Home depot in chile Case Study Example | Topics and Well Written Essays - 500 words

Home depot in chile - Case Study Example Home Depot adopted the international strategy, when it entered the Chilean market in 1998. As part of that strategy, it tried to implement the same practices and marketing strategies, which they carried out in its United States operations. In the case of international strategy, the firm transfers its core competencies and operational strategies to the foreign subsidiary. (Aswathappa 355). One of the key operational strategies of Home Depot in U.S. is sizably selling Do-It-Yourself (DIY) products, and they transferred the same to Chile. Instead of multidomestic strategy (which focuses on customizing the product according to the local market) and global strategy (which focuses on selling a product based on a globally formulated strategy), Home Depot adopted international strategy. As it was its first market expansion out of North America, Home Depot did not have any global strategy. Also, they avoided the multidomestic strategy and did not customize its products according to the Chilea n people. So, in line with the international strategy, Home Depot put more of DIY products on its shelves. However, this strategy of transferring the same practices to Chile did not work first because Chilean people were less willing than in the United States to repair their houses by themselves. b.

Franchise - Culture and Structure Essay Example | Topics and Well Written Essays - 2000 words

Franchise - Culture and Structure - Essay Example It goes on to use the McKinsey 7-S model to examine the components of the business. The paper ends with the Strength-Weakness-Opportunity-&-Threat (SWOT) analysis of the company and concludes with a decision on the appropriateness of buying a Ferrari franchise. Organizational Design Marranello, a town near Bologna in northern Italy has been the home of Ferrari since the 1940s (Ferrari Factory Website, 2011). The central location at Marranello is made up of 45 buildings which houses the 3,000 employees of Ferrari who range from factory workers through to the top level management of Ferrari. Components relevant for the manufacture of Ferrari cars are imported from all over the world and assembled at the Northern Italian plant. From there, the various cars are shipped to different parts of the world where they are sold through agents and outlets. Ferrari dealers have three different packages that they can sell to customers: Ferrari Genuine, Ferrari Power & Ferrari Approved. In consideri ng purchasing a franchise, the options available include the reselling of these three Ferrari brands. Ferrari Genuine includes the sale of genuine spare parts for Ferrari cars. Ferrari Power is an insurance package and some related financial activities that ensure that Ferrari users are protected in cases of losses. Ferrari Approved on the other hand seeks to co-ordinate the interests of various Ferrari owners and link them with the company. Aside these three main brands, Franchise sellers can also provide various racing related services and sell some other Ferrari owned brands like fuels and racing related brands that have commercial value. The business environment of Ferrari has unique components and systems that work together to make it a leading racing and luxury car manufacturer. Goold & Campbell (2002) stated that there are nine components of organizations that define each and every business. They argue that a business is made up of structured systems and components that are d efined and laid out by the owners of the company. Aside these defined systems, there are emergent issues that affect the design of the organization. The nine components eventually lay down the definitive structure for a business. 1. Strategy: A business needs to operate in a given market in order to reach a given pool of consumers. In this quest, there are some competitors that might also target the same markets. In the case of Ferrari, it has evolved over the years to become a company that desires to stay at the forefront of research through maintaining a strong position in the motor-sport industry (Davenport & Beck, 2008). In other words, Ferrari desires to target upmarket clients around the globe to produce cars that have the best and most modern inputs and systems at premium prices. The emergent of new ideas in the industry helps them to change their ways of delivering their services at different point in time. The strength of the Ferrari strategy lies in the price of their cars , which are in the millions of dollars and are valuable even years after purchased because they easily become antiques. As a franchise owner, one will expect to sell these expensive cars to customers around the world that comes with high profit margins. In other words, a single sale that a franchise owner makes will bring in profits that hundreds or thousands of ordinary cars that a normal car dealer will make. These end users often use the cars for races which earn a lot of revenue since it comes with the sale of television rights and the

Howard Gardners Theory Of Human Intelligence Education Essay

Howard Gardners Theory Of Human Intelligence Education Essay This assignment will critically discuss the topic of integrated learning in the early primary curriculum with reference to the use of the outdoor learning environment. It will be based on my personal research that stemmed from the curriculum. Firstly, this assignment will discuss the outdoor learning day, which incorporated learning outdoors with a topic themed activity. Secondly, the assignment will discuss integrated learning and outdoor learning in relation to the foundation subject Design and Technology. Howard Gardners theory of human intelligence, suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct intelligence in other words, a set of skills allowing individuals to find and resolve genuine problems they face. Within the Curriculum, traditional schooling heavily favours the verbal-linguistic and logical-mathematical intelligences. Gardner suggests that a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education (Gardner, 1999) is needed. Brief outline to the project. The project theme which was chosen was that of habitats and materials with reference to The Three Little Pigs, as this was a popular story that we all knew well and thought we could do a great deal to facilitate childrens learning across the age ranges of the school. We collaborated as a group and decided the story could be changed and saw it possible to have a good link to the outdoor environment leading to using the natural environment to build habitats. We adapted the story to relate directly to the natural environment by The Three Little Pigs building their homes from twigs, leaves and mud as we thought this would be more beneficial and support questioning and investigation. Within the discussion we chose a shaded area in the school grounds to set the scene for our performance and we believed this would then help with the wow factor of the introduction to the activity. The most successful aspect of the session was, once we had gained confidence and had run through the activities with the children, this allowed us to reflect on what was working and the timing of the session. This enabled our group to adapt our idea and allowed us to engage the children more successfully. The children showed positive reactions when building homes for animals from outdoor resources (sticks, mud, leaves etc), however the session at the beginning was not as successful as we were not sure on timing, in which the initial group finished the set task earlier than expected. We then had adapted our intentions to create new extension activities for the children to do and we decided to carry out a hunt for other items to go in the homes we had made. From this experience we had to dis cuss ideas for other activities we could develop if this timing issue reoccurred. I was surprised how engaged the children were when we were performing the story of The Three Little Pigs. Some of the ideas children came up with when building the homes were unexpected such as making sure the home was waterproof and the creative thinking they used to do this, for example; we need to build underground or in a sheltered spot and they also suggested, making sure that the roof was covered in leaves to keep the animals warm, dry and camouflaged. From the Outdoor Learning Day we collaboratively discussed where we could take the theme of materials and habitats. After a long discussion we decided to draw on our personal talents within the foundation subjects and use them to develop lesson plans and resources. I decided to opt for Design and Technology, as I find this subject interesting and feel that it has a wide scope for learning. The National Curriculum proclaims that, During Key Stage One  pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and could start to use ICT as part of their designing and making. (National Curriculum 1999) The main content area of the project. Integrated Learning is discussed and used with alternative phraseology such as Topic Based Work, Cross Curriculum and Creative Curriculum. In research, Integrated Learning studies are stated as Opportunities to enrich and enhance childrens learning and make connections across the curriculum (Rose 2009).Ofsteds grade descriptor of an outstanding curriculum states: The schools curriculum provides memorable experiences and rich opportunities for high-quality learning and wider personal development and wellbeing. The school may be at the forefront of successful, innovative curriculum design in some areas. A curriculum with overall breadth and balance provides pupils with their full entitlement and is customised to meet the changing needs of individuals and groups. (Rose 2009). The National Curriculum for Design Technology suggests that it provides opportunities to promote pupils spiritual, moral, social and cultural development. (National Curriculum 1999) There are highly tailored progra mmes for a wide range of pupils with different needs. Cross-curricular provision, including literacy, numeracy and ICT, is mainly outstanding and there is nothing less than good. As a result, all groups of pupils benefit from a highly coherent and relevant curriculum which promotes outstanding outcomes. (Rose 2009) The Qualifications and Curriculum Development Agency (2010) explains The new curriculum is based on what is already happening in many schools to bring learning to life, and the structure reflects what other successful countries are doing with their national curricula. (Qualifications and Curriculum Development Agency 2010). A quality curriculum should be broad and balanced a statement which was highlighted in the Education Reform Act 1988. Curriculum differs in each country, for example in New Zeland Te  Whariki  was developed by May and Carr to become the first national early childhood curriculum in New Zealand. This curriculum adopts a specifically socio-cultural perspective on learning that recognises the different social contexts in which children in New Zealand live and the social and interactive nature of learning. Carr and May (2000), discussed that the aim was the development of more complex and useful understanding, knowledge and skill attached to cultural and purposeful contexts. As discussed in Woods (2005) book Play, Learning and the Early Childhood Curriculum, the  Reggio approach,  from Italy, has developed a distinct pedagogy that places the emphasis on using multiple forms of expression and cross curricular links in learning to help children communicate their understanding and thinking, maintain their interest and explore to give value to activities. Practitioners see themselves as guides who are learning with the children and adopt a listening role that seeks to encourage thinking, negotiation and the exploration of difference, particularly in collaborative group work. Documenting the process of exploration as children work through a project is a key pedagogical activity which offers children a record of their process and progress through the project, and gives educators a detailed insight into childrens activities and learning. (Stephen, C. 2006).Reggio has developed the idea that children will develop their capacity to think, build and test theor ies through exploration and making links with prior knowledge and subjects. The Reggio approach believes that content knowledge is secondary to learning about how to learn, although specific contexts and bodies of knowledge may be the focus of the childrens investigations. Cross-curricular work offers a creative way to incorporate all strands of learning, developing the knowledge, skills and understanding of students while motivating them to learn through stimulating, wide-ranging and interconnected topics.(Wood 2005). It is particularly important to emphasise links between subjects to help children make sense of what they are learning. Cross curricular links are crucial to learning as learning depends on being able to make connections between prior knowledge and experiences and new information. Such connections help us make sense of our world and develop our capacity to learn. The human brain increases capacity by making connections with prior experiences which can be related to, therefore it is a crucial part of education to include experiences which the children can make their own connections. Within the curriculum the process of design may have wider applications in a future curriculum which will embrace features such as creativity on a more intens ive scale. Outdoor learning offers many opportunities for learners to deepen and contextualise their understanding within curriculum areas, and for linking learning across the curriculum in different contexts and at all levels. (Parkinson 2010) Research into this comes from the Primary Review which is a wide-ranging and independent enquiry into the condition and future of primary education in England. The review began in October 2006 and continued for two years, an interim report published in December 2007 on childrens learning emphasises the importance of thinking skills: Children think and reason largely in the same ways as adults, but they lack experience, and are still developing the ability to think about their own thinking and learning (meta-cognition). They need diverse experiences in the classroom to help them develop these skills. Learning in classrooms can be enhanced by developing meta-cognitive strategies. (Primary Review 2007) This development in the early years of children is important because of the large amount of brain growth that occurs in the first six years of life. It is vital that thinking skills are nurtured and developed in the early years to support more comprehensive learning when children are olde r. Teaching thinking skills to older children is a valid technique, however helping young children to develop these skills as they play is even more effective. From this it was also found that Cross Curricular Learning is a vital way to support childrens learning and will aid in progressing development in the classroom. Piagets theory is based on the idea that the developing child builds cognitive structures-in other words, mental maps, schemes, or networked concepts for understanding and responding to physical experiences within his or her environment. This can be reinforced by learning through Design and Technology in school which enables pupils to; appreciate the made world, the environments in which they live and work, the products they know about and use and the many communication systems that exist. (National Curriculum 1999) Making links between subjects also helps pupils to learn more effectively as it offers opportunities to apply skills and knowledge in meaningful and purposeful contexts. For example experiencing and describing processes in geography and science offer children relevant experiences and enhanced understanding. Strong links such as these can enhance learning in all subject areas as they help learners see the relevance, within a wider context, of the skills and knowledge they are acquiring in specific subjects. Since the cross-curricular nature of Design Technology needs to involve teachers working in collaboratively to ensure children have progression in their learning and development . This means creating and organising a structure for the management of Design Technology work and, for the effective organisation particularly in the planning and implementation stages which are crucial to its success. In relation to this concept, Palmer and Doyle discussed Education is not just learning kn owledge and skills, but the development of childrens learning capacity. Education is the development of thinking clearly and creatively, implementing their own plans and communicating their ideas to others in a variety of ways. (Sue Palmer and Galina Doyle, 2004) In support of this, making cross curricular links can help learners recognise how they are learning, such as was discovered in constructivist learning theory Constructivist Learning Theory promotes learner-centered study under the guidance of teachers.It has an important role in training students with the innovative capability and subject consciousness, while improving their qualities in human culture as well as in the ideological and ethical standards( TIAN Ye 2010). There are certain aspects of learning such as problem solving, reasoning, creative thinking that are used across the whole curriculum. During cross curricular work teachers can help learners recognise these underpinning skills and how they are used in differ ent contexts. The Design Technology National Curriculum demonstrates that, Opportunities for teaching and learning all these skills across the key stages can be identified when planning. Pupils can be encouraged to reflect on what and on how they learn, and how these skills can be applied to different subjects, different problems and real-life situations. (National Curriculum 1999) Recognition is an important step towards using such skills in a strategic, flexible and intentional way. Learning is enhanced by learners being aware of how thinking and learning occurs, which gives them increased control over their learning, however coherence must be taken into account to ensure lessons are taught with a meaningful outcome. Social constructivism is a variety of cognitive constructivism that stresses the nature of a broad range of learning. Vygotsky was a cognitive theorist, but rejected the assumption made by other cognitivists such as Piaget and Perry that it was possible to separate learning from its social context. He argued that all cognitive functions originate in, and must therefore be explained as products of, social interactions and that learning was not simply the incorporation and accommodation of new knowledge by learners; it was the process by which learners were integrated into a knowledge community. According to Vygotsky: Every function in the childs cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky 1978 p. 57) Vygotsky accepted Piagets claim that learners respond not to external stimuli but to their interpretation of those stimuli. However, he argued that cognitivists such as Piaget had overlooked the essentially social nature of language. As a result, he claimed they had failed to understand that learning is a collaborative process. Vygotsky distinguished between two developmental levels (Vygotsky 1978 p. 85) The level of potential development, the zone of proximal development is the level of development that the learner is capable of reaching under the guidance of teachers or in collaboration with peers. The learner is capable of solving problems and understanding material at this level that they are not capable of solving or understanding at their level of actual development. The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in coll aboration with others. Similarly in Literacy from the National Curriculum it is stated that children should; talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. (National Curriculum 1999) This valuable approach to learning can give pupils the option to choose their own questions, this gives ownership of control over work and increases commitment to it. The National Curriculum only gives teachers a small amount of flexibility in the way they plan to teach literacy as the structure of literacy hour itself is tightly defined. (Hayes 2004) Using an integrated approach to teaching and learning allows the teaching to be incorporated into a fun and different pedagogy and therefore allows the learning to become less structured, rigid and formal. Teaching Design Technology can be seen to require a cross-curricular and team approac h and ultimately a whole school approach. It has added implications for resourcing, for timetable changes and for different teaching and learning styles and strategies. (Sebba 2007) An activity using the collaborative learning theory, may include going on a treasure hunt and generally being outdoors and undertaking something different and new, which increases enjoyment and variety, thus having potential to enhance teacher-pupil relationships. Child centred teaching approaches, based on interpretations of Piagets work, were adopted with commitment by teachers in the late 1960s and 70s. Great imagination and care were put into providing varied and stimulating classroom environments from which children could derive challenging experiences.( Pollard 2008) This relates also to the Researching Effective Pedagogy in the Early Years (REPEY 2002) One of the key findings of this report concerns the development of thinking skills: it has been found that good outcomes for children were found to be linked to adult-child interactions that included sustained shared thinking and open-ended questioning to extend childrens thinking. Including adult modelling is often combined wit h sustained periods of shared thinking. Developing childrens own ideas and investigation activities often provided the best opportunities for adults to extend childrens thinking. In support of this in the research for The Effective Provision of Pre-School Education Project (EPPE project) sustained shared thinking is identified as one of the key features of high-quality provision, and is described as: Where two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity or extend a narrative. Both parties must contribute to the thinking and it must develop and extend their understanding. (EPPE project 2003) The research found that the most effective settings encourage sustained shared thinking, which was most likely to occur when children were interacting one on one with an adult or with a single peer partner. Excellence and Enjoyment which can be developed through varying ways of learning, is a key factor within cross curricular and outdoor learning. Within these factors is the enquiry cycle however, it is vital that the enquiry is structured. This means that children at all levels of development can work in mixed groups to achieve their full potential. The Excellence and Enjoyment Document from the Department of Children Schools and Families (DSCF) claims that education is a critical stage in childrens development it shapes them for life. As well as giving them the essential tools for learning, primary education is about children experiencing the joy discovery, solving problems, being creative in writing, art, music, developing their self-confidence as learners and maturing socially and emotionally.(DCSF 2003) Outdoor experiences reinforce learning in the classroom by providing an environment to test out ideas and hypotheses and allowing pupils to extend their understanding of the real world. The social, economic, physical, cultural and mental environment in which we live seems to have a powerful effect on how we develop intellectually and physically (Barnes 2007) Education is more than the acquisition of knowledge it is improving young peoples understanding, skills, values and personal development which in turn can significantly enhance learning and achievement. Learning outdoors provides a framework for learning that uses surroundings and communities outside the classroom. This enables the pupils to develop communication skills and self confidence and allows them to construct their own learning and live successfully in the world that surrounds them. The Outward Bound Document (2012) hypothesised that outdoor experiences improve academic achievement as pupils are free to learn openly and outdoor learning can introduce children to a widening range of environments. The fact of the environment so clearly affects the brain development of other mammals might lead us to examine closely the relationship between the environments our children work in and their mental, physical and spiritual development(Barnes 2007). Overall learning outdoors provides challenges and the opportunity to take acceptable levels of risk. Giving young people responsibility for achieving these outcomes helps them to learn from their successes and failures. (Outdoors Manifesto 2006) The National Advisory Committee on Creative and Cultural Education (NACCCE) report inferred that creativity in education and learning should include, imaginative activity fashioned so as to produce outcomes that are both original and of value (Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. 2007). The report includes that creativity should be more incorporated in the national curriculum, however creativity is not just related to the creative arts, music, art and dance it is about different ways of thinking. Creativity is about exploring different ways of doing things, such as asking what if..? questions and then looking for the answers. Being creative helps us to adapt and respond to a rapidly changing world. We dont know the challenges that the children we work with will grow up to face, but we do know that for them to meet these challenges they will need to be creative and imaginative. (Department for Education 2005) Children gain knowledge and develop with different learning styles, visual, auditory and kinesthetic, the outdoors environment reinforces this. Barnes argued that there are other important factors influencing creative development the teachers personal qualities the ethos of the school and the particular pedagogical style all impact on the learning of the child. (Barnes 2007). Creativity is about allowing individuals to follow their interests so that they become lost in a task or an idea. In relation to our group project the children could be encouraged to ask questions, collect materials to use within the class room and from this incorporating the findings into a scrapbook. Within the class room investigation this has a strong link with Design Technology and could include collages, paintings, designing, drama and other ways of developing their creative skills. The Excellence and Enjoyment Document supports this theory as Teachers found that when they actively planned for and responde d to pupils creative ideas and actions, pupils became more curious to discover things for themselves, were open to new ideas and keen to explore those ideas with the teacher and others. Promoting creativity is a powerful way of engaging pupils with their learning. (Department for Schools Children and Families 2003) Ofsted released documents in both 2004 and 2011 which concluded that many educational establishments recognised the importance of outdoors learning. Experience of the outdoors and wilderness has the potential to confer a multitude of benefits on young peoples physical development, emotional and mental health and well being and societal development. (OFSTED 2004 pg17) It is commonly known that children enjoy being outside and exploring new experiences, à ¢Ã¢â€š ¬Ã‚ ¦the outdoor environment can be more than a place to burn off steam, with more educators and architects and designers embracing the ideas that outdoor play space provides chances for the highest level of development and learning. When used best, it can be a place for investigation, exploration and social interaction. (Child Care and Resource Unit, 2008). The Early Years Foundation Stage (2012) (EYFS) has also stated that young children need adults around them to value and enjoy the outdoors themselves in order to feel safe and secure, and this means there is a need for higher staff to child ratio allowing all children to receive the same support. In support of this it has been stated by Dillon et al (2006) that the fear and concern about  health  and  safety is a main issue about using outdoor provisions freely and meeting school curriculum requirements and the time used meeting these targets. Dillion also stated that the amount of time used for outdoor learning were affected by the shortages of time, resources and support and the wider changes within and beyond the education sector, affecting teachers and pupils experiences of outdoor learning. Moyles discusses the issues of how teachers view outdoor learning; the article researched into outdoor learning and it was suggested that Integrating indoor and outdoor teaching and learning experiences is less well developed. Outdoor experiences are somewhat problematic for some settings which have only very restricted or no outdoor facilities. The most effective practitioners are able to develop creative ways of ensuring field trips to local parks and playgrounds (Moyles et al 2002 pg140) Ideally both environments should the available simultaneously to the children through a seamless transition space and the children should be able to choose between indoor and outdoor spaces in free flow provision, which in turn allows children to make their own decisions building self development skills. This practise can also be used in relation to the curriculum and particularly Design Technology, as the variety of materials that can be collected and use differ greatly when looking at indoor and outdoor resources. The use of interactive communication technology can support all subjects, however with Design Technology and the outdoors it can be part of the planned approach to outdoor learning and can add value to the outcomes for children and young people. Experiences  recorded digitally, for example, can be  taken back into the classroom and used to reinforce and further expand on the experience itself. The EYFS states Outdoor learning complements indoor learning and is equally important. Play and learning that flow seamlessly between indoors and outdoors enable children to make the most of the resources and materials available to them and develop their ideas without unnecessary interruption. (EYFS Effective Practice: Outdoor Learning 2007) The outdoor environment usually offers more freedom and space to move, allowing development of gross motor skills. This is vital for young children to develop their coordination, build muscle mass and experiment with moving their bo dies. Research has shown that encouraging children to play outside may be a key way of increasing their levels of physical activity (Burdette, et. al., 2005). Gross motor skills can be developed better in the outdoors where there is space for children to move around as discussed by Parsons in his article, Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design (2011). Conclusion Overall from the literature I have read and discussed in relation to the outdoors, integrated learning and Design Technology, it can be seen that both cross curricular and outdoor learning have positive and negative aspects in childrens education, including safety precautions and child development. The outdoors can be seen to offer a perfect companion to provision indoors, used in addition to the outdoor environment as it enhances and extends what we are able to give children inside on the contrary it can be argued many settings do not get the opportunities to use the outdoors space appropriately (OFSTED 2004). Conversely I believe that even without adequate outdoor provision children can be taken outside the setting on walks and trips supported by EYFS (2012) Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis.(DFES 2012) In summary children require a range of teaching techniques to ensure that they develop correct ways of thinking through problems and generally prepare them for the rest of their educational life. As can be seen the use of cross-curricular teaching and outdoor learning is a very useful way of promoting learning. By incorporating a topic which motivates and inspires the children (habitats and materials) into the childrens learning it allows them to make mental cognitive links and allows the children to develop problem solving, and also to develop the ability to make links between curricular subjects such as history, science, art, design and technology, literacy and geography. Promoting creativity in learning provides a new dimension to the curriculum by exciting the children about a subject, which then goes on to develop strong links with the child and the possibilities of learning. Overall the links between cross-curricular activities, linked with local area studies and finally incorp orating creative learning, all go to aid in improving the development of key techniques which a child needs for later life. In thinking about outdoor provision, the central idea that we must hold in our minds is that the outdoors is different to indoors, these differences are what make it special and important. As a professional I need to be clear about how the outdoors differs from the indoors, why children benefit from being outside and how the outdoors affects the ways in which young children learn. This thinking then gives us the key for what to provide and how to plan for the outdoor provision. The special nature of the outdoors fits the ways young children want to be, behave, learn and develop in so many ways. From creating both research and the resource file as a group, I have developed an in-depth understanding of teamwork and the importance of working collaboratively drawing on my own skills and those of others. I have a firm understanding that I need a breadth of subject knowledge to make coherent links between subjects. In reflection from the Outdoor Learning Day and the resource file I have recognised as a practitioner the importance of getting to know the strengths of the team I would be working with and therefore being able to discuss and support each other. As I learnt from the Outdoor Learning Day an issue that was challenging was that of having a whole school doing a similar activity with a wide age range and ability levels. In conclusion to this assignment I believe that integrated learning in the early primary curriculum both indoor and outdoor environments should complement each other. As a teacher I should make valid links between topics and use a wide variety of teaching techniques to enable children to meet all childrens needs helping them to develop and make progress at their own individual level. References Barnes, J. (2007) Cross-Curricular Learning 3-14. SBN-13:  978-0857020680  | Edition:  Second Edition Burdette, H., L., Witaker, R., C., (2005) Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation and affect, American Medical Association, www.archpediatrics.com Cambridge Primary Review (2007) Children in primary schools: research on development, learning, diversity and educational needs Carr M. May H. (2000). Te Whariki: Curriculum voices. In H. Penn (Ed.) Early Childhood Services: theory, policy and practice. Buckingham: Open University Press. Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. (2007). Developing creative learning through possibility thinking with children aged 3-7. In: Craft,

T.S. Eliots The Love Song of J.Alfred Prufrock Essay -- Eliot Love So

T.S. Eliot's The Love Song of J.Alfred Prufrock Works Cited Not Included The Love Song of J. Alfred Prufrock, a poem by T.S. Eliot, provides an abundant source of material for applying Freudian analysis.[1] Specifically, it is the character Prufrock who supplies this rich source. Although many Freudian themes could have been addressed in relation to Prufrock, in this paper it will be narrowed to the prevalent themes of ambivalence and cultural frustration found in Freudπs work and the contributing role the super-ego plays in their occurrence. In fact, Prufrock exemplifies ambivalence and its necessary conditions so well that Freud himself would have probably labeled him a neurotic. Before applying Freudian analysis to Prufrock, it is important to address one issue that will have an immediate effect on the interpretation of the poem. It stems from the following translated passage found in Danteπs Inferno that appears right before the body of the poem. The passage is spoken by a person within the eighth chasm of hell.[2] If I believed that my answer would be To someone who would ever return to earth, This flame would move no more, But because no one from this gulf Has ever returned alive, if what I hear is true, I can reply with no fear of infamy. (Eliot, 3) Although this passage may suggest that Prufrock is speaking to someone who he can trust, his character would suggest otherwise. Prufrock is far too consciously anxious when it comes to what people think of him. This can be displayed by his enduring indecisiveness found in the many questions he asks throughout the poem, such as, ≥Do I dare / Disturb the universe?≤ (45-46) and ≥S... ...y. The issue of sexual repression, an example being when he asks "Do I dare to eat a peach?" (125), could easily be another thematic focus. Also, one could focus on the dream-like structure of the poem, and how the issues of manifest and latent content come into play. Of course, as alluded to, repression (not just the sexual kind) is extremely prevalent throughout the poem, and would thus provide an excellent case study for Freudian analysis. However, it was interesting to address the issues of ambivalence and cultural frustration because when applying these to the poem Prufrock's character began to make more sense. There was an explanation provided for his previously inexplicable behavior. Also, there was a vivid example of Freudian theory at work. In this sense, the coupling of Freudian theory and this poem, made both even more comprehensible and enriching. T.S. Eliot's The Love Song of J.Alfred Prufrock Essay -- Eliot Love So T.S. Eliot's The Love Song of J.Alfred Prufrock Works Cited Not Included The Love Song of J. Alfred Prufrock, a poem by T.S. Eliot, provides an abundant source of material for applying Freudian analysis.[1] Specifically, it is the character Prufrock who supplies this rich source. Although many Freudian themes could have been addressed in relation to Prufrock, in this paper it will be narrowed to the prevalent themes of ambivalence and cultural frustration found in Freudπs work and the contributing role the super-ego plays in their occurrence. In fact, Prufrock exemplifies ambivalence and its necessary conditions so well that Freud himself would have probably labeled him a neurotic. Before applying Freudian analysis to Prufrock, it is important to address one issue that will have an immediate effect on the interpretation of the poem. It stems from the following translated passage found in Danteπs Inferno that appears right before the body of the poem. The passage is spoken by a person within the eighth chasm of hell.[2] If I believed that my answer would be To someone who would ever return to earth, This flame would move no more, But because no one from this gulf Has ever returned alive, if what I hear is true, I can reply with no fear of infamy. (Eliot, 3) Although this passage may suggest that Prufrock is speaking to someone who he can trust, his character would suggest otherwise. Prufrock is far too consciously anxious when it comes to what people think of him. This can be displayed by his enduring indecisiveness found in the many questions he asks throughout the poem, such as, ≥Do I dare / Disturb the universe?≤ (45-46) and ≥S... ...y. The issue of sexual repression, an example being when he asks "Do I dare to eat a peach?" (125), could easily be another thematic focus. Also, one could focus on the dream-like structure of the poem, and how the issues of manifest and latent content come into play. Of course, as alluded to, repression (not just the sexual kind) is extremely prevalent throughout the poem, and would thus provide an excellent case study for Freudian analysis. However, it was interesting to address the issues of ambivalence and cultural frustration because when applying these to the poem Prufrock's character began to make more sense. There was an explanation provided for his previously inexplicable behavior. Also, there was a vivid example of Freudian theory at work. In this sense, the coupling of Freudian theory and this poem, made both even more comprehensible and enriching.

Consumer Buying Behaviour Towards Branded Milk Essay

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A Doll’s House – Henrik Ibsen

A Doll's House, by Henrik Ibsen, is a well written play portraying women's struggle for independence and security in the nineteenth century. The drama revolves around Nora, a traditional housewife, who struggles to find a way to save her husband's life while battling society's norms. Her decision to forge a check to help her husband, Torvald, went against the patriarchical laws of that time: her plan was to borrow money and save her ill husband's life. Krogstad, the antagonist, discovers her deceit and threatens to expose her lies. As a result, the protagonist is torn between telling the truth to her husband or attempting to cover it up to save her marriage. In the following analysis, I'll discuss Torvald and Nora's relationship and Torvald's general view of women. In addition, I will evaluate his attraction to Nora, focusing on his attitude on treating like a doll, or a child. Lastly, I'll discuss how and why Torvald spoils Nora by giving her what she wants. Torvald and Nora's relationship appears to be more of a father-daughter relationship rather than a traditional husband-wife relationship. He spoils her, and further, finds reason to rain affection on her: â€Å"He goes up to her and takes her playfully by the ear. † Torvald views the effeminate, dainty Nora as a child, and refuses to take her seriously. His view was very much like male dominant view of women in that era: women were innocent, naiive, little â€Å"skylarks† and â€Å"squirrels† who were helpless and vulnerable. Torvald also believes the measure of a women is her man and he reinforces that view when he toys with Nora, â€Å"There you are. Gives her money] Do you think I don't know what a lot is wanted for housekeeping at Christmas-time? † This example illustrates his control over Nora. Despite her asking for money, Torvald playfully lectures her, but ultimately hands her the money and fulfills her desires. His playfulness is another facet of the dominant male symbol, playing games with a women's mind to prove his manly independence. There are other instances where Torvald reinf orces the patriarchical view of European society. For example, when Nora and Torvald were discussing money and loans, Nora mentions that she wouldn't bother with people who lend her money. Torvald replies, â€Å"That is like a woman! † His statement is key to understanding their relationship. Nora reinforces the husband-daughter paradigm by playing the role of a naiive wife, which Torvald easily falls for. And when Nora brings up Krogstad, Torvald is even more surprised by her comments: â€Å"Nora, Nora, and you would be a party to that sort of thing? And to tell me a lie into the bargain? Torvald believes that Nora should be under his influence; thus, a dominant male's influence. His idealistic view of women reinforces his manly independence persona towards Nora and proves that he is of touch with play's reality. He also states his opinions about the upbringing of â€Å"morally corrupted† people. Torvald lays the blame on their mothers saying, â€Å"Almost everyone who has gone to the bad early in life has had a dec eitful mother. † Torvald is close minded and believes strongly that morally corrupt is due to mistakes of a female's (mother's) upbringing. Simultaneously, Torvald is attracted to Nora, because she gives him all the credit and feeds his ego. He strongly believes that without him, she would not be able to live her life. When Nora asks Torvald to go to the fancy-dress ball, he replies,† Aha! So my obstinate little woman is obliged to get someone to come to her rescue? â€Å". Torvald enjoys being her hero, which reinforces his manly independence. Time and again, he is there to ‘save' her. To be clear, Nora does not stop Torvald possessiveness over her, explaining â€Å"Torvald is so absurdly fond of me that he wants me absolutely to himself. Nora is an object he owns and controls, while Nora continues to take her role as damsel-in-distress. Nora plays perfectly the role of a young doll in a play house. Torvald treats her like a child, which allows her to exploit him. She continually manipulates him for her desires. When Nora, â€Å"[Smiling quietly and happily] You haven't any idea how many expenses we skyla rks and squirrels have, Torvald. † Whether its societal pressure or her own views, Nora allows herself to be treated like a child and allows her husband to feel as if he's in control of their elationship. She admits that she acts the way she is, because she thinks of, â€Å"How painful and humiliating for Torvald, with his manly independence; to know that he owed me anything! It would upset our mutual relationship†. Its ironic to realize that their entire relationship is based on lies. Torvald's main priority is to thrust his manly independence and power over Nora, as both play the part of actors in society's drama. Torvald challenges Nora's attitude and character in the hope of having her fit his idealistic view of women. Torvald wants an out-of-touch-with-reality Nora in his life. As Nora explains, â€Å"Torvald can't bear to see dress making going on. † Torvald does not want to see Nora as an independent and rebellious woman. Her true self is quite different to what she portrays, yet she continuously plays this character that Torvald will agree with. Torvald later forgives Nora for bringing up the topic of Krogstad employment: â€Å"because it is such eloquent witness to your great love for me. † This clearly shows that their relationship is ruled by the more powerful character. Torvald wants Nora to be this weak and submissive woman by spoiling her so that he ends up reinforcing his manly independence. He even says,†I am man enough to take everything upon myself. † He is taking credit from their relationship, and doesn't give Nora any credit, because she's a woman. She is only there to compliment him and feed his ego. However, Torvald is concerned when he sees Nora all worn out, â€Å"But dear Nora, you look so worn out. Have you been practicing too much? † Here, Torvald thinks that Nora's worn out, because of practicing the tambourine. The truth is that Nora is worn out because of practicing her character to suit Torvald's life and attempting to save her marriage. Ibsen's A Doll House proves to be a critique of the traditional roles of men and women in 19th Century marriage. Nora treated by her father as a doll-like child, continues to be treated by her husband in the same way. This is how we begin to understand how Torvald spoils Nora as an act of reinforcement of his manly independence rather than an act of love.

Tips for Writing Dialogue

Tips for Writing Dialogue Skillfully written dialogue will grab readers and pull them right into a story. The trick is to make it sound realistic. There are many tips for writing dialogue but everyone will find that they have their own special spin to put on this. After all, everyone has his or her own style of voice when speaking, likewise when in writing. However, there are some basic tips for writing dialogue to keep in mind next time you’re writing a story. One of the best tips for writing dialogue is to use it as a way of defining your characters. This builds a much more realistic image of your characters in the reader’s minds when they can actually â€Å"hear† how they speak. Some people are short and succinct in their speaking while others love to use eloquent and flowery words. Still others may speak with a heavy foreign accent or a very southern drawl. If you can convey this in your dialogue, naturally, then you’ll have the readers hooked. Some of the tips for writing dialogue are to make sure the dialogue is believable. The reader has to actually feel as if these characters could really be speaking. This has to be one of the most important tips for writing dialogue that you’ll need to remember. It needs to imitate what one would normally hear in the speech patterns that are all around us every day. Think about how much quicker a book will pull you along when you are reading a dialogue between the characters. It creates action and speeds up the storyline. Some of the best tips for writing dialogue include thinking of how best to hook the reader. Use action words in their speech towards each other. Make it exciting so that the reader wants to keep reading. Readers don’t really want to hear the characters saying â€Å"Ok, I’m going to the grocery store now.† Dialogue needs to be exciting, action packed or perhaps even funny. Show the reader what’s happening through dialogue rather than using boring narration. Have the characters talk about where they are going, what they are feeling, seeing or thinking through dialogue. This is one of the best tips for writing dialogue that you can keep in mind. By doing this you’re letting the reader form the pictures in their minds while being entertained. The readers enjoy figuring things out. By reading good dialogue, they can. This is much more entertaining for the reader than having everything described to them in narrative style. Use dialogue to describe previous events instead of relying on flashbacks or other cliche writing tools. This shows the readers what happened in the past that led the character to this point in the story without getting into boring narrative detail. By doing so, this accomplishes two things; first is that the readers can hear about the past event the way the character sees it and second, one gets a feel of how the character feels about what’s happened in the past. More good tips for writing dialogue would be being able to use dialogue in such a way to build tension in the plot. By using certain words and inflections, the tempo of the story line can be increased in a dramatic way. Use these tips for writing dialogue to create a great story that flows and ebbs with emotion and action. The reader needs to be able to completely lose themselves in the dialogue between characters. If one can accomplish this then you’ve grasped the important tips for writing dialogue in such a way that you have what it takes to be a successful writer.

Workplace Health Safety

Workplace Health Safety Introduction The purpose of this paper is to examine the ethical dilemmas of business in the area of workplace health and safety. In order to do so, this report concentrates on workplace environment of the United Arab Emirates, and compares the position of the workplace health and safety issues of this region with European countries, Asian countries like China, India, and Malaysia, and other GCC countries.Advertising We will write a custom term paper sample on Workplace Health Safety specifically for you for only $16.05 $11/page Learn More In addition, this paper focuses on the theoretical framework of the ethical dilemmas of the employers about workplace environment, and the activities of Occupational Safety and Health Administration (OSHA). Literature review on ethical dilemmas in the area of workplace health safety Workplace ethics and dilemmas Strasheim (2010) has defined workplace ethics as a corporate agenda that has required to representing constitu tional values such as human dignity. Alternatively, workplace ethics is a framework or road map for ensuring both employee and product/service efficiency. In the area of HRM,[1] ethics has reflected through the scope of equal opportunity, code of conduct, health and hygiene, both direct and fringe benefits, performance appraisal and so on. In simpler form, workplace ethics has referred appropriate compliance practice by HR department of an organization. From the viewpoint of professionalism, ethics within the workplace has assign to execute organizational behavior derived from social norms and values, awareness of moral duties, responsibilities, and sense to diversify right or wrong where trade-off between ER[2] and IR has supervised by the labor union of an organization. Any violence of ethical issues would generate ethical dilemmas during daily work life. Following are the major and common five types of workplace dilemmas that is consistent with this paper to analyze the workplace health and safety issues are as -Human resource management attributes (2) Employee health and safety concern (3) Conflicts of interest (4) Consumer’s loyalty and (5) Utilization of the corporate or business resources (Gan, 2010). Ethical dilemmas in workplace Andrews (2007) identified the ethical business dilemmas those the employees possibly will encounter at job is as and the employer have no interest to comply that the employee has the rights to avoid any pressure that forcefully adopted on him and in case of such pressure the employee would be tempted to violate conscience. Snapshot of ethical dilemmas in workplace has accounted where other than health and safety issues supplementary influences have taken place belonging towards unofficial aspects has significantly enlarged costs of the organization and in this case, most of the time more than one staff has involved magnifying company has cost burden.Advertising Looking for term paper on business economics? Let' s see if we can help you! Get your first paper with 15% OFF Learn More False statement is another violence of company law as well as workplace ethics though which an organization can lose their valued consumers and hence current market position connecting the creation of fake company images has fabricated intra-official conflicts as well as long-term market loss. Therefore, employees have to be taken in mind that technically true impression of an organization could be treated as fake advertisement. The Influence to buy as well as involved into a conflict of common specified interest have greatly influenced consumers’ choice and hence company’s market image. Consequently, official ethics dilemmas have spread out like a disease during entire atmosphere of an organization. Divulging information about new product or service has raised question about the hygiene and safety of that product. From viewpoint of workplace dilemma, hiding information about harmful ness of a product has directly violent ethical act. The practice of taking unfair advantages would hamper health and safety regulations of government as well as consumers have misguided to take harmful products and arrange events outside the organization have significantly enlarged company’s social networks, but at the same time, it has a threat to increase individual decadence/corruption tendency as well as drug and alcohol incidents. Several ethical issues[3] have destroyed company reputation as well as both individual and group perpetuation while the MNCs[4] in the international market have frequently involved in ethical misconducts[5], which is another major reason to abuse company image and OHS Act 1970. To support condone immoral tasks during teamwork of an organization would create a wrong outcome during turmoil situation that balance the ethical issues and such business operation will generate ethical dilemmas. OSHA[6] profile: Entire workforce of an organization has right to get healthy working atmosphere where supervisors of the organization have to be committed on safety rationale. In order to fulfill safe working attributes OSHA has created and has a vision to ensure workplace health and safety[7]. According to OSHA, it has prohibited to force any employee to do unethical or illegitimate job. Additionally, it has also prohibited carrying out an employee in an unhealthy, unsafe, and unhygienic working place. To prevent these working dilemmas OSHA has appointed around 2100 inspectors[8] to provide necessary proactive support for both of the employer and employee. As described by OSHA, in the USA they have more than 200 support center for the business area of mining, construction sites, transportation, public organization’s employees, small and medium business organization. SST[9], LEPs[10], NEPs[11] and EEP[12] are the major device of the OSHA where diverse professionals[13] from both public and private have consult to resolve workplace dilemmas. Organizations those have frequently contravene OSH Act has lawfully treated by the EEP device. (Gan 2010)Advertising We will write a custom term paper sample on Workplace Health Safety specifically for you for only $16.05 $11/page Learn More For more clarification, fundamental issues of workplace ethics has listed in following table and antagonism of these aspects has cause of daily workplace dilemmas as well as unhealthy and unsafe working atmosphere (Baeyer, 1999). Table 2: Fundamental issues of workplace ethics Source: Baeyer (1999) OHSA[14] Act 1970 OSHA Act 1970 had introduced and administered by the United States Labor Department with the aim of assuring safe and healthy working atmosphere for the entire HR of an organization. Every employer who has occupied through trade as well as also involved in agriculture OSHA Acts can be applied. However, following are three major areas where OSHA has not been applicable and for illumination, major HR health and safety policies have included in the subsequent part. The area where the legislation may not be applied are as- self-employed or freelancers, firms constructed by the employer’s family members and workplaces protected and controlled by the Federal agencies as well as consistent with Federal constitutions, but in absent in absent of appropriate health and safety concern OSHA principles might be applied in this case (Erven Barrett, 1987). HR policies in the area of workplace health safety Role of HR policies have a significant influence on reducing workplace ethical dilemmas. Following are the most suitable facts to be behaving ethically and keep apart from erroneous functions while the salary and wages structure have to be in proportion to the duties and responsibilities of an employee.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Disciplinary offence should be enquired fairly; consequently, penalty would be fair for an employee while the employees leave for illness or disability have to enquire fairly to proper compensate the labor and his family. In case of labor dispute, an HR representative should not be call as a key witness in Court and recruitment policies have to be enquiring confidential health issues[15] of an employee for fair recruitment. Meanwhile the company has committed to appoint a medical practitioner for regular examination of intoxication during working atmosphere where an organization has to supply of pure water at proper atmosphere, sufficient number of toilets[16] and hand washing equipment during working hours. Subsequently apart from workplace intoxication HR manager should have a doctor 24/7 working hour for injured labor as well as other fitness difficulties, all of the HR tasks have to be consistent with sound commercial and labor Act and annual performance appraisal has to be exec uted (Strasheim 2010). Workplace health and safety in the United Arab Emirates Over the Middle East, UAE is one of the most developed countries and their one of chief occupational source is construction business. Considering this point, in practice construction labors of the UAE have suffered a great threat of site accidents. This part of the paper has focused on current scenario of UAE workplace health safety highlighting construction sites. Most of the UAE construction firms have tried hard and sole to undertake adequate initiatives to save their valuable life, reduce and control of accidental costs moreover, have tried to reduce time between accident and restart of the project and OSHA fines. This part has analyzed a comprehensive safety program during construction. However, the alarming news is that in most of the construction accident cases companies have ignored to keep accident records. UAE has developed their Federal Labor Law during 1980 and make efficient in practice this Law has needed several amendments. The Labor Law No.8 has clear vision during workplace health and safety; here also have regulation for the worker, code of conduct and regulation after injure, wages and salary, treatment for the women employees, leave, penalties, layoff, separation, working hours, meals, overtime framework, and relevant accessories have described. About accident during construction has analyzed (including both proactive and reactive issues) in the Section-5 of the Labor Law. More specifically, these sections have declared that employer of a construction industry has to ensure following attributes (Al-Kabbi, 2001) The employers have strictly prohibited recruiting sick labors and should concern on to protect their labors from injury as well as occupational diseases where the supply of pure drinking water and toilet utilizes in the construction site and must contain 24/7 hours fire protection equipment as well as proper ventilation[17] and lighting accessories There should have an appointed medical practitioner on fixed term basis to check up labors every six months to confirm whether they have suffered from occupational diseases where in the job alcohol drinking is strictly prohibited. This rule has ordered employees to maintain proper safety precautions before start working and a clear account of employee disability or on job death where regular inspection of duties stand on responsibilities as well as training attributes. Workplace Environment Safety Yes No Safe electrical connection 84.70% 15.30% Warning signs next to machinery 39.80% 60.2% Special attention to electrical connection 81.60% 18.40% Regular examination on cranes and other equipment 61.70% 28.30% Covering hazards with protective covers 78.30% 21.70% Workplace Environment Safety Yes No Appropriate clothes 60.40% 39.60% First aid kit provision 75.90% 24.10% Sufficient number of fire extinguisher 70.60% 27.40% Trained employees on using fire extinguishe r 62.90% 37.10% Provide and maintain PPE 57.30% 42.70% Table 1: Workplace safety and proactive equipment Source: Self generated Al-Kabbi (2001, p.52-53) Ethical issues Other than construction sector UAE has also involved in oil and petroleum supply. In doing so oil companies of UAE have required to concern on both working atmosphere and environmental aspects like air, water, and sound. Considering geographical view UAE is a creation of seven emirates from this view workplace ethical issues in UAE has required to include common community issues[18], physical[19] and environmental dynamics[20], educational capacity[21], legislation framework[22], international trade-offs[23], gap between needs and demand[24], environmental threats[25] (WHO, 2007). Ethical dilemmas in UAE HRW[26] has published a comprising report between UAE and other countries where ethical issues as well as current human rights scenario[27] of UAE have analyzed. In the area of labor issues/workplace atmosphere, recent global economic turmoil has significantly influenced UAE and here radically unpaid vacation have increased for which UAE government has harshly criticized by domestic organizations. During May 2009, HRW in UAE has focused following issues (Buttle, 2010). Firstly, UAE regulations of visa sponsorship have constrained labour movements Secondly, there have no legal provision of collective bargaining and that limitation has impeded the labor right to strike during injustice Thirdly, in case of worker/employee recruitment, there have no legal boundaries for the recruitment agencies and hence they have unlawfully charged fees from the employees and enjoyed criminally advantages fully in absent of law. Finally, another criticizing factor of the government is that they have scope to take legal application to punish labors to strike against employers. Whilst this report has published, Government of the UAE has faced extreme disappointment as well as criticism. However, consequence of t his UAE government has not yet either urged apology or taken adequate legal initiatives to prevent these dilemmas. Moreover, the UAE Ministry of Foreign Affairs has denoted this report as unbalanced and factually untrue. Additionally, this report has claimed that violation human right in UAE was not occurred through 2009, but it has happening for the last several years. In response to the report, UAE government has claimed that HRW have denied to endorsing minor and disable people inconsistent with the UN protocol where three new Federal HRW institutes[28] have proposed to launch in Dubai in order to make shelter for helpless women as well as children. Inn accordance with the UAE Federal provision, HRW has argued that this initiative has diffidently noble, but there have no clear direction about employee wages and salary scheme. There abundant scope for the migrant labor/employees in UAE and recent report by the HRW has significantly weakened UAE’s labour market globally thou gh high profile Federal initiatives. Finally, HRW has kept question on the transparency and accountability of UAE government. Considering all of these facts, overall response of UAE government was quite upsetting since they have left a careless speech as nothing could be absolute perfect and that might be a county’s workplace ethical issues profile†¦! Comparison of ethical dilemmas in workplace between UAE GCC Countries After learning about the current workplace ethical circumstances in UAE this part has presented a comparative, scrutinize on GCC[29]. Before a brief account of ethical issues about workplace health and safety, it is necessary to introduce GCC background. During 1981, in Saudi Arabia GCC was formed together with six members[30] to strengthen economical resources[31] of the Arabian countries in Middle East. GCC workplace health and safety scenario Common attributes of the GCC have sequentially pointed below- Firstly, all of the GCC members have adequate wo rkplace rules, regulation, and legislation in accordance with OSHA Act 1970. Among these, a number of Laws have illustrated briefly as well as have clear direction during practice and few have not. However, the similarity of the legislation procedure among GCC members is that there has sufficient scope to amendment to reach a merged form. Secondly, during trial of any immoral fact, amendment/review of the available legislation of OHS has required greater compliance. Moreover, it has enough tough for the legislation authority to proper solution and reach in the right conclusion. This circumstance has mostly faced in Kuwait among other GCC countries; Thirdly, during obligatory application of the current labor Act, it has still confused that to what extent the labor market of the GCC members would be benefited for any injury as well as injustice. Additionally, there has not also clear direction on labor injury, leave, and health benefits scheme. Finally, Common limitations of the GCC m embers have a tendency hamper to facilitate OHS benefits to the injured labors at root to upper level of an origination Consequence of the above scenario in GCC members, they have major legislation obstacles inconsistent with OHS, such as, GCC members have insufficient resources to enable legislation affairs towards the common labors, surprisingly scarcity of moral standards/principles, scarcity of expertise lawyers to handle labor injury cases, and poor coordination between injurer and employers. Labors have not yet enough concern on their individual rights at all types of organization, poor government initiatives to develop workforce, uneducated person, lack of coordination along with absent of accountability on OSH, restriction on reporting on job injury, occupational diseases as well as morality standards, imperfect policies are the main problems in this region. GCC OHS committee and evaluation forces At the first week of April 2008, GCC members have arranged a meeting in Kuwait to construct proper solution to resolve occupational accident and better workplace aids. Consequence of this meeting following are the two OHS evaluation factors. Firstly, members of the GCC individually should have a specific legislation solution during occupational accidents as well as labor health and safety. Secondly, regular inspection and performance evaluation has also been actively executed to be continued workplace ethical attributes, health, and safety. Additionally, should have scope of regular amendment. Figure 1: Proposed GCC occupational health services Source: Al-Shatti (2008, p.33) Compare the position between UAE Western Countries Workplace atmosphere in Western countries Study of the comparative workplace atmosphere between UAE and western countries[32] have evaluated several significant fundamental diverse attributes[33] in the area of workplace health and safety. Western countries have primarily focused on competitive employment. Under this comparison, western countries have a clear illustrated outline on workers mental health and it has obligatory to define various attributes of workplace mental health issues. However, there have significant differences among five countries labor market structure as well as labor market needs and demand during occupation. For example, due to global economic downturn both the UK and the USA has suffered from high unemployment ratio though over the Europe unemployment is a crucial dilemma. On the other hand, during occupation labor union structure has also primary difference among these five countries. Common factor of the five western countries have focused that over the past decade workplace mental diseases/stress has severely increased because of open global economy, tight competitive market, threat of recession and increasing living costs. Other than Germany and Finland, rest of three countries workplace health problem have recently reached at alarming stage and it has around 20%. In addition, 50%-emp loyed people of Finland have now suffered occupational diseases[34]. To overcome such dilemma, Poland and Germany have begun to study on identifying workplace dilemmas as well as reduce unemployment ratios. Currently, the UK and the USA have also under processed to examine workplace health and safety dilemmas. In this inspection, it has appraised that 40% US employees have suffered from workplace health and safety dilemmas. Finally, common scenario of these five countries have focused that most of their occupational diseases have generated by extreme workload and stress (Gabriel and Liimatainen, 2000). The Health Safety Act 2008 (UK) The new Act of workplace health and safety has an amendment form of HSWA Act 1974[35], where provisions of penalty and trial modes have revised for the primary stage of HSW and applicable only in the UK[36]. This Act has also included common people who have under threat of workplace accidents. Establishment of this Act has enlarged the scopes to resolve and reduce occupational health, safety, and diseases. Application of the Act 2008 during construction accident should require following Construction Regulations 2007 including design and management. There have three major impact of the Act 2008 those have illustrated in below (Ashurst London, 2009). According to the Act 2008, privileges of the court has included maximum two years prison for most common OHS accidents, but before amendment custodial sentence was applicable only for the serious occupational accidents. Current amendment of the HSW Act has enlarged authoritative power of the Crown as well as Magistrates Courts through compel higher fine along with custodial sentences at the end of trial for serious occupational accidents as well as most common occupational accidents. Whilst employers deny/disobey HSWA legislation, the Magistrates Courts has the authoritative power to impose maximum fine  £(5,000-20,000); As stead by the HSWA 2008 (Section-33), occurrence of diverse fo rm of offences over the UK has obligatory, to face current amended trials, and at the end activist of the offence should punish through maximum penalties in the course of either custodial sentences or fines or both. Compare the workplace environment between the UAE Asian Countries Business Ethics- Perspective of China A significant percentage of labor force of China involved with mining and minerals industry as the prime mineral resources of China is coal and iron ore, which are adequate for meeting the demand of industrial mineral. Other than these, China is the world’s fifth largest gold producer, and it has abundant resources of energy and 934.2 million tons of oil had produced by China. Considering food crisis and large population, Chinese government concentrates more on agricultural production and 46.9% of total national workforce involve in agriculture, (include forestry and fishing). However, the ethical dilemmas for business in the area of workplace health and safet y is one of the most important factors for the employees of the Chinese coal mining industry as the employers of this sector always violate the administrative rules and regulations. In addition, the employers infringe the rule of safety, but the labor has to suffer injury for their activities, the burden of proof injury is on the worker, as a result, employers become more irresponsible though they owe duty health and safety of labor and ordinary staff bare unlimited hazard to get compensation while they injured or any accident occurred. This dilemma also exist in other industrial sector in China, as a result, protection at the workplace turn into an important concern to the citizens of China, as the researchers identified that each week an average of two employees die in industrial accidents and unfortunately over 200 labors lose a limb in southern China. In 2004, there were more than 16, 497 fatalities at the workplace among them 24.8% employees worked in coal-industry, which indic ates that China has experienced huge financial growth by depending on the low cost labor force, but China failed to provide adequate protection of the employees though the workplace safety issues get importance only on theoretical perspective. Employees of Malaysian Industry The position of the workers of Malaysian Industry is much better, as OSH[37] reported that the rights of employees has protected by the Occupational Safety and Health Act 1994, which was passed due to development of public consciousness or awareness about workplace safety issues. However, OHS has collected data from 304 companies of different sectors and pointed out that Malaysian labors still suffer some familiar workplace health troubles like silicosis and pesticide poisoning, job linked upper limb disorders because of assembly line labor, unexpected deaths among immigrant employees, and some other mental strain. According to the report of Rahim, Abdullah, and Mahat (2010), OSH identified that more than 94.5% of the companies disclosed workplace safety information, 42% companies have control on industrial accidents, and 15.6% companies do not adopt safety standards. The Ethical Dilemmas in Workplace- Perspective of India It is interesting that India has been incorporated occupational safety and health laws for fifty years, but the government has failed to implement the objective of this law due to lack of officials and number of other barriers, for instance, there are only 1400 safety officials, about 1154 factory inspectors, and only 27 medical inspectors to cover entire India. Pandita (2010, p.1) reported that there are more than twenty six million workers who work in the industrial sector with completely no safeguards, as a result, they suffered lungs problem for silica dust, poverty epitomizes, and so on. He further addressed that the affected or injured workers know they can die any time, but they have no alternative option of livelihood though the constitution of India protected th e employees who involved in hazardous occupations by safety rules. From the above discussion, it can be said that the employees of UAE get more facilities than Indian employees get, as India has regulation, but have no practical implementation that particular law, so accidents become a regular consequence as the employers have no accountability and employees have no security in workplace. Recommendation Ethics in business is required as there is abundance of evidences of unethical corporate practices in the area of workplace health safety all over the world including the UAE; therefore, this paper would recommend some suggestions to solve these dilemmas, such as, the government should pass effective health and safety legislation especially for mining, metals, and energy sectors. However, the employers of the UAE should implement these laws in the workplace to ensure health and safely of employees, and more research on this sector would help the government to find out proper solutio n for resolving ethical dilemmas. Conclusion During this concluding phase, overall analysis of the paper has evaluated that globally, ethical dilemmas and workplace health and safety has now a considerable issue. In case of UAE, they have adequate Labor Laws, but lack of awareness due to poor educational attributes labor market of UAE have not yet enjoy proper benefits of their workplace legislation. On the other side, the western countries have under course of regular amendment of their labor and workplace legislation. However, their workplace dilemmas have mostly generated from competitive atmosphere along with severe workload and stress. Scenario of the GCC has almost similar to the UAE and have several common obstacles and complexity. At this concluding part, it has to be included that MNCs have consciously violated workplace ethics in third world countries to design high profit margin. 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Retrieved from sph.unc.edu/images/stories/units/uae/documents/uae_rfp.pdf Footnotes Human Resource Management Employee Relations Sexual harassment, verbal lashing or public humiliation Multi-National Companies Anti-social culture acts, child labor appointment, demeaning work environments or excessive working hours Occupational Safety and Health Administration Setting and enforcing standards; providing training, outreach, and education; establishing partnerships; and encouraging continual improvement complaint discrimination investigators, engineers, physicians, educators, sta ndards writers, and other technical and personnel support Site Specific Targeting Local Emphasis Programs National Emphasis Programs Enhanced Enforcement Program Occupational safety and health professionals, the academic community, lawyers, journalists, and personnel of other government entities Occupational Health and Safety Administration HIV/AIDS Separate for male and female Free from harmful air and gases Age, sex, occupation, educational status, socioeconomic status, cultural characteristics, living standards, lifestyle, services available, number of cars owned Type and number of industries, location of industries, road network, physical terrain, plantations Awareness level in the government agencies/departments, public, NGOs, media, schools Universities, research centers, agencies, departments, ministries, organizations, clubs Laws, standards, rules and regulations, policies treaties and protocols Human resources, technical capabilities and capacities, environmental burden of disease estimates, environmental risk assessment and management Risks related to air pollution (indoors and ambient); water resources, and quality; wastes (solid, hazardous, healthcare etc); rodents; radiation hazards; chemicals; recreational and marine water pollution; food quality safety; built environment including housing quality Human Rights Watch Press freedom, human trafficking, the rights of detained persons and torture The Human Rights Department (Ministry of Interior), Dubai Community Development Authority and a permanent taskforce of specialists to tackle human trafficking in Dubai Gulf Cooperation Council/Gulf Countries Council Bahrain, Kuwait, Quatar, Oman, Saudi Arabia, and the United Arab Emirates Agriculture, industry, investment, security and trade Finland, Germany, Poland, UK, and USA Legislative, political, social and economic Stress related symptoms, such as anxiety, depressive feelings, physical pain, social exclusion and sleep disorders Health and Safety at Wo rk England, Wales, Scotland and Northern Ireland Occupational Safety and Health