Software Patent/Copyright Issues in Peru :: Technology Computers Essays

Software Patent/Copyright Issues in Peru Software Patent/Copyright issues are a global concern. Information Technology developments in the last ten years have brought innovation in both Software and Hardware. The rise of the Internet and its users around the world is stretching the frontiers. But these advances in Information Technology came with the easy way to copy software illegally. My research will be focused on the laws that protect the intellectual property in Peru and their effect globally. I will analyze the issue from an ethical perspective in how these laws are right or wrong and my personal opinion for a solution of the problem from different approaches. Peru and the Globalization I left my country five years ago. When I came here I got my first computer. I didn’t buy one in Peru because I was scared that someone could steal it from my house. My cousin’s PC was stolen twice (each time a new PC) from her house. By 1992, after terrorism, the delinquency increased considerable in Lima, capital of Peru. A third world country faces different kinds of problems, but the top one is economical. The resources are limited and one of the most important tools for a country as for a private company is its investment in Research and Development to grow. Software Patent/Copyright laws in Peru INDECOPI Peru has a government institute, the National Institute for the Defense of Competition and the Protection of Intellectual Property (INDECOPI). The following laws are exclusive for software: Jurisprudence / Features Features upon the use of computer programs (software) 1.It is allowed to use software brought from another country with the corresponding license, but cannot be commercialized without the authorization of the holder of the right of author. The allowed user has the right to install the program on the hard disk for its effective use. Every reproduction or utilization of software without having the corresponding license granted by the holder of the right of author or his representative is considered illicit and passive for sanction administrative and/or judicial. The computers that sell itself with the software incorporated have to be delivered with the manual, respective licenses of use and backups containing the program. The software cannot be utilized in a greater number of computers that the authorized in the respective license. In the case of networks it is required to count the licenses for all the machines that utilize the software. It is illicit to rent software without the authorization of the holder of the right of author.

Indias Space Programme Essay

The country is now capable of launching its own spacecraft. In fact, it offers this service to many other countries. Now India has made landmark progress with the launch of Chandrayan for its moon mission. India started its space programme with the launch of first space satellite ‘Aryabhatta’ on April 19, 1975. This space satellite was named after the great Indian astronomer and mathematician of the 5th century, Aryabhatta. It was launched from a soviet cosmodrome with the help of a Soviet rocket. It marked India’s giant leap and made her the eleventh country to join the space club. The second satellite ‘Bhaskara’ was launched on June 7, 1979. It was also launched from a Soviet cosmodrome. It was named after two eminent personalities—Bhaskara I and Bhaskara II. It was followed by ‘Rohini’. It was the first Indian satellite put into the space by SLV-III, an Indian rocket. It was launched from Sriharikota in Andhra Pradesh on July 9, 1980. It was developed by the scientists of ISRO. It was the success of the mission of SLV-III which brought recognition to the space programme of India. India’s fourth satellite Rohini II was launched by the launch vehicle SLV-III from Sriharikota on May 31, 1981. It was designed to provide useful data for 300 days. It was weighted 38 kg. It was known as India’s first development rocket flight. Unfortunately, it burnt in space on June 8, 1981, without completing its mission. Bhaskara II, India’s fifth satellite in space, was launched on November 20, 1981 from Soviet cosmodrome Volgograd. It was the earth observation satellite. It was a milestone in the space journey of India as it brought to India the honour of being a space nation. Apple, an experimental geostationary communication satellite, was launched on June 19, 1981. It was launched with French coordination. With this, India entered the domestic satellite communication era. India launched INSAT-1A on April 10, 1982. India joined the select group of techn ically advanced countries. But this mission failed on September 6, 1982. In April 1983, India successfully launched Rohini satellite (RS-D-2). It marked the opening of new horizons for India. India’s ninth satellite INSAT-1B became fully operational in October 1983. It was the world’s first geo-stationary satellite combining services like telecommunication, mass communication and meteorological. It was launched in August 1983 from US Space Shuttle Challenger. India’s space programme is primarily driven by the vision of great scientist Dr. Vikram Sarabhai. He is considered as the Father of  Indian Space Programme. The main objective of India’s space programme has been to promote the development of application of Space Science and technology for socio-economic benefits of the country. The launching of Chandrayan I in 2008 marked a milestone in the history of space technology of India. Chandrayan will orbit around the earth for two years. During the period, it will send data to scientists. The scientists with the help of the data will study various aspects of moon, and will prepare a map of the moon. The map will further help in the study of moon. Then onward India made successive progress in the field of space research. It launched INSAT series satellite which made India’s position stronger in the comity of nation. India has now become self-reliant in terms of launching vehicles and telecommunications. Now India offers telecommunication services to other countries. The launching of satellites like IRS’s, ASLV’s, PSLV’s have placed India in the exclusive club of four nations—USA, Russia, France and Israel. Captain Rakesh Sharma was the first astronaut of India. Now the country enjoys a respectful position in the countries of the world.

How to Succeed in (or Flunk Out of) College Essay

How to Succeed in (or flunk out of) College Everyone has hopes and dreams to succeed in college, but things don’t go as plan all the time. As a result it can cause you not reach your highest potential. It’s hard for some to make the transition from High School to College because having complete freedom to do whatever you like can be a task within itself. For example deciding when and how long you stay in a particular class and things of that nature. So there is much more to explain and guide you along how to make the best of your college experience and also succeed in the classroom. So let’s begin. Being successful in college is harder than you think; first you have to figure out which school best suit you as a person and the career of your choice. Then you must set up certain classes that are in respectful time frame that’s suitable for you and will help you attain your degree. Also you must learn where each class location around the college campus. Once you have achieved those tasks this is where the real work begins. Meaning preparing yourself for the long hours of studying and writing ten page term papers. In addition there are ways that you can fail in college also. For example, not being prepared for class and not being on time. Also not having your work done in the correct time frame it has to be done within. Also letting other things affect you meaning if you having problems with your roommates or partying too much and not making sure your studies are not taking care of before you do whatever that you want to do. In closing, there are plenty of ways to fail in college and plenty of ways to succeed also. Yes, you might be excited that you are able to come and go as you please but you also need to know when to have fun and when it’s time to hit those books and study. There is no step by step process because everyone is different and is able to do things that others may not be able to do. All things considered you can learn from people that been there and have been in your shoes and take the information that is giving you and used it in your own way.

Paterson Grading

A General information: Job Evaluation principles SECTION B Job Evaluation procedure and system application Job Evaluation system overview Job Evaluation procedure SECTION C Job Evaluation System Rules Job Evaluation Terminology SECTION D Skill level Factor points and assessment Page 12 Page 15 Page 7 Page 8 Page 5 Page 5 Page 6 Page 3 Page 4 Job Evaluation Guideline 2006 2 SECTION A A. GENERAL INFORMATION WHAT IS JOB EVALUATION? Job evaluation is the rating of jobs according to a specifically planned procedure in order to determine the relative worth of each job.AIMS OF JOB EVALUATION The Primary Aim To determine the â€Å"intrinsic† worth of jobs, based on systematic assessment of the degree of complexity of job content and requirement, and to do this independently of any pre-conceived standards of remuneration and without regard to the qualities and performance of the actual personnel who perform the jobs. Secondary Aims †¢ To relate jobs to each other in terms of their intrinsic worth, and hence to determine relative complexities of different jobs and a rational job structure within an organisation. To provide a rational basis for equitable remuneration (pay and benefits) within an organisation, so that defensible rates of remuneration may be assigned to both jobs themselves and to the individuals who perform the jobs. The main elements of Job Evaluation are Organisational Structure A diagrammatic representation of jobs in the organisation indicating the line of authority/ control to enable an understanding of the workflow and, reporting relationships, that exists within functional areas.Job Analysis A detailed observational and/ or questionnaire based study of a job using specific criterions to determine the role boundaries or key performance areas of positions. Job Evaluation Guideline 2006 3 Job Description A document describing the job purpose, duties, the job specifications, authority of the post and any physical or special conditions attach ed to the post. B. JOB EVALUATION PRINCIPLES The following principles are applicable to Job Evaluation. †¢ †¢ Always examine the job itself, and NOT the person doing it. Assume proper and competent performance of the job, in accordance with normal standards of the job. †¢ †¢ †¢ Evaluate the job â€Å"as is† not with regard to ideals or future projections.Reject any job description which is unclear. Evaluate from a consensus of opinion, not from the estimation of one person alone. Before an evaluation takes place, normal expectations and standards for the job must have been recognised and accepted by the job incumbent (s), the immediate superior and by management. This is done by signing the job description. Note: Job titles: Job titles are no indication of the complexity of a specific job as it is only a basic indication of its functional classification. Job content: Job Content eflects the different tasks performed in the job as expected by the organ isation from the job incumbent in order to achieve the organisational objectives. Skill requirements: Individuals perform differently in relation to job specifications. Therefore, individuals can be assessed at different levels of merit. This is outside the scope of job evaluation. Job Evaluation Guideline 2006 4 SECTION B A. JOB EVALUATION PROCEDURE AND SYSTEM APPLICATION TASK (TUNED ASSESSMENT OF SKILLS AND KNOWLEDGE) was originally developed in the early 1980’s and remains one of the most widely used evaluation systems in Southern Africa.It is currently the used for the evaluation of all jobs in the Sugar industry. B. TASK JOB EVALUATION SYSTEM OVERVIEW The T A S K Job Evaluation system has two dimensions to its application. The ‘SKILL LEVEL’ enables the job to be positioned on the structure and is assessed on specific characteristics which broadly describe applications, principles, knowledge associated with specific functional levels. There are five skill lev els: †¢ †¢ †¢ †¢ †¢ BASIC SKILL LEVEL DISCRETIONARY SKILL LEVEL SPECIALISED SKILL LEVEL TACTICAL SKILL LEVEL STRATEGIC SKILL LEVEL All jobs, once positioned into a specific skill level are evaluated using four factors Complexity: measures the different levels of difficulty in a job. †¢ Knowledge: measures the amount of know-how required in the job. †¢ Influence: refers to the interaction/ communication involved that results in changes to the way things are done. †¢ Pressure: refers to stressors inherent in the job. Each of the four factors are scored on a rating scale. The sum of the scores of the four factors gives a total score which translates into a T A S K grade. Job Evaluation Guideline 2006 5 There are twenty six grades in the T A S K system, 26 being the highest and 1 being the lowest.SKILL LEVEL BASIC DISCRETIONARY SPECIALISED TACTICAL STRATEGIC BAND DEFINITION Guided outcomes Procedural Judgements Diagnostic, analytical, interpretati ve procedures Strategy implementation Strategic leadership and vision GRADE 1-3 4-8 9-13 14-18 19-26 C. JOB EVALUATION PROCEDURE 1. Number each job description for ease of reference. 2. Place jobs within the different skill level, applying the skill level guidelines, depending on the content as recorded in the job description. 3. Assess the job using the factors, assigning a value from the factor weighting in accordance with the applicability of the job design to the factor definitions. . Add up the total number of points and convert to a T A S K grade using the conversion table. 5. Record the reasoning for the selection of the skill level and weightings allocated to each of the four factors. Job Evaluation Guideline 2006 6 SECTION C A. JOB EVALUATION SYSTEM RULES The following rules are applicable when using the system to evaluate jobs. 1. All guidelines in the box must be applicable in order to score within that box. 2. Scores within the box must relate to the degree of applicabil ity of the guidelines to the work content. 3.The points should relate to low, moderate or high degrees of applicability for the factors Complexity and Knowledge. 4. For Influence and Pressure, the points should relate to a partial or a full fit. 5. Always establish that information considered in the grading of a job relates to what is really required by the job. Guard against allowing the evaluation to be influenced by what the job incumbent may be able to do. 6. When deciding the skill level or factor points the highest work content should be considered, provided it forms a clear part of the job. 7.The points allocated for Complexity and Knowledge will generally correlate and should normally be within two points of each other. 8. A person who supervises another is graded at least one grade higher than the subordinate because of the supervisory aspects of the work. Other work is graded on its own merits, (See explanation of a supervisor in the terminology section). 9. A supervisory position always scores higher under Complexity than a subordinate position. A superior in the same discipline scores more under Knowledge than a subordinate. 10. A borderline score is one where the points are between grades within a particular skill level.The borderline score must be reviewed and if the score remains on the borderline the lower grade will apply, however, the higher grade may apply when making comparisons with other jobs within the organisational structure. Job Evaluation Guideline 2006 7 B. GENERAL TERMINOLOGY EXPLANATION Factor definitions FACTOR DEFINITION This is a measurement of the different levels of difficulty required to be performed in the job. Typical indicators are COMPLEXITY the nature and type of guideline available, the extent of interaction involved in problem solving sequences, the courses of action or alternative solutions available.The amount of know how required in a job to allow an incumbent to cope competently with the work involved. This may be acquired through education and/ or training/ experience. Typical indicators include the duration of the KNOWLEDGE training/ experience required and or qualifications deemed to essential, demonstrated abilities from simple comprehension to interpretative application skills and, the straightforward identification of a problem through comparison against established measures or in depth investigative application to determine the applicability of solutions.The extent of influence is measured by the effects or INFLUANCE changes that occurs through the provision of information or advice and/ or exercising persuasion to accept courses of action. This refers to the stressors that are inherent in the job and PRESSURE can be either mental, physical or both. Typical measures are the nature of the workflow, interruptions from normal activities, uncertainty in outcomes. Job Evaluation Guideline 2006 8 System terminology explanation SKILL LEVEL TERMINOLGY EXPLANATION Condition of been active. Mos t basic sequence of work elements. The skills are acquired through watching EXAMPLELifts; tightens; loosens; picks; packs; cuts ACTIVITY demonstrations and repetition results in improvement. Outcomes are known and any deviation can be immediately BASIC recognised. A OPERATION sequence of ACTIVITIES that produces a prescribed end result. To each activity there is a logical start and finish with a relationship to the next activity. Counting and packing; sorting; delivering; filing Preparing and A sequence of OPERATION which results in an integrated required end result. The operation will follow in a DISCRETIONARY ROUTINE logical order and it is essential that each step is performed to enable the next step. ompleting correspondence; recordkeeping; receiving, recording and communicating; setting, operating and adjusting. Interpreting requirements, An arrangement of relationship with an input, throughput and output phase. SPECIALISED SYSTEM Routines are interrelated within each phase and across the phases and, produces a desired end result. setting, operating, troubleshooting and problem solving, adjusting and checking/ evaluating an outcome. Human Resources Management, Engineering; Operations Management; Financial Management Advanced knowledge in a distinct area of study.Understanding the complete theory, techniques and practices which TACTICAL DISCIPLINE requires innovative applications and interpretation and determination of future impact/ consequences. Job Evaluation Guideline 2006 9 SKILL LEVEL TERMINOLGY EXPLANATION A distinct part of an organisational structure which comprises of a single discipline or multiple discipline striving towards major outcomes. the accomplishment of EXAMPLE Operations; Technical; Research and Development; Quality Control FUNCTION objectives and plans and contributing to functional/ organisational Job Evaluation Guideline 2006 10 SECTION DA. SKILL LEVEL GUIDELINES SKILL LEVEL ONE: BASIC SKILL LEVEL This skill level is that which is developed with a limited amount of training. The learning period is short and usually consists of following instructions or watching demonstrations of the work to be done. Competence is attained through repetition of the work during the initial training period rather than through further experience. Characteristics 1. Very little training. 2. Decides on the speed of operation. 3. Taught exactly what to do. 4. Direct instructions communication involves simple words. 5. Equipment or tools are specified. 6.Supervision is normally close or readily available. 7. Jobs can be performed without the knowledge of other jobs. 8. Deviations from instructions not permitted. 9. How the activities/ operations are to be performed has been decided upon. Confirmation guidelines knowledge which provides the ability to follow on the job instructions and/ or training. At the lowest level instructions are given for the activities or operations to be done. Immediate guidance is more remote at the higher l evel. The complexities are at such a level that the activities or operations can be taught very quickly and are easily learned.Courses of action are prescribed with no deviation permitted. Simple demonstration of the activity or operation is sufficient to enable the undertaking and completion of requirements. Results are immediately visible or known within a very short time period. Job Evaluation Guideline 2006 11 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL At this level there is a certain amount of discretion or judgement involved. It therefore follows that additional training/ experience and practice is needed following the initial training period.The skills are acquired through a learning period and developed by constant application and correction until operations become routine. Characteristics 1. Not everything can be taught during the training period. Additional experience is required. 2. Judgement or discretion is required in choosing the most appropriate courses of action fro m prescribed alternatives. 3. Decides how the routines/ operations are to be performed. 4. Discretion as to which tools/ equipment to use. 5. Decides on the correct action by selecting from a number of preset courses of action. 6. Knowledge of routine(s). 7.Formulae and limits are given or prescribed. Confirmation guidelines Additional training and experience beyond the initial training period is required to carry out a job competently at this skill level. Competency comes only after exposure to a series of new situations which builds confidence in the know – how required in the job. Complexities are those found in routines where alternative courses of action needs to assessed for applicability to a given situation. Job Evaluation Guideline 2006 12 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL This level of skill is usually reached after years of experience and/ or training.This level is such that routines which have been learned can be used or varied to achieve the desired end result. A full understanding of the system within which this skill level operates is essential in order to determine what is required in differing circumstances. Ability to recognise cause and effect is necessary. Characteristics 1. Works within established rules, regulations, policies and practices. 2. Decides how best to achieve required end results. 3. Concerned with routines that are established within a system. 4. Sums up the requirement of a situation and decides which routine (procedure/ technique) to use. . Devises or introduces new routines within a system. 6. Concerned with how established organisational and departmental rules will apply. 7. Supervised in terms of end results, not routines or operations. 8. Must understand the interrelationships of routines within the system and the implications of change. Confirmation guidelines knowledge required is of a specific nature gained through years of training and experience. This is coupled with an intelligence level sufficient to understand how to diagnose problems and to choose and/ or modify routines to deal with them.The complexities at this level are due to the need to be able to sum the requirements of a situation and to determine what to do. Because problems do not have the same pattern the method of dealing with them must be varied. Job Evaluation Guideline 2006 13 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL This level of skill requires conceptualisation of future action or needs in order to formulate short to medium term plans for within a discipline or function. Advice, recommendations and/ or the management or tactical use of resources specific to the job are features at this level.Positive interpretative skills and innovative plans are essential as the framework or ground–rules either do not exist or else are vague. Characteristics 1. Decisions governed by master plan, programme or budget. 2. Decisions require independent reasoning. 3. Decisions often involve optimum allocation of resources to support plans. 4. Sets precedents, creates rules. Must consider the consequences arising from rule making. 5. Works from first principles in developing new concepts. 6. Knowledge of a discipline/ function. 7. Results of areas under control co-ordinate with those of other areas. 8.Translates overall company plans into working decisions for or within a discipline/ function. 9. Decides on unique situations not covered by precedents. Confirmation guidelines Knowledge and experience of a discipline or function with the ability to understand the significance of strategically important areas of the organisation in the medium term. Complexities are due to the need to interpret strategic requirements and form conclusions. Jobs at this level provide the interface between the specialised and strategic skill levels and therefore involve forward planning, organising and conceptual problem solving.May provide input for strategic planning. Job Evaluation Guideline 2006 14 B. FACTOR ASSESSMENT A ND POINTS SKILL LEVEL ONE: BASIC SKILL LEVEL COMPLEXITY 1 2 3 4 5 6 A number of activities or operations. These are performed following direct instructions or initial demonstrations. Operations of a varied nature. A minimal degree of latitude allowed as guidance is not always available to deal with problems as they arise. KNOWLEDGE 1 2 3 4 5 6 Knowledge and understanding, sufficient to follow instructions and/ or demonstrations of the activities/ operations to be performedKnowledge and understanding of the relationships of the activities involved within the operation (s). Understanding of basic written words/ number recognition followed by training and/ or repeated exposure to the operations. INFLUENCE 1 2 3 4 Influence on others is co-incidental, being limited to contact with them. Interaction with others and dealing with information or product/ equipment problems. PRESSURE Steady flow of light to medium work with occasional peak periods and/ or minimal stress involved. 1 2 3 4 Med ium to heavy physical effort and/ or important deadlines to meet.Physical effort guideline Light: Medium: Heavy: less than 5 kg 5-20kg over 20kg Job Evaluation Guideline 2006 15 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL COMPLEXITY Operations in one well established straight forward routine. The operations are generally repetitive. Job parameters and guidelines for resolving problems are defined. 7 8 9 10 11 12 13 14 15 A variety of routines of which some operations may be non repetitive. Guidelines for resolving problems are not readily available. A variety of routines, some of which are diverse. Problems arise which have to be resolved without the availability of specific guidelines.KNOWLEDGE 7 8 9 10 11 12 13 14 15 Knowledge of one routine, together with the training and experience, providing the necessary background to perform operations. Knowledge of a number of routines with the need to apply discretion in changing circumstances. Knowledge of varied and/ or variable routines a nd an understanding of routines in related areas. Required to work independently. INFLUENCE Influence is exercised by the recording and passing on of information and/ or advice to others. 5 6 Interaction with others where persuasive influence is necessary and/ or responsibility for the work of others in the same skill level 8 PRESSURE Flow of work is subject to fluctuation and/ or decisive action required to meet predetermined deadlines. 5 6 Considerable interruptions and time stress are inherent and/ or conflicting deadlines to meet. Job Evaluation Guideline 2006 7 8 16 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL COMPLEXITY A system or specified end result consisting of routines from which to choose, some of which are variable. Problems which arise have to be resolved by reference to established practices. 16 17 18 19 20 21 22 23 24 A broad base system or specified end result consisting of a number of variable routines.Problems have to be resolved within a general framework. A varie ty of variable routines within a complex system. Interaction with other systems and integration into own area of activity is required. Guidelines for resolving problems are non specific and wide. KNOWLEDGE 16 17 18 19 20 21 22 23 24 Knowledge of a system providing diagnostic skills to identify problems and determine corrective action. Knowledge providing broad diagnostic ability. Background knowledge of routines in other area is required. Knowledge of a complex system and a full understanding of other systems and their critical interrelationships.Background providing for an understanding of own and other related issues in a departmental context. INFLUENCE 9 10 11 12 Influence is exercised by the provision of information and/ or advice to others. Interaction with others where negotiation/ strong persuasive influence is required and/ or responsibility for the work of others in the same skill level. PRESSURE Fluctuating workflow subject to peak periods and/ or necessary to make plans t o meet predetermined deadlines/ issues. 9 10 Frequent unforeseen peak periods or considerable interruptions and time stress and/ or imperative to take immediate action on conflicting deadline/ issues.Job Evaluation Guideline 2006 11 12 17 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL COMPLEXITY A number of decisions which have to be interpreted within one discipline or function to achieve the objectives set. Guidelines for resolving problems are normally available. Works generally within functional policy. 25 26 27 Decisions many of which are variable and diverse within a discipline or function, the systems of which are broadly based. Guidelines for resolving problems are broadly defined. Interaction with other disciplines or functions is essential in order to achieve objectives.Usually works with others at a similar level and provides guidance on functional policy. A range of decisions which have variety and diversity in setting policy and/ or objectives for one discipline or function and / or have an effect on more than one discipline or function. Guidelines for resolving problems are limited. KNOWLEDGE Knowledge of a discipline/ function and the background to deal with unique situations. Problems are determined and resolved by considering principles, theory and techniques within the discipline/ function and other factors in related areas.Knowledge of a discipline/ function with the need to determine new approaches and apply them. Background providing a full understanding of the critical interrelationships of other disciplines or functions. In depth knowledge of a discipline/ function together with a broad understanding of more than one discipline. Background providing for an understanding of the significance of strategically important areas of the organisation and to plan accordingly.INFLUENCE 28 29 30 31 32 33 25 26 27 28 29 30 31 32 33 Influence is exercised by the provision of information and/ or advice to others at a level of a discipline/ function. 3 14 Intera ction with others where vital/ critical negotiation is required which will impact on the organisations image and/ or responsibility for the work of others in the same skill level. 15 16 PRESSURE Interruptions and pressing issues to deal with or necessary to take decisive action where reliable precedents are not always available and/ or conflicting managerial aims to be resolved. Prolonged periods of stress and/ or urgent actions needed to deal with critical issues within changing corporate parameters. Job Evaluation Guideline 2006 13 14 15 16 18 Job Evaluation Guideline 2006 19

Risk Management - Critical Analysis Research Paper

Risk Management - Critical Analysis - Research Paper Example In addition, I also focused my analysis on how the history of the scenario contributed to the current state of affairs. I made a conclusion that top managers must be change-oriented to serve the interest of the company, external and internal customers. I also recommended that firm must ensure that change-resisting managers are dismissed to realize the company objective. In this paper, I will showcase how I managed to restore normality based on the risk of employee mass dismissal that led to strike within my workplace. The employee had been complaining about poor working conditions, as well as poor wage packages in our company for a long period of time, but the top management did not take any actions. The situation became worse with time as the manager was rigid and resisted change at all levels. The commandeering style of leadership that he portrayed at the workplace never augured well with the employee who decided to join hand to benefit from a collective bargaining but all their grievances fell on deaf ears. Several peaceful boycotts followed putting the company operations at a risk. Production declined to a greater degree, and the sales volume reduced to a worsening condition with lower employee productivity due to dissatisfaction. The top management ignored the pieces of advice that arose from the emergency and risk department to which I led an d thus it became very difficult to counteract the scenario proactively before it gets out of hands. I tried on several occasions to talk to the executives about the impending risk attached to the employees’ job dissatisfaction ranging from the threats of shuttering the brand image, low sales and even the collapse of the company. However, the executive would never buy any of my ideas as they have more positional power and authority of my position. The results were the company worsened reputation, low sales, massive loyal customers withdrawal with the greater possibility of the company collapse. I will,

With reference to the British Museum discuss whether Britains imperial Essay

With reference to the British Museum discuss whether Britains imperial legacy still has an influence on British cultural identity - Essay Example The society as a whole would start to worry about their loss of individual identity, and their emotional pursuits. Cultural identity of a legacy is a primary source for people to identify themselves with and obtain belongings. Museum has the responsibilities to protect a people’s cultural heritage through various exhibitions and collections to promote cultural identity. Based on this, this essay seeks to examine the ways British Museum prospects of Britain’s imperial legacy and its impact on the cultural identity of Britain. Museums in the simplest aspect is the result and reflection of social progress and development (Bennett, 1995 p14). The developing ideology of British Museum is to let the public become the center of museums, and let the museum become the center of the society. British Museum takes many measures and works to make it become a real physical space through imperial legacies. British Museum is one of the world’s first national museums if it is juxtaposed against the world’s three most famous museums in Metropolitan Museum of Art in New York (Smith & MacGregor, 2007 p26). British Museum was established on the basis of British political, economic and cultural progress. The collections in British Museum are the reflection of the power of Britain because most artefacts and souvenirs are housed in there. It is important to note and mention that the cultural tenets and foundations are also preserved and housed in the museum. The term culture refers to a way and lifestyle of a people. Cultural identity refers to the cultural inclination and recognition of human beings. Individuals obtain cultural identity through belonging to their cultures and cultural groups (Klanten et al., 2013 p142). Therefore, cultural identity is a social psychological process of keeping and innovating their cultural society. Cultural inclination also identify a process to construct identity

Hiring Women as a Basketball Coach Assignment Example | Topics and Well Written Essays - 500 words - 10

Hiring Women as a Basketball Coach - Assignment Example Therefore, if the best candidate is a man, the coaching position will be filled by a man and if the best candidate is a woman, the women basketball coaching position will be filled by a woman. However, when a man and a woman have the same skills, experience and are the most qualified candidates for the coaching position, a woman will be chosen. This will be aimed at ensuring a minority is hired and to ensure finesse and skill is maintained, as is the case in a women team. I will only make the decision to hire a woman if they have better skill than men do and I would rather hire a man than hire a woman who has fewer skills. The decision to hire the best person whether he is a woman or a man may be politically incorrect but hiring a second-best woman will be a disservice to the women basketball team. The position of women’s basketball coach will, therefore, be open to anyone who provest have more skill, ability, and experience to give the best and ensure the skills of the girls are improved and that they are able to compete at the highest level and win trophies for Awesome University. I have all intention to ensure that the salary and other compensation packages of a coach hired to train the women basketball team are equal. The intention is to ensure that the coach hired to train the women’s basketball team is that the person hired has the same skill, responsibility, and effort as that of the men’s basketball team (Morris, April 27, 2008). With this similarity in the performance and skills, it would be unethical to pay the person less amount to that of the male basketball counterpart. Therefore, the intention is to pay a similar amount to the person selected to train the women basketball team with the consideration of similarity in skills, responsibility, and performance. The other reason for the pay to equal that of the male counterparts is to ensure compliance with Equality Pay Act where there is a requirement for payment of employees the same amount regardless of gender when they perform at the same level, take the same responsibilities, use the s ame skills, and performance at similar conditions.  Ã‚