, 189–205. Jung, I. L. (1991), The study on the career development program. Unpublished master’s thesis, Hoseo University, Kwangjoo, Korea. Kim, H. 2000), Kyunreok kebalui ilonkwa silje [Theory and practice for career development in Korea]. Seoul, Korea: Tasan. Kim, J. S. M. (1992), A study of career development and success factors of expatriates in Korea. Unpublished master’s thesis, Yonsei University, Seoul, Korea. Kim, S. Y. (1995), Career anchor and organizational effectiveness. Unpublished master’s thesis, Dongguk University, Seoul, Korea. Koch, M. , Nam, S. H. and Steers, R. M. (1995), Human resource management in South Korea. In L. F. Moore and P. D. Jennings (eds), Human resource management on the Paci? c Rim: Institutions, practices, and attitudes (pp. 217–42). NY: de Gruyter. Lee, D. K. 1993), A study on the organizational effectiveness by career development program for employees. Unpublished master’s thesis, Sogang University, Seoul, Korea. Lee, K. H. (1996), A study on the career development program. Unpublished master’s thesis, ChungAng University, Seoul, Korea. McGovern, K. R. and Hart, L. E. (1992), Exploring the contribution of gender identity to differences in career experiences. Psychological Reports, 70, 723–37. Noe, R. A. , Hollenbeck, J. R. , Gerhard, B. and Wright, P. M. (1996), Human resource management: Gaining a competitive advantage (2nd edn). 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Causes of Chieftaincy Disputes in Africa and How to Deal with Them Essays

Causes of Chieftaincy Disputes in Africa and How to Deal with Them Essays Causes of Chieftaincy Disputes in Africa and How to Deal with Them Essay Causes of Chieftaincy Disputes in Africa and How to Deal with Them Essay The constitution of Ghana defines a chief in article 277 as. In the Chapter unless the context otherwise requires, chief means a person, who, hailing from the appropriate family and lineage has been validly nominated ,elected or selected and enstooled, enskinned or installed as a chief or queen mother in accordance with the relevant customary law and usage. Chieftaincy as an important social institution which binds the people together is fraught with numerous disputes. Chieftaincy disputes are the misunderstanding, that occurs between two or more fractions on the enstoolment or enskinment of a chief or the misunderstanding between an incumbent chief and some of his subjects. Some causes of chieftaincy disputes are. When two families are claiming the right to a stool or a skin. In traditions where chieftaincy runs through multiple families there is likely to be a chieftaincy disputes that will arise between the families. This is in tradition where there are multiple royal families to inherit the throne. Its requires that when the chief dies the next family is to inherit the throne and it runs through all the families in the same manner. But in certain cases the ruling family will want to continue ruling instead of allowing other families to rule as customs demand. Disputes arise since the rest of the families think is wrong for only one family to rule all the times. The Ashanti’s rule from these multiple royal families. Another cause of chieftaincy disputes is when stool lands leased or sold to companies or individuals for money which goes into the chiefs own pocket. When stool lands are sold or leased the people expect the chief to use these monies for profitably business that will creates jobs and other activities to the town to improve Standard of living. In most cases the chiefs uses the peoples monies for his own gains. Disputes arise when the people notice that their funds are being misused. Wrongful selection of occupant to the stool or skin by kingmakers and queen mother. This cause of chieftaincy disputes arises when a wrongful occupant influences the king makers and queen mothers with monies and other items to persuade them to enstool or enskin him as a chief. The king makers and queen others uses nepotism to select occupant to rule as chiefs which should not to be done in that manner. The constitution requires a chief to be enstooled or enskinned in accordance with the customary laws and usage, so when a wrongful person is enstooled is cause chieftaincy disputes. When an incumbent chief incurs the displeasure of his subjects through embezzlement and misappropriation of the peoples funds. Another cause of chieftaincy disputes is when the incumbent chief embezzles and misappropriates the funds of the peoples . The chief is expected to use monies raised from the celebrations of festivals and other activities for developmental projects like the building of socials amenities e. g. schools, market place etc to improve the standard of living of his people. But in this case most chiefs do not consider these things but turn to embezzle and misuse the people’s funds. When the people also release that the chief is not embarking on developmental projects or use the funds for profitably gains on the people. The people may also rebel against the chief and this may bring about chieftaincy disputes. Chiefs becoming autocratic and takes unilateral decision on issues, may also leads to chieftaincy dispute. The chiefs centralize powers and authority to himself. It purpose is to achieve high productivity in his ruling which should not to be so . The chiefs does not involves his people in decision making processes. The peoples don’t have a said in any decision taken by the chief and sometimes disagrees with chief and his autocratic nature since there is a saying that ‘two heads are better than one†. The people will want to be involve in decision making and so may rebel when they are not involved in the decision making process and therefore rebels when conditions becomes intolerable on their side. In controlling these numerous causes of chieftaincy disputes, the following procedures should be followed. Kingmakers and queen mothers should select candidates who are qualified and have the support of the majority of the people. Qualify persons are to be selected by kingmakers and queen mothers to inherit the chief in accordance with the customary laws of the lands. These persons are to go through the necessary arrangements and have the support from the majority of the people in his favour. In this case the people know the occupant and even support him as the ruling chief of their town. Chiefs are to use the people’s funds for developmental projects in the town. chiefs should looks amenities that the people lacks and put them in place. In the cause of doing this the people will corporate well with the chief and ere will be a good relationship between the people and their chiefs. Multiples royal families must allow the chieftaincy to run from one family to another. In doing and putting these practices together chieftaincy disputes will be solved and peace will reign in our country.

Conjugating the Irregular French Verb Devenir (to Become)

Conjugating the Irregular French Verb 'Devenir' (to Become) Devenir, to become, is an  irregular French -ir verb, meaning the infinitive ends in -ir.  The chart below lists the conjugations of this verb; it does not include compound conjugations, which consist of some form of the auxiliary verb  Ãƒ ªtre  and the past participle devenu. Devenir Is Highly Irregular There are two groups within the irregular French  -ir  verbs, one around verbs like partir and sortir and a second around verbs like offrir and ouvrir,  that show some conjugation patterns. Devenir and similar verbs like venir  (to come), tenir  (to hold, to keep) and others do not fall into these groups, much less any conjugation group. Their conjugations are so unusual and unwieldy that you simply have to memorize them in order to use these verbs correctly Verbs Ending in -venir and -tenir Since devenir is conjugated the same way as similar verbs like venir and tenir, it follows that all French verbs ending in the suffixes  -venir  and  -tenir  are also conjugated this way. It makes life a little easier if you know the conjugation of at least one of these verbs; then you can apply the same endings to all like verbs. Here are some verbs ending in -venir and -tenir, all of which are conjugated in the same very irregular way as devenir, venir, and tenir. Abstenir to abstainConvenir  Ã‚  Ã‚  to suitTenir   to hold, keep  Devenir   to become  Revenir   to come [home], return  Dà ©tenir   to hold, detain  Obtenir   to obtain, get  Soutenir   to support, uphold  Parvenir  Ã‚   to achieve  Entretenir   to look after, maintain  Maintenir   to maintain  Intervenir   to intervene  Ã‚  Retenir   to retain  Prà ©venir  Ã‚  to warn, preventAppartenir   to belong to  Contenir   to contain  Survenir   crop up, happen, occur  Provenir   to come from  Advenir   to happen  Ã‚  Ã‚  Subvenir  Ã‚   to provide for  Contrevenir   to contravene  Circonvenir   to circumvent   Devenir: Uses and Expressions The following expressions show French students how to use  devenir in various phrases. Tu es devenue une femme. Youre a woman now.Devenir rà ©alità © to become a realityDevenir vieux to get or grow oldEt moi, quest-ce que je vais devenir?   Whats to become of me?Je ne sais pas ce que je deviendrais sans toi.   I dont know what Id do without you.Que devenez-vous?   How are you getting on? / Hows it going?Et lui, quest-ce quil devient? Whats he up to these days? (vous faire) devenir dingue  (familier),   (vous faire) devenir fou, (vous faire) devenir chà ¨vre  (familier)   enough to drive you mad /  enough  to make you scream Conjugating Devenir The table provides the simple conjugations of  devenir  in its various tenses and moods. Present Future Imperfect Present participle je deviens deviendrai devenais devenant tu deviens deviendras devenais il devient deviendra devenait nous devenons deviendrons devenions vous devenez deviendrez deveniez ils deviennent deviendront devenaient Passà © composà © Auxiliary verb à ªtre Past participle devenu Subjunctive Conditional Passà © simple Imperfect subjunctive je devienne deviendrais devins devinsse tu deviennes deviendrais devins devinsses il devienne deviendrait devint devà ®nt nous devenions deviendrions devà ®nmes devinssions vous deveniez deviendriez devà ®ntes devinssiez ils deviennent deviendraient devinrent devinssent Imperative tu deviens nous devenons vous devenez

History of the Symphony Essay Example | Topics and Well Written Essays - 500 words

History of the Symphony - Essay Example The origins of symphony date way back to the early 19th century, continuing through the 20th century, and on to the 21st century. Haydn was one of the foremost composers of the symphony in the 1800’s. Mozart expanded on the symphony by composing short tone poems. Sonata form was popular in this period. Beethoven made similar pieces to Mozart—however, Beethoven was much more orderly, fond of expanded form, and liked to write symphony pieces that were more reserved, in a sense. Also in the late 1820’s, Robert Schumann attempted his first symphony, entitled â€Å"Spring.† Berlioz was fond of using expanded instrumentation and programmatic symphony. Mahler used altered symphonic form. Strauss later became a conductor. Aaron Copland was well-known for his symphonies as well, ushering in the 20th century—championing serialism, or twelve-tone music. Schoenberg ushered in the 21st century of American symphony. â€Å"[Schoenberg’s] early works, which were reminiscent of Johannes Brahms and Richard Strauss, are still disliked because they were written by his infamous hand. His twelve-tone technique is the first attempts at atonality during his era and would be never developed and explored by later composers...† William Schuman wrote eight symphonies.