President as global leader Essay Example | Topics and Well Written Essays - 500 words

President as global leader - Essay Example Prior to the onset of the Second World War presidents had only been interested in being leaders in the Western hemisphere, with the Monroe Doctrine asserted that America had the right as well as the duty to interfere with, or lead the countries of Central and Latin America.2 The only time that an American president tried to be a global leader was when Woodrow Wilson attempted to be one at the end of the First World War. Congress, who vetoed American membership of the League of Nations and returned to a policy of strict neutrality, overturned his efforts.3 In many respects the American president acting as a global leader was a consequence of American involvement in the Second World War, and also the Cold War, which followed on from it. President Roosevelt was able to portray himself as a global leader during the Second World War until his own death. The American use of the atomic bombs against Japan meant that President Truman could boast of being the most important global leader due to the Americans been the only nuclear power. The onset of the Cold War also ensured that America could not resort to a neutral foreign policy ever again. American presidents were in affect global leaders of the capitalist Western World, containing the spread of communism.4 Certainly in the Cold War period the majority of American presidents successfully presented themselves as being global leaders. Truman, Eisenhower, Kennedy, Johnson, Nixon, and Reagan all made viable claims about their status as global leaders. Presidents Carter and Ford were arguably less successful in that regard. The ability of these presidents to portray themselves as global leaders was shaped by internal and external factors as well as their own personalities. To a large extent all post-war American presidents have had the same constitutional powers as each other.5 In constitutional terms every American president has operated with actual as well as potential blocks to his or her

Pennsylvania Association Essay Example for Free

Pennsylvania Association Essay The right to an appropriate public education and equal treatment of children with disabilities has been a highly contested issue in the last few decades. Until 1975, most disabled children were deliberately segregated and denied the right to education. In 1971, a case was filed by the Pennsylvania Association for Retarded Children against the Common Wealth of Pennsylvania (PARC v. PA) on the access of to public education by the children with disabilities. Attorney Thomas K. Gilhool represented PARC while Attorney Gen. , Ed Weintrub represented the defendants in the three judge case. The concerned parents (plaintiff) through their attorney argued that children with disabilities were denied free access to education and/or an appropriate and adequate education under the then instructional programs (United States District Court, 1971). Inspired by the equal rights movement, the parents presented their claim through Attorney Thomas who based his argument on the Brown v. Board of Education case which had ruled out that the equal but separate schools’ segregation in practice was unconstitutional under the Federal constitution’s Fourteenth Amendment. However, the defendants (commonwealth) did not struggle for the exclusion of such children but rather opted to collaborate with the United States federal court and PARC to arrive at a consent agreement. The case led to a landmark decision affirming that children with disabilities have an equal right to education at the expense of the public including due processes. Ruling on the case, the judges referred to Section 1304 of the 1949’s Public School Code under which they forbid any form of denial of access of the mentally retarded children to free public education and/or training program (Ibid). Quoting Section 1372(3) of the same code, the court ruled against denial of home based instruction to any child with child retardation on the basis that the disability due to retardation is not short-long-term and/ or that the retardation is not accompanied by physical disability. The ruling also obliged the defendants to conduct with immediate effect a reevaluation of the stated plaintiffs including all other mentally retarded individuals of 6 to 21 years and provide every one of them appropriate and free public education program and training in line with their abilities (Wise Fagan, 2000). PA was also ordered to provide a preschool program for both mentally healthy and retarded children below six years of age according to their abilities The ruling demanded that commonwealth provide free appropriate public education (FAPE) which is an individualized educational and training program that meets the specific needs of each individual according to their type of disability. This implies that a school psychologists, regarded as a diagnostician with the responsibility of conducting individual study and evaluation of abnormal cases to provide recommendation. The psychologist is concerned with the assessment and arrangement of contingencies for groups or individual students (Ibid). The ruling of this case expanded the scope to which the psychologist could intervene into individualized cases as the limited focus on individualized instruction formerly practiced was lifted. For instance, prior to this case, a school psychologist would have been limited to offer intervention programs recommending special or individualized care since segregation did not allow it. This means that the school psychologist is no longer limited in the range of individualized remedies they can offer to various instructors. The U. S Federal Individuals with Disabilities Education Act (IDEA Act) governs the manner in which public agencies and states provide special education and early intervention programs for children with disabilities. It focuses on the age bracket ranging from birth to 21 years of age. IDEA was formed from the preceding Education for All Handicapped Children Act which is a product of several federal laws ruling against the unconstitutional segregation and deprivation of public education and training programs to children with disabilities (Network of Advocates for Promising Practices in Education). The ruling of the PARC v. Common wealth case provided the platform for these similar cases that facilitated for the 1975’s Education for All Handicapped Children Act that guaranteed for the first time, constitutionally protected rights to an appropriate and free public education to youths and children with disabilities. Amendments on the law in 1990 had the name of the Act changed to IDEA. This 1971 ruling has continued to impact on IDEA and disabilities issues at large since through its consideration, the former unconstitutional segregation of schools on separate but equal basis was nullified. References Network of Advocates for Promising Practices in Education, IDEA History. Retrieved 27 May 2010 from http://www. etsu. edu/idea/nappe/ideahistory. html. United States District Court. (1971). Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania, 334 F. Supp. 1257 (E. D. PA 1972). E. D. Pennsylvania. Retrieved 27 May 2010 from http://www. faculty. piercelaw. edu/redfield/library/Pdf/case-parc. pennsylvania. pdf. Wise, P. S. Fagan, T. K. (2000). School Psychology: Past, present, and future. (2nd ed. ). Bethesda, MD: National Association of School Psychologists.

Planning a Health Promotion Campaign

Planning a Health Promotion Campaign Planning a health promotion campaign Now that you have given the community health nurses enough information on health promotion, plan a health promotion campaign they can be implement in their local communities. Scenario 2 Nutrition education in schools You want to introduce better nutrition education into all schools in your district, possibly followed by a more general Health Promoting Schools project. How will you do this?   Who do you think the key stakeholders would be? What would you do with the schools and the communities themselves? How will you evaluate the project? AC 4.1 Plan of a health promotion campaign to meet specific objectives (4.1).   Your plan should show a critical reflection on the proposed activities to identify potential challenges and formulate appropriate solutions (D1) More Fresh Air Nutrition Health Promotion Campaign Form a steering committee comprised of key stakeholders: Community Nursing Team Schools Liaison Officer Community Nursing Team Dietitian District School Director District School Inclusive Officer Maximum three head teachers from pilot schools who champion the general Health Promoting Schools initially 2 Pupil Rep from each these three schools both genders from each school and all six should reflect various ethnic groups as much as possible Concept of the More Fresh Air Programme Eating and Health are somewhat overused and children are becoming jaded with the constant eating for health approach.   Decided to have a fresh and innovative programme title to catch our targets audiences attention. Leaving winter behind and entering the Spring season, and Summer not far behind the idea behind, this programme offers an inclusive approach where to enjoy the best of fresh air bodies must be fuelled by nutritious food. Intended Outcomes: An increase in nutritious eating through a nutrition education programme fronted by a concept of enjoying activities outdoors. Communities will be made aware of the programme and encouraged to attend a specific programme. Have a way to measure the success, or otherwise, of the programme using a short questionnaire for example Activities After school pub-like quiz on the types of food the body needs to be fully active and alert during school and after school.   general knowledge to begin and then specific for a district wide competition prize from a local farmers market. Subtraction exercises what would the body be able to do without protein? for example. Answers would require research into what protein does for the body.   In this way cover the six food groups over the course of a week, during afternoon sessions, which would of course be agreed with the head teacher and the teaching management team Monday morning during assembly introduce the More Fresh Air programme. Parents could be invited to attend In an hour session before the end of the school day which, weather permitting will allow for outdoor activities i.e. upper body exercises, to be included in the session Meats and Oils Parents unable to attend Monday mornings assembly attend a   Tuesday parent-only assembly so they can be informed about   the programme Tuesday afternoon included lower body exercises Fruits give fruits at end of session Wednesday afternoon include Circuit Training Community invited but training separate to that of the children Diary check for allergies first and have a prepared alternative at end of session Thursday afternoon include a game of Rounders and invite parents to participate and/or watch Vegetables give raw edible vegetables at the end of the session Friday afternoon include a number of outdoor games to achieve maximum participation, such as relay games and tug-of-war Grains/Nuts check for nut allergies first and possible provide grains as opposed to nuts at the end of the session In the planning special educational needs will be considered and factored into the programme for complete inclusivity Working with stakeholders from inception will avoid the challenges which arise when stakeholders are not consulted in the initial stages of a programme, such as this health promotional campaign.   All involved should be clear that the intended outcome is a more efficient nutritional education programme, so that parents and children can feel that the health improving actions, taken by them, are the ones they have chosen for themselves based on the information provided in a non-judgemental manner.   The process for evaluating this programme is considered below. AC 4.2 An explanation of how the health promotion campaign supports health promotion strategies Irrespective of age, one sure way of getting people to follow you is to educate them with the knowledge you know they should have, and them empower them to make the right decision which, if your strategies are effective, will be the same decision you would have made on their behalf, had you imposed a behavioural health promotion strategies, for example. The More Fresh Air campaign is to alert parents and children to the overall benefit of nutritious meals, through a nutritional programme.   Considering the promotional plan it can be seen that purpose of each food group, for the functioning of the body, will be explained and explored.   Linking the value of nutritious food to physical activity will prove more advantageous, than simply telling children that healthy food is good for them.   Understanding how nutritious food helps them to function physically, will offer an association between what they eat and what they do.   Ensuring that all the children can participate, in the fresh air, in one physical activity with ensuring a reinforcement of knowledge, through the actual understanding pursued in a physical activity. A pub-like quiz for those children who are not inclined to be physically active, when left to their own devices, serves to validate the More Fresh Air Campaign when the quiz is conducted outside.   In this way, the outside does not become the domain of the sporty children, but becomes, rather, a shared space for mentally activity too, which in itself requires healthy nourishment for the nourishment of brain cells. Overall, food is necessary to fuel both physical and mental activity, and in this way children and parents are educated not to simply associate food with weight issues per se, although the education will support the empowerment of a behavioural pattern which will be reflected in weight appropriate to height and structure; thus killing two birds with one stone -improvement in healthy eating and a decrease in levels of obesity. The reduction in the level of obesity falls under the remit of the national health promotion strategies Fit4Life, and the health promotional models of education and empowerment will assist in pupils benefiting from this health promotional strategy. In preparing to plan for the introduction of better nutrition education in schools, assessing health needs were essential, as health needs not only differ across the district funded schools, but within schools as well.   Speaking with and asking for advice from the senior management team ensured that specific needs were not overlooked in any school.   Not wishing to disrupt the school timetable, this health promotion was incorporated into the school routine, in the main, with the community being invited to participate in circuit training, if they were medically able to do so, and parents and carers being encouraged to support the educational programme on nutrition by attending either the school assembly, or the specific parent assembly. Working with those who knew the both the pupils and their parents, it was possible to avoid any religious or cultural slights by being made aware of festivals and cultural practices.   Hence, the programme was planned for the week before Easter, and not the week before the Whitsun bank holiday as we did not wish to exclude the Muslim pupils who would be fasting in observance of Ramadan. Legislation was taken into consideration, as the safety of pupils was paramount. All outside contractors, such as those from the farms responsible for the fruit and vegetable 5-day display, were vetted and underwent DBS checks, if they had not done so before, in line with the Keeping Children and Families Safe Act of 2003.   A risk assessment, particular with respect to the outdoor activities involving parents too, was undertaken in keeping with the Health and Safety at Work etc Act 1974.   As note before, plans included how to ensure that the programme was accessible to pupils with special educational needs, and parents with any form of physical disability, in line with the Disability Discrimination Act 2005. In the planning a framework for evaluation was also factored in as it necessary to see what works and what does not work, if we wish to replicate this health promotion campaign again.   Efficiency, effectiveness and economy were pointers in the framework.   All public health campaigns resourced by public funds have to demonstrate value for money, and thus in the calculation we considered the cost to the NHS should the levels of obesity rise in the next two years.   Naturally if obesity levels in pupils did not rise, then the difference between the calculated amount, should it rise, and the amount of money spent on this campaign highlighted how much the NHS would save in not having to treat a new cohort of obese pupils; this would demonstrate the value for money aspect of the campaign.   The efficiency and the effectiveness of the campaign would also be reflected in the money that would not have to be spent on addressing the issue of a new cohort of obese children. Further, in the planning the SMART acronym was included for the evaluation of the programme from beginning to end, considering our target audience, the goals and objectives we set for programme and the pupils.   The possible outcomes/goals were subjected to an examination to ascertain if they were Specific, Measurable, Achievable, Relevant and Timely: Smart: goals well defined such that the youngest pupil could understand the intended outcome Pupil engaging positively with food and making healthy choice selections at lunch; using food to fuel an agreed physical or mental activity Measurable: include parameters to ascertain if goal has been achieved Levels of improvement which can be checked by a member of staff personal goal of running faster between two fixed points (physical) or memorising specific quotes or passages from a set book with increasing difficulty Achievable: challenging, but realistic goal for those participating Gradually increasing speed or number of quotes memorises each week Relevant: all goals consistent with each other in order to achieve long term goal Pupils will be empowered by the knowledge of how food fuels the body to make healthy food choices when selecting because they wish for their body to operate at optimum level Timely: have a time frame in which it can be ascertained if goal achieved or not Fitness level or rendition ability would have improved by the end of the school year, as the reinforcement of a physical fit body or being mentally agile is fuelled by healthy food selection. In conclusion, whether pupils are aiming for physical or mental fitness the concept of acquiring more fresh air could have a beneficial effect on both sub-groups of pupils, since being in the same spatial environment could encourage the pupils to explore the other benefit of selecting healthy food to fuel the body. Reference Disablity Discrimation Act 2005 Available online at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/228870/9780108508066.pdf accessed 27/02/2017 Health and Safety At Work ect Act 1974 Available online at http://www.hse.gov.uk/legislation/hswa.htm accessed 27/02/2017 Keeping Children and Families Safe Act of 2003 Available online at https://www.govtrack.us/congress/bills/108/s342 accessed 27/02/2017 SMART example Available online at http://urban-athletes.co.uk/wp-content/uploads/2013/10/SMART-Goals.jpg accessed 27/02/2017

Bureaucracy and the Pacific Way Essay -- Literary Analysis, The Sevent

Bureaucracy and the Pacific Way In Mike Judge’s movie Office Space, the main character Peter is a cog in the bureaucratic wheel. He works a middling job for several different bosses, none of who care about him on any personal or emotional level. The system functions smoothly, allowing the business to operate efficiently and effectively. These corporations, like a government bureaucracy are compartmentalized, impersonal, and utilitarian. Every component of every department works toward the goal of efficiency and development. Consequently, the bureaucracy represents the culmination and manifestation of Western business ideal. Ultimately, the bureaucracy is successful when its members relinquish their own personal identity in favor of the bureaucratic ideal. Although these organizations have a significant importance in a society that values efficiency, punctuality, and materialism, the reality is that these values of Western progress are not embodied throughout the world. Other cultures have and maintain belie fs independent from this mindset. In Epeli Hau’ofa’s novel Tales of the Tikongs, the island of Tiko is a uniquely Pacific land that is the subject of a new development effort by the United Kingdom. In the name of progress, the imperialists attempt to modernize a culture they consider â€Å"native† (5). Although the Western imperialists claim these efforts are for the benefit of the Tikongs, through an analysis of the bureaucratic institutions in the stories â€Å"The Seventh and Other Days† and â€Å"The Glorious Pacific Way†, the true purpose of development is exposed to be the pacification of Pacific culture. The opening of the collection of short stories, â€Å"The Seventh and Other Days† provides the contextual background for an understand... ...orming Tiko into a submissive participant in their international funding games. The Tikongs lost their tradition and identity because of the premeditated actions of the bureaucracy. Furthermore, as evidenced by Pasifikiwei’s symbolic change, even their self-respect disappeared. Like Peter in Office Space, the people of Tiko became the faceless and nameless workers in a government induced pipe dream for the attainment of actual progress. Although the bureaucracy never truly succeeded in incorporating its policies in Tiko, by dehumanizing the Tikongs, undercutting their culture, and convincing the populace to work for â€Å"progress†, the bureaucracy pacified the Tikongs. Development did not improve their way of life; instead it turned them into another casualty of colonialism, a people without a culture in a perpetual struggle towards a non-existent goal.

Hrm Issues in the Premium Oil and Gas Case Essay

This essay is based on the Premium Oil and Gas Company (POG) case study. POG, as a global, company is functioning in diversified business environment. It causes in fact, a necessity to deal with varied internal and external environmental issues, that occur within the company. Internal business environmental issues are in control of the enterprise. External business environmental issues, on the other hand, are driven by factors, that are beyond the control of the company (e.g. legal issues). According to the executives, POG company aspires to become a truly global enterprise, known for its modern and meritocratic management, supported by outstanding learning organisation. Nevertheless, some major issues can be found at all levels where company operates. This paper is focused on POG strategic issues, related to human resources management (HRM) and is divided into three parts. The first section of this paper provides a brief overview of the company aims and outlines the essay scheme. The following section indicates and analyses two main HRM issues, related to POG case, including general justification of the choice made. At the same time, a series of recommendations for POG is provided, before conclusions will be presented in the third part. Two main issues defined by the author refer to communication and knowledge sharing aspects. In general, one of the most significant platforms for company issues to arise are the culture differences between co-workers. Since internationalisation strategies started being implemented by enterprises on a large scale and the number of multinational companies grew rapidly, also multicultural issues have become the substantial matter to deal with. For POG case, where westernized culture of the headquarter is confronted with eastern way of thinking in Azeri subsidiary (Hercules Meets Buddha), communication issue can be named as one of decisive factors affecting organisational side of the company. The main role of organisational communication (Elving, 2005) is to inform clearly employees about their responsibilities, as well as about company policies and issues. Secondly, communication leads to a better integration and community creation. Hancock and Zayko (1998) also indicate the importance of communication, whereas its lack often provides with resentments between employees. The communication levels in POG may be distinguished between Azeri employees (trainees) and their trainers/colleagues from headquarter, as also between Azeris within their group, what manifests itself in teamwork tasks. The most appropriate theoretical framework to analyse the communication issues in POG seems to be the concept of Hofstede’s five cultural dimensions (Hofstede, 2001) in relation to Azeri national culture. First dimension in this model refers to uncertainty avoidance, explained by Hofstede (2001, p.161) as â€Å"The extent to which the members of a culture feel threatened by uncertain or unknown situation†. In relation to POG case, there is a strong alienation, suspiciousness and reluctance of Azeri trainees to westernized corporate culture. These types of behaviour seem to be typical reaction on culture shock. In result, high level of uncertainty avoidance successfully reduces the efficiency in communication between them and their western colleagues. The second, and one of the most important dimensions in context of communication is power distance. Mulder (1977) as cited in Hofstede (2001), explained the meaning of power distance by comparison of power determinacy, which is unequal between less and more powerful members of a particular system. Countries like Azerbaijan, exhibit a high degree of power distance, which means that its citizens are a hierarchical society. As a consequence, several problems can be observed in POG communication skills trainings. Firstly, Azeri trainees are afraid of asking questions, as lack of knowledge is seen by them as humiliation. Moreover, there is a strong resistance of rising issues with managers in fear of undermining their authority and damaging relationships with them. Also trying to draw conclusions from mistakes is very difficult, as taking responsibility is uncommon for Azeri people. POG trainers find these behaviours in total opposition to the company brainstorming working patterns, consistent with open and free to ask POG culture. Another dimension in Hofstede’s model is individualism, as opposition to collectivism. There are several main differences between these assumptions (Hofstede, 2011). In individualistic social framework, only immediate family is expected to take care of its member (â€Å"I†- consciousness society). Individualistic approach is concerned with westernized cultures. On the other hand, in collectivist social framework, immediate family is extended to other relatives and non-relative in-group members (â€Å"We†- consciousness society). Definition, which more accurately describes Azeri society is collectivism, what POG trainers assumed to be a solid base to develop team working skills for them. However, as the practice shows, there is a strong recognition of inequality within the group members, resulting from status-conscious society model. In Trompennars and Hampden-Turner seven dimensions’ model (1997), status-conscious approach is defined as ascription theory, where status is based on position. Communication issues arise, when there is a need from trainers to identify responsibilities and contribution of particular members in a team. Communication within the team is also affected by the social status of its members. Next dimension from Hofstede is a differentiation of social attitude in terms of gender. Feminine and Masculine societies can be defined. Feminine society is associated with modest and caring values for both genders. There is a balance between family and work (Hofstede, 2011). Good examples of feminine societies are Scandinavian countries, but also Russia, where the role of women is inherently high and influential in social relations (Camiah and Hollin shead, 2003). On the other hand, masculine societies reflect patriarchal and traditional structure with male leadership and domain role (Sikdar and Mitra, 2012). This approach is close to Azeri social behaviours, where women role in society is quite limited or at least not equal to this of men. In turn to POG case, a significant communication issue arises between Azeri trainees and female L&D officer. Despite her outstanding qualifications, communication barriers are built because of cultural accretions. Male trainees find it insulting to be advised or educated by female. In result, information flow is highly disrupted. The fifth dimension (Long-Term vs. Short-Term Orientation) is not directly linked with communication issues in this case, however, in general it may be an important indication for multicultural issues based on behavioural patterns. Another issue related to communication is language. However, this aspect is also highly linked with knowledge sharing issue and will be explained later on in this paper. Considering the main issues related to the communication in POG, identified in this paper, some changes should be provided in order to cope with these issues. A comparison can be made to Elite Hotel case, where cultural differences had also a strong impact on communication between co-workers. Although some recommendations may be covered in both cases. Firstly, the performance for â€Å"Communication and Team Working† module should be customized. This module, as a key tool of communication, does not suit to cultural differences between Azeri co-workers and company culture management scheme. Practical implementation of company rules will not succeed without understanding of these cultural differences by both sides. Taking into account POG’s aspirations to become a truly global and meritocratic company, responsibility and flexibility in management processes should be embedded. In practice, various cultural trainings, as well as cultural events to build up coherent relations, should be provided at the beginning of the training programs. Such cognitive steps ought to improve communication and become a platform to implement practical aspects of the training programme. â€Å"Communication and Team Working† module modifications shall focus on overcoming of power distance influences, through engaging trainees to an active involvement in discussion and problem solving proposals. Also individual tutorials for Azeri trainees might help them to overcome communication barriers. Inequity in terms of ‘team working’ need to be suspended by cultivation of organizational culture, in order to enhance intercultural and intra-cultural communication. Underestimation of female as a teacher should be confronted with a huge, direct and continuous support from high male authorities to break the stereotypes and teach trainees how to overcome them without losing respect in their own environment. Nevertheless, the competences of L&D officer must be proved by this young female. Knowledge sharing process is concerned as another significant issue related to POG case. Whereas explicit knowledge can be formalized, tacit knowledge is strongly connected with communication. Moving further, communication issues have impact on knowledge transfers. Processes of creating knowledge and its management in organizational level have been studied by many authors. Most of them emphasize the importance of capability to transfer knowledge, as a pivotal factor in fields of organiza tional learning processes (Goh, 2002). The process of sharing knowledge may be considered from different contexts. Transfers may take place within the same unit in organization, throughout different departments, or between subsidiaries. Knowledge can be also shared between individuals, communities and groups; locally, nationally or worldwide. Argote and Ingram (2000, p.151) link these partitions with experience and describe knowledge transfer as â€Å"the process through which one unit (e.g., group, department, or division) is affected by the experience of another†. There are several ways of how knowledge is shared. According to Taylor et al. (1996), there are three main strategies for transferring HRM knowledge. POG strategy characterizes high internal but low external consistency, what indicates centralized HRM system and strong domination of headquarter over its Azeri subsidiary. There are several important individual factors, affecting knowledge transfer. Integrated capability of these factors may either facilitate or impede the HR knowledge transfer (Lecture 2, Knowledge Transfer and Sharing, Figure 2). Accordingly, some issues related to knowledge transfer in POG case are connected and complemented by communication issues, however they demonstrate problems from different view. Firstly, culture differences between co-workers have a large impact on knowledge transfer. The example of female L&D officer is the most appropriate one to adopt, when knowledge absorption is limited by cultural ties. Another issue is connected with motivation and willingness for cooperation, required to achieve mutual benefits. Lack of co-operative behaviours can be observed in terms of sharing opinions or involving into discussion during the meetings with management board. Finally, language skills can determine processes of acquiring knowledge, when Azeri workers need to learn English as an operative language in the company. However, English is not the first language for Dutch workers either, who stand for the majority of the company staff. In terms of recommendations, knowledge sharing issues must be solved by POG executives quite fast, bearing in mind the company staffing plans for the next five years. Generally speaking, POG strategy of HRM should become more integrative (rather than exportive) with high internal and moderate external consistency, in order to optimize solutions for subsidiaries like Azerbaijan. There is also a significant role of trainers and expatiate managers for knowledge transfer capabilities. Country-specific, intercultural training should be conducted for them, as part of their preparation for the job. The Robert Bosh GmbH case is a good example for POG, how to achieve intercultural proximity to improve knowledge transfer. HRM issues in POG company simply highlight, that it is not sufficient for organizations to get adopted to business environment without respecting individuals from different cultures (Trompennars and Hampden-Turner, 1997). Hofstede’s framework clearly indicates these differences, which affect HRM, not only in communication, but also in knowledge transfer. The deeper the differences, the more complex management issues arise. ‘Communication and Team Working’ module should be customized in respect to Azeri culture, rather than be left unified for all subsidiaries. Also implementation of integrative HRM strategy, jointly with higher intercultural sensitiveness of trainers and expatriates could facilitate knowledge absorption capacities of Azeris. Nevertheless, core values of the company management ought to remain unchanged. There are no simple decisions without both positive and negative consequences involved. In fact, there is no single box with tools to fix problems, and various ways may be chosen to follow. List of references: ARGOTE, L., and INGRAM, P., 2000. Knowledge Transfer: A Basis For Competitive Advantages in Firms. Organizational Behaviour and Human Decision Processes [online], 82(1), p. 150-169. Available at: http://www.columbia.edu/~pi17/2893a.pdf [Accessed 1 December 2012]. CAMIAH, N., and HOLLINSHEAD, G., 2003. Assessing the potential for effective cross-cultural working between â€Å"new† Russian Managers and western expatriates. Journal of World Business [online] 38, 245-261. Available at: http://wenku.baidu.com/view/862ab85abe23482fb4da4cf7.html [Accessed 5 December 2012] ELVING, W.J.L., 2005. The role of communication in organizational change. Corporate Communications: An International Journal [online], 10(2), pp. 129-138. Available via: Emerald [Accessed 1 December 2012]. GOH, S.C., 2002. Managing effective knowledge transfer: an integrative framework and some practice implications. Journal of Knowledge Management [online], 6(1), pp. 23-30. Available via: Emerald [Accessed 7 December 2012]. HANCOCK, W.M., and ZAYKO, M.J., 1998. Lean production implementation problems, IIE Solutions, 30(6), pp. 38-42. HOFSTEDE, G., 2001. Culture’s consequences: Comparing values, behaviours, institutions, and organizations across nations. 2nd ed. London: Sage Publications Inc. HOFSTEDE, G., 2011. Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture [online], unit 2. Available at: http://scholarworks.gvsu.edu/orpc/vol2/iss1/8 [Accessed 3 December 3, 2012]. SIKDAR, A., and MITRA, S., 2012. Gender-role stereotypes: perception and practice of leadership in the Middle East. Education, Business and Society: Contemporary Middle Eastern Issues [online], 5(3), pp.146-162. Available via: Emerald [Accessed 5 December 2012]. TAYLOR, S., BEECHLER, S., and NAPIER N., 1996. Towards an integrative model of strategic international human resource management. Academy of Management Review [online], 21(4) pp. 959-985. Available via: Business Source Complete [Accessed 7 December 2012]. TROMPENNARS, F., and HAMPDEN-TURNER, C., 1997. Riding the waves of culture [online], 2nd ed. London: Nicholas Brealey Publishing. Available at: http://khurrambukhari.files.wordpress.com/2012/02/riding-on-the-waves-of-culture.pdf [Accessed 3 December 2012]

Autobiography – My earliest memories

It was a beautiful summer's day and the birds were singing sweetly like a church choir of angels. My elder brother, Narvair suggested to my mother and father to go birthday shopping for presents as it was nearing my fifth birthday. As we sauntered down the long drive to the blue Vauxhall Cavalier, the blazing sun almost blinded us. We could feel the intense heat so much that sweat was pouring down our faces. As we travelled and approached the motorway, I enquired about our destination, but I was informed that it was a surprise. On the way we passed many fields where there were numerous horses, sheep and cows were grazing. In the far distance I could see the roofs of many houses and the tall pointed steeple of a church. Through the sun roof I could see the cloudless calm blue sky. As we left the motorway, I realised that we were heading for Meadow Hall. At this moment I was full of excitement, but this soon fizzled away, as it took such a long time to find a parking space.  Like read about memories? Read also  Flashbulb memory! Eventually we entered the large, brightly lit shopping mall, jam-packed with people hustling and bustling in and out of the shops. I immediately held my mummy's hand in case I strayed away. As we tried to pass the people I peeked through any small spaces in between the busy bodies looking for toy shops. Further along the mall, my grip loosened on my mum's hand, as my attention drew towards my brother. Whilst playfully tussling with my brother, I kept a close eye on my mum and dad's whereabouts. My mum entered the clothes shop and my dad browsed the sports shop adjacent to it. As we were playing, a bouncy ball fell out of my pocket and rolled down the precinct. Without hesitation I let go of my mum's hand and sped after the ball not realising I had soon left my parents and brother well behind. The ball bounced and rolled on being kicked by the on going people. In the long run I caught up with the ball as a gentleman trapped it under his foot. I thanked him and aimlessly ran in random directions seeking my mum and dad. Suddenly I discovered I was all alone and began to shed tears running in and out of shops bellowing for my mum, to no avail. Some time later, I saw a lady clothes shop where there was a lady wearing Indian garments. At this moment I felt relieved and hoped I had found my mum. Spontaneously I dashed towards her, only to find it was a shop window dummy. Amidst the confusion and the strangers, I began to cry and screech but no one would help. Further on the shopping mall I stepped onto the escalator leading up to the top floor. Looking over the railings I had an overview of the ground floor; however I could not see any members of my family. At this point I decided to ask all the passing people of my parent's whereabouts, but nobody knew. With exhaustion and blurry eyes I sat on the cold hard floor with my legs through the railings, eager to locate my parents or my brother. Suddenly a security guard crouched down beside me and informed me that it was not a good idea to have my legs dangling through the railings. He then asked me why I was crying. Having told him I had ran away from my parents to find my ball and now was lost. The guard offered to help, comforted and escorted me to the customer service desk. Here he announced over the shopping mall's tanoy system: â€Å"Can Mr and Mrs Birdi please come to the customer service desk immediately?† On seeing my parents coming I darted towards my mother and clung to her with a tight grip. My parents were very much relieved and delighted to see me. â€Å"Sandeep, where have you been? We have been looking for you,† exclaimed my dad. â€Å"I ran after my ball dad,† I replied sobbing. â€Å"Don't ever do it again, let us know where you are going. Now stop crying,† my mum said hugging and kissing me. After comforting me, my parents and my brother marched on towards the toy shop. I ran into the toy shop like a charging bull with my brother, but my mum insisted that I calmed down. Still excited I tried to take in all the toys around but eventually I carefully chose a special edition Action Man. It was a large present with many gadgets such as recording radio and a firing machine gun. I had been longing for this present and could not let anyone else handle it. I was really proud and could hardly wait for my birthday, so that I could play with it amongst my other toys. This made me the happiest five years old in the world. To this day I have still kept the Action Man in excellent condition and working order. Even now it is a pleasure to play with it, although I remember how I found my self lost in the huge shopping Mall.