What’s Make an Effective Hrm

Course Study Guide Part 1: Course Info 2012–13 International HRM INDU1130 Contents 1. Welcome3 2. Introduction to the Course4 2. 1Introduction and Rationale4 2. 2Aims4 2. 3Learning Outcomes4 2. 4Learning and Teaching Activities4 3. Contact Details5 4. Course Content6 5. Assessment Details8 5. 1Summary of assessment8 5. 2Assignment one – Group presentation and individual report8 5. 3Assignment two – Essay11 5. 4Final Examination13 5. 5Resit Assessment13 6. Reading13 6. 1Core Textbooks13 6. 2Supplementary Reading14 6. 3Other Sources15 7. Other Details15 8. Feedback sheets15 . Past Exam Papers18 1. Welcome Dear student, Welcome to the final-year course International Human Resource Management. We hope that you will enjoy the course. This course, which is an option for students on the BABM and other programmes, assumes no detailed prior knowledge of the field of human resources management. This course handbook explains how the course is organised and what the assessme nts are. It also lists the lecture and tutorial topics. Tutorials accompany the weekly lectures, and are designed to deepen your understanding of the topic using real-life examples.We expect you to attend all lectures and tutorials, and to do all the prescribed reading (detailed in section six) – generally, you have to read one chapter per week from the course textbook. This course deals with the question how organisations (private-sector companies as well as public sector organisations) manage people, in particular how they motivate employees to achieve the high standards of performance required in today's competitive markets. The course also deals with the wider social, economic, political and historic context within which organisations operate.The course is split into two parts: The first term introduces you to Human Resource Management (HRM), while the second term introduces Employment Relations (ER), sometimes also called Industrial Relations (IR). Both fields are closel y related, but focus at different aspects of the employment relationship (the relationship between employer and employees). HRM focuses mainly at the company level, while ER also investigates the national (and international) levels; and while HRM focuses more on individual employees, ER concentrates more on groups of employees and their representatives, trade unions.Human resource management is both an academic theory and a business practice. It is based on the notion that employees are humans, and thus should not be treated as a basic â€Å"business resource† (despite the name â€Å"human resource management†). HRM focuses on the human aspect of a company and its strategic importance. HRM is, supposedly, very different from traditional â€Å"personnel management†, which is a purely administrative function. HRM is much more than the pure administration of personnel and their contracts (e. g. wages, payment systems, and working hours).HRM deals with topics such a s employee involvement (i. e. giving employees a say at work) and motivation. Employment relations or industrial relations focuses on the wider relations between management and workers, particularly groups of workers represented by trade unions, and the structure of labour markets. Industrial relations can take place on many levels, such as the â€Å"shop-floor† (i. e. at the level of the factory or office), the regional level, or the national level. Governments set the framework for industrial relations through legislation and regulations.The climate and institutions of industrial relations vary considerably between countries, being more â€Å"cooperative† in some (e. g. Germany and Japan) and more â€Å"adversarial† in others (e. g. the US, the UK and France). Again, We hope that you will enjoy the course and find it useful! Good luck! Niels-E. Wergin-Cheek (course leader)and the course team| | 2. Introduction to the Course 2. 1Introduction and Rationale Human resources are being recognised increasingly as vital to achieve competitive advantage, and managing human resources is thus a vital activity.The course introduces relevant concepts and theories in the field of HRM, and will provide students with the knowledge, understanding and key skills required to undertake human resource management at a professional level. This course is aimed at those students on generalist business and management programmes (in particular BABA and BABM students) in the Business School who have not previously studied any specialist HR courses. The course focuses, as much as possible, on comparative and international aspects of HRM. 2. 2AimsThis course aims to outline the background and the main theoretical frameworks for the study of HRM; explain the historical context in which HRM is located; and introduce the broad functional areas of HRM, its organisational responsibilities, and how they interact. Rather than focusing solely on the situation in the UK, read ings, examples, and case studies from a variety of countries will be used, highlighting international diversity, allowing students to compare the role, activities, and institutional frameworks of HRM in different national contexts. 2. 3Learning OutcomesKnowledge and understanding of: * reasons why human resource management is a vital part of organisational success, * main theoretical frameworks used in HRM, * broad activities of HRM such as resourcing, reward, performance management, training and development and employee relations, * policies and practices in these key areas of HRM that are available to HR managers, * best practice in these areas and the business reasons for them, in particular the role of employee involvement and participation in motivating and empowering employees, * the ways in which these areas are interconnected, the external and internal factors which potentially have an impact on these four areas, * the strategic integration of the main HR functions into corp orate strategy, * international and comparative aspects of HRM (†¦) 2. 4Learning and Teaching Activities The course supports the student in an independent learning process in which teaching is interspersed with reading and information gathering. Students are encouraged to relate key theories within the subject field to practice at workplace level. Lectures introduce and familiarise the students with the main issues surrounding the course.Tutorials contain a combination of tutor-led and student-centred activities. The latter will be used to enable independent learning with students collaborating in groups. Activities include the discussion of videos, case studies and other readings, as well as group discussions, role plays and presentations by students. 3. Contact Details Name | Room| E-mail | Phone | Office Hours| Le Quyen Thuy Trang| | [email  protected] com| +84-903 148 548| | 4. Course Content Abreviations: ch: chapter, wk: week; chapter numbers refer to core textbooks (se e below) Lecturers: Bui Quoc Liem, Le Quyen Thuy Trang | Date| | Topic| | Reading| Block 1| | PART I: The HRM arena and context| | | 1| | Lecture| The nature of human resource management (NW)| | Bratton,| | | Tutorial| Introduction to the course | | ch. 1| 2| | Lecture| The Context of Human resource management (PG)| | Bratton,| | | Tutorial| Oil Tool Inc case study| | ch. 4| 3| | Lecture| Strategic human resource management (PG)| | Bratton,| | | Tutorial| Air National case study| | ch. 2| 4| | Lecture| International human resource management (PG)| | Bratton,| | | Tutorial| FAEKI case study| | ch. | 5| | Lecture| Restructuring Work and Organisations (PG)| | Bratton,| | | Tutorial| Wolds Insurance case study| | ch. 5| 6| | Lecture| Flexibility (PG)| | Bratton,| | | Tutorial| ‘Flexibility at Burton Group and Ferodo’ exercise| | ch. 5| | PART II: HRM functions and practices| | | 7| | Lecture| Resourcing I: HR Planning (PG)| | Bratton,| | | Tutorial| Presentation 1: Human Re source PlanningCDX Bank case study| | ch. 6| 8| | Lecture| Resourcing II: Recruitment and Selection (PG)| | Bratton,| | | Tutorial| Short listing exercise| | ch. | 9| | Lecture| Resourcing III: Performance Management, Appraisal (PG)| | Bratton,| | | Tutorial| Presentation 2: Performance Management, AppraisalInsight Communications case study| | ch. 8| 10| | Lecture| HRD / Training and Development (PG)| | Bratton,| | | Tutorial| Presentation 3: HRD / Training and DevelopmentAppoint in Hase, Repent at Leisure case study| | ch. 9| 11| | no class| Reading week| | | 12| | Lecture| Employee Reward (PG)| | Bratton,| | | Tutorial| Presentation 4: Employee RewardCity Bank case study | | ch. 0| 13| | Lecture| Evaluating HRM (PG)| | Bratton,| | | Tutorial| Report surgery session| | chs. 14+15| Block 2| | PART III: PERFORMANCE MANAGEMENT – STRATEGIC AND GENERAL CONSIDERATIONS| | | 14| | Lecture| Chapter 1: Performance Management and Reward Systems in Context  Ã‚  | | Aguinis| | | Tutori al| Case Study: Good practice in performance management | | ch. 1| 15| | Lecture| Chapter 2: Performance Management Process  Ã‚  | | Aguinis| | | Tutorial| Case Studies:Disrupted links in the performance management process at Omega Inc.Performance Mangement at the University of Ghana| | ch. 2| 16| | Lecture| Chapter 3: Performance Management and Strategic Planning  | | Aguinis ch. 3| | | Tutorial| Case Study: Creating a Strategy and Linking It to Performance at The Gap, Inc| | | PART IV: PERFORMANCE MANAGEMENT – SYSTEM IMPLEMENTATION| 17| | Lecture| Chapter 4: Defining Performance and Choosing a Measurement Approach  Ã‚  Ã‚  | | Aguinis| | | Tutorial| Case Study: Identifying Task and Contextual PerformanceChoosing an Appropriate Performance Measurement ApproachSt. Jessica’s Urban Medical Center Emergency Room| | ch. | 18| | Lecture| Chapter 5: Measuring Results and Behaviors  Ã‚  | | Aguinis| | | Tutorial| Case Study: Accountabilities, Objectives and StandardsT he College of Business at VIP University| | ch. 5| 19| | Lecture| Chapter 6: Gathering Performance Information  | | Aguinis ch. 6| | | Tutorial| Evaluating an Appraisal Form used in higher education| | | 20| | Lecture| Chapter 7: Implementing a Performance Management System  Ã‚  Ã‚  | | Aguinis| | | Tutorial| Implementing a Performance Management Communication Plan at Accounting, Inc. Training the Raters at Big Quality Care| | ch. 7| PART V: EMPLOYEE DEVELOPMENT| 1| | Lecture| Chapter 8: Performance Management and Employee Development  Ã‚  Ã‚   Chapter 9: Performance Management Skills  Ã‚  Ã‚   | | Aguinis| | | Tutorial| Development Plan Form at Old Dominion UniversityEvaluation of a 360-Degree Feedback System DemoPersonal Developmental Plan at BrainstormWas Robert Eaton a Good Coach? | | chs. 8+9| PART VI: REWARD SYSTEMS, LEGAL ISSUES AND TEAM PERFORMANCE MANAGEMENT| 22| | Lecture| Chapter 10: Reward Systems and Legal Issues  Ã‚  Ã‚   Chapter 11: Managing Team Performance   Ã‚  Ã‚  | | Aguinis| | | Tutorial| Case Study: Stryker & Boeing Reward PlansCase Study: Rewards System at H.H. Haley Company| | ch. 10+11| 23| | Lecture| Revision Lecture | | Re-read| | | Tutorial| Exam preparation| | | 24| | no lecture| -/-| | Re-read| | | Tutorial| Exam surgery session| | | | | 5. Assessment Details Your mark for this course is made up from three components: two pieces of coursework (an essay and a portfolio), and the final exam. These components are weighted differently (i. e. some count more than others): the exam accounts for half of your final mark, the essay for one fifth, the portfolio for three tenth.Marks range from zero to 100 per cent (zero being the worst). In order to pass the two pieces of coursework and the exam, you need to achieve at least 40 per cent. If you fail any of these, you might be able to retake the failed piece of assessment once. The assessment will be different from, but similar to the original one. You must follow the instructions given for each assessment, otherwise you might fail. It is important that you hand in both pieces of coursework on time. Late submissions will be marked zero (unless you are granted â€Å"extenuating circumstances†, e. . for being ill; cf. section 7. 2). In order to pass the course, the weighted average of your four pieces of assessment needs to be at least 40 per cent. If you fail the course, you might have to re-take it in the following academic year. 5. 1Summary of assessment Assessment Title| Weight towards final grade| Pass Mark| Due Date| Group presentation and individual report (HRM part 1)| 15%| 40%| 28 December 2012| Essay (HRM part 2)| 35%| 40%| 03 April 2013| Final examination| 50%| 40%| May 2013| Total| 100%| 40%| | 5. Assignment one – Group presentation and individual report Task:This assignment consists of two parts, a group presentation and an individual report. Both elements are compulsory, but only the second part will be marked. If you do not complet e both parts of the assignment, you will automatically be marked zero. Part one:Prepare a 15-minute group presentation investigating one of the following topics, using a case study: 1. Human Resource Planning 2. Performance Management and Appraisal 3. Human Resource Development / Training and Development . Employee Reward Your presentation should be based on a case study, i. e. it should investigate: * how one organisation (either a private company or a public-sector organisation) deals with these issues, * what actual or potential problems the organisation is facing in doing this, * what the causes for these problems are, * what alternative solutions to solving these issues there are, and how these could be implemented. For detailed guidance, please see the instructions on analysing case studies below.NB: The presentation itself is not marked. However, if you do not participate in preparing and delivering the presentation, you will not be allowed to submit the second part of this a ssignment (see below), which is marked. Part two:Prepare an individual report on the topic of your presentation. Your report should be based on extensive individual research on your topic, and should be referenced throughout. Your report should not merely summarise the case study, it should cover your topic (e. g. Human Resource Planning) in general.You should then use the case study to illustrate the topic, following the instructions on analysing case studies below, and relate this to the four questions above. It is important that your report develops an argument rather than just summarising points from the textbook or the case study. This is an individual piece of work (that is, you are not to write it collectively with fellow students); and that you should develop your points from the presentation further, rather than just repeating it in written form. You have to attach the slides you used during your presentation, otherwise your assignment will be marked zero.Sources to be used : HRM and Employment Relations textbooks * Employee relations and HRM textbooks * Academic journals (e. g. Industrial Relations Journal; Employee Relations) * HR Practitioner journals (e. g. Personnel Today, People Management) * Newspaper articles (e. g. Financial Times, Independent, Guardian, not tabloids like, for example, the Sun) * CIPD website (www. cipd. co. uk) Word Limit:1,500 words Due Date: 28 December 2012 Weighting:This assessment is worth 15% of the overall mark for the course. Format: Word-processed, eleven point font, 1. 5 spacing, wide margins (2. cm top, left and bottom; 5cm right); attach a header sheet (cf. section 8. 2). If you do not follow these formatting instructions, you will be marked down ten percentage points as a penalty. FeedbackYou will receive written feedback. It is important that you read it as it will help you with your next assignment. Nota Bene: The individual report must be your own work, and not copied by or from another student or from books e tc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you must reference your sources, using the Harvard style.Make sure that you know how to reference properly, and that understand the guidelines on plagiarism! If you do not, you might fail! 5. 3Assignment two – Essay Choose one of the following two questions. You must follow the instructions given below! Question 1: What makes an effective Human Resource manager? What skills, competencies and knowledge does he or she require to become a successful manager in the organisation of today? Use at least one actual case example to illustrate your answer. Suggested Structure: Part of essay| What should be included|Introduction| Define what is meant by an HR manager. Outline the skills, competencies and knowledge required, using textbooks and journals. Give an overview of the essay’s main sections as well as your argument. | Main body| Discuss at least one case example of good practice , relating them to the skills, competencies and knowledge identified in the introduction, using the sources described below. Divide the main body into subsections, using your own subheadings. | Conclusion| Summarise your answer to the question and the main arguments you have used to arrive at that answer. References | In-text references and list of references (at the end of the essay) in Harvard style. | Sources to be used: * HRM textbooks (658. 3 in library catalogue) * Academic journals (e. g. Human Resource Management Journal) * HR practitioner journals (e. g. Personnel Today, People Management) * CIPD website (www. cipd. co. uk) * Corporate websites Question 2: How would you describe â€Å"good practice† in performance management in today's work organizations? What processes, strategic planning, measurement approach, and skills would you recommend?Illustrate your answer with at least one real life case example. Instructions: Word Limit:2,000 words Due Date: 03 April, 2013 Weighting:This assessment is worth 35% of the overall mark for the course. Format: Word-processed, eleven point font, 1. 5 spacing, wide margins (2. 5 cm top, left and bottom; 5cm right); attach a header sheet (cf. section 8. 2). If you do not follow these formatting instructions, you will be marked down ten percentage points as a penalty. FeedbackYou will receive written feedback. It is important that you read it as it will help you with your exam.Nota Bene: The essay must be your own work, and not copied by or from another student or from books etc. If you use ideas, quotes or data (such as diagrams) from books, journals or other sources, you must reference your sources, using the Harvard style. Make sure that you know how to reference properly, and that understand the guidelines on plagiarism! If you do not, you might fail! 5. 4Final Examination The exam lasts for two hours (plus reading time). It is a â€Å"closed book†, which means that you are not allowed to bring any books or notes into the exam (dictionaries are not allowed either).The exam accounts for 50 per cent of your overall mark for the course. The exam has two sections with four questions each. You will have to answer two (out of the four) questions from each section. Each question carries equal weighting. You will have revision lectures to prepare you for this that you must attend. Please refer to your Study Skills booklet for tips on revision and examination technique. Past exam papers for most courses are available in the library and on the University of Greenwich Business School website at http://gibs. gre. ac. uk/admin/pep. sf. Past exam papers for this course are available in section ten of this handbook. 5. 5Resit Assessment Your coursework and exam results will be reviewed by a Subject Assessment Panel (which looks at the course) and a Progression and Award Board (which reviews your progress). The discussions in these two committees will determine whether you have failed any cou rsework or exams, and whether you will be offered the chance to do resits. Please note that there is no automatic right to do resits; whether these are offered depends on your overall progress.Resits will usually involve a new coursework topic or exam. Where you have been deemed to have failed a piece of group work, or a presentation or a test, any resit of these will normally involve a similar piece of individual coursework. If you have been notified that you have to complete coursework resits, check on your course’s WebCT/Blackboard site where the details of the assessment task, submission dates and methods will be explained. If you have been notified that you have to complete exam resits, check the University’s exam timetable on the Student Portal. 6. Reading 6. Core Textbooks Block 1: Bratton, John and Gold, Jeff (2007): Human Resource Management – Theory and Practice (4th ed. ). Basingstoke: Palgrave Macmillan. ?37. 99, ISBN: 978-0230001749. Block 2: Herman Aguinis, (2013): Performance Management (3rd ed. ). Pearson. ISBN: 978-0132974356 We expect you to buy both of these books. They are essential to prepare you for, and help you with, lectures, tutorials, assignments and exam. The books are available in the university bookshop, which is located in the Mews building on campus (the first building on the left when entering the campus hrough the West Gate, opposite the library). NB: We have negotiated a special deal with the publisher: If you buy both books together at the University Bookshop, you will receive a discount of about 30% (? 20). 6. 2Supplementary Reading Bach, S. and Sisson, K. (2005): HRM and Personnel Management (4th ed). Oxford: Blackwell. Bamber, G. , Lansbury, R. and Wailes, N. (ed) (2004): International and Comparative Employment Relations: Globalisation and the developed market economies (4th ed). London: Sage. Baron, J. and Kreps, D. (1999), Strategic Human Resources: Frameworks for General Managers.New York: Wiley. Beardwell, I. , Holden, L. and Claydon, T. (2004): Human Resource Management: A Contemporary Approach (4th ed). London: FT Prentice Hall. Blyton, P. and Turnbull, P. (2004): The Dynamics of Employee Relations (3rd ed). Basingstoke : Palgrave Macmillan. Bratton, J. and Gold, J. (2003) Human Resource Management: Theory and Practice (3rd ed). Basingstoke: Palgrave Macmillan. Edwards, P. (2003): Industrial Relations – Theory and Practice. Oxford: Blackwell. Ferner, A. and Hyman, R. (ed) (2000): Changing Industrial Relations in Europe (2nd ed). Oxford: Blackwell. Foot, M. and Hook, C. 2005): Introducing Human Resource Management (4th ed). London: FT Prentice Hall. Gennard, J. and Judge, G. (2005): Employee Relations (4th ed). London: CIPD. Hollinshead, G. and Leat, M. (1995): Human Resource Management: an international and comparative perspective on the employment relationship. London: Pitman. Hollinshead, G. ; Nicholls, P. and Tailby, S. (2003): Employee Relations (2nd ed). Londo n: FT Prentice Hall. Huczynski, A. and Buchanan, D. (2003): Organizational Behaviour: an introductory text (5th ed). Harlow: Pearson. Hyman, R. (1975): Industrial Relations: A Marxist introduction.London: Macmillan. Hyman, R. (1989): The Political Economy of Industrial Relations. London: Macmillan Press. Hyman, R. and Ferner, A. (ed) (1994): New Frontiers in European Industrial Relations. Oxford: Blackwell. Kessler, S. and Bayliss, F. (1998): Contemporary British Industrial Relations (3rd ed). London: Palgrave Macmillan. Legge, K. (2005) Human Resource Management: rhetorics and realities (anniv. ed). Basingstoke: Palgrave Macmillan. London: FT Prentice Hall. Maund, L. (2001): An Introduction to Human Resource Management. London: Palgrave. Noon, M. and Blyton, P. (2002): The Realities of Work (2nd ed).Basingstoke: Palgrave. Redman, T. and Wilkinson, A. (2006): Contemporary Human Resource Management: Text and Cases (2nd ed). London: FT Prentice Hall. Salamon, M. (2000): Industrial Rel ations: Theory and Practice (4th ed). London: FT Prentice Hall. Torrington, D. ; Hall. L. and Taylor, S. (2005): Human Resource Management. London: FT Prentice Hall. Watson, T. (2002): Organising and Managing Work. Harlow: Pearson Education. Other books on Human Resource Management, Personnel Management or Industrial/Employee Relations in the library will also be useful to follow up particular topics.These are found at shelfmark (the book’s ID number, which can be found on it’s spine) 658. 3, or you can search the library OPAC (on-line catalogue) with keywords. The catalogue can be accessed at the library, and via the internet at http://libcat2. gre. ac. uk/TalisPrism. 6. 3Other Sources In addition to reading the texts, you should also read and consult the following newspapers, journals and web sites that are all available in the library: Newspapers: * Financial Times * The Independent * The Guardian * The Independent * The Times Journals: * Human Resource Management J ournal Incomes Data Services (IDS) Studies and Reports * Industrial Relations Journal * IRS Employment Trends * People Management * Personnel Today * Personnel Review Web Sites: * Trades Union Congress: www. tuc. org. uk * Confederation of British Industry: www. cbi. org. uk * UK Government: www. direct. gov. uk * Department of Trade and Industry: www. dti. gov. uk * ACAS www. acas. org. uk * European Industrial Relations Observatory: www. eiro. eurofound. eu. int * Chartered Institute of Personnel and Development: www. cipd. co. uk * People Management journal: www. peoplemanagement. co. k * Incomes Data Services: www. incomesdata. cu. uk . See also the websites suggested in the set texts 7. Other Details Please refer to your programme handbook for any further information you might require including methods of submitting assignments, advice and administrative procedures. 8. Feedback sheets The following three pages show the feedback sheets that your tutors will use to mark your assi gnments. Have a look at them to see what is required! ASSIGNMENT FEEDBACK Course: INDU1130 – International HRMAssignment 1: Report Student:_________________________Marker: ? NW ? PG | A| B| C| D| E| | ) Content (20%)Content relevant to topicTopic covered well| | | | | | Content has little relevanceSuperficial treatment of topic| 2) Argument (20%)Logically developed argumentAccurate presentation of evidence| | | | | | No coherent argumentEvidence questionable / no evidence| 3) Structure (20%)Good introduction (appropriate length, defines concepts used, gives overview of essay)Good main section (appropriate length, divided well into subsections using subheadings)Good conclusion (appropriate length, summarises answer and arguments used)| | | | | | Introductions not good or missingMain section not structured wellConclusions not good or missing| 4) Format (20%)| | | | | | (overall mark for section 4; details below)| 4. 1Style Fluently writtenAcademic writing style| | | | | | Inele gantly writtenInformal writing style| 4. 2 PresentationWell set outCorrect overall length| | | | | | Untidy and difficult to readUnder / over length| 4. 3 ReferencingCorrect in-text referencing in Harvard styleCorrect list of references in Harvard style | | | | | | Incorrect or missing in-text referencing Incorrect or missing list of references | 4. Syntax Correct spelling and grammarGood sentence construction| | | | | | Incorrect spelling and grammarPoor sentence construction| 5) Sources (20%)Adequate number of sources usedSources of appropriate quality (academic sources)Good range of sources (articles, chapters etc. )| | | | | | Too few sources usedInappropriate sources (e. g internet sources)Poor range of sourses. | NB: each of the five sections (content, argument, structure, format, sources) carries roughly equal weight towards the final mark; but marks are not derived mechanically from above feedback. Key to Grades: A: Excellent, B: Good, C: Satisfactory, D: Some inadequacies, E: Poor| General comments:| | First markerGrade awarded:| | Second markerGrade awarded:| | Final grade:| | ASSIGNMENT FEEDBACK Course: INDU1130 – International HRMAssignment 2: Essay Student:_________________________Marker: ? NW ? PG | A| B| C| D| E| | ) Content (20%)Content relevant to topicTopic covered well| | | | | | Content has little relevanceSuperficial treatment of topic| 2) Argument (20%)Logically developed argumentAccurate presentation of evidence| | | | | | No coherent argumentEvidence questionable / no evidence| 3) Structure (20%)Good introduction (appropriate length, defines concepts used, gives overview of essay)Good main section (appropriate length, divided well into subsections using subheadings)Good conclusion (appropriate length, summarises answer and arguments used)| | | | | | Introductions not good or missingMain section not structured wellConclusions not good or missing| 4) Format (20%)| | | | | | (overall mark for section 4; details below)| 4. 1Style Flu ently writtenAcademic writing style| | | | | | Inelegantly writtenInformal writing style| 4. 5 PresentationWell set outCorrect overall length| | | | | | Untidy and difficult to readUnder / over length| 4. 6 ReferencingCorrect in-text referencing in Harvard styleCorrect list of references in Harvard style | | | | | | Incorrect or missing in-text referencing Incorrect or missing list of references | 4. Syntax Correct spelling and grammarGood sentence construction| | | | | | Incorrect spelling and grammarPoor sentence construction| 5) Sources (20%)Adequate number of sources usedSources of appropriate quality (academic sources)Good range of sources (articles, chapters etc. )| | | | | | Too few sources usedInappropriate sources (e. g internet sources)Poor range of sourses. | NB: each of the five sections (content, argument, structure, format, sources) carries roughly equal weight towards the final mark; but marks are not derived mechanically from above feedback. Key to Grades: A: Excelle nt, B: Good, C: Satisfactory, D: Some inadequacies, E: Poor| General comments:| | First markerGrade awarded:| | Second markerGrade awarded:| | Final grade:| | 9. Past Exam Papers EXAMINATION PAPER – 2003/04 SESSION INTRODUCTION TO MANAGING HUMAN RESOURCES – INDU1025UNIVERSITY OF GREENWICH BUSINESS SCHOOL – LEVEL 1 This is a TWO HOUR examination plus ten minutes reading time. It is a closed book examination INSTRUCTIONS TO CANDIDATES You MUST answer ALL the questions in Part A (case study) Choose ONE question from Part B Choose ONE question from Part C Section A carries 33% of total marks Section B carries 33% of total marks Section C carries 33% of total marks ————————————————- SECTION A CASE STUDY SUPERSTORES Superstores is a large food retail company that has been in existence for 100 years. The organization has built a reputation for good quality fo ods, and depends on relatively well-off customers for its market.Most stores are in the South East of mainland Britain. There are more than 4,000 employees, and it is very dependent on part-time women workers and also student workers who mainly work in routine store jobs, paid just above the minimum wage level. Managers are full-time and are assigned to each store. The firm has medium to high labour turnover, because of the unsocial hours that some staff have to work, and the fact that students often do not want to stay for long. The firm has never recognized trade unions, but has had an informal system of local employee committees. However, many of these committees are no longer being used, so that there is little consultation with employees in some stores.The big retail food firms in Britain are in intensive competition with each other to sell food at low prices, which means that Superstores must find ways to cut labour costs by using its employees in a more effective way. At the same time Superstores must improve the customer service it offers and also give its customers a greater variety of quality foods. The trade union TGWU (Transport and General Workers’ Union) is actively recruiting Superstores employees. It looks as if Superstores will be presented with a claim for union recognition in the near future. The Managing Director of Superstores is aware of this, and is considering whether or not to accept a trade union presence, and if he should negotiate a partnership agreement with the union if they are recognized.SECTION A QUESTIONS – YOU MUST ANSWER ALL OF THESE (33%) 1. Advise the Managing Director on the legal position in Britain on trade union recognition. What are the advantages to Superstores of recognizing trade unions? What are the drawbacks? 2. What kind of flexibility is Superstores getting from its part-time employees? Why is this important in food retailing? SECTION B – YOU MUST CHOOSE ONE FROM THIS SECTION (33%) 3. What is Hofstede’s theory of culture? How does this help companies that operate in more than one country? What are the main criticisms of his theory? 4. Identify and outline the different managerial frames of reference. Which style of management fits each of these?Illustrate your answer with real-life examples. 5. Outline the legal position in Britain on redundancy. Besides conforming to the law, what are the advantages to firms of having a redundancy policy? 6. Briefly outline THREE theories that try to explain how the labour market works. Discuss which one best fits the current situation of the 21st century. SECTION C – YOU MUST CHOOSE ONE FROM THIS SECTION (33%) 7. What is meant by Taylorism and Fordist work systems? What problems are created by these ways of organizing work for people managers? 8. Outline TWO types of payment systems and the sort of jobs paid in each way. What are the recent trends in payment systems in the UK? 9.Describe TWO different theories that exp lain how people learn. Why do people managers need to know how people learn? 10. What do we mean by ‘performance appraisal’? What are the objectives of an appraisal interview, and what are the main problems that can arise? EXAMINATION PAPER – 2004/05 SESSION INTRODUCTION TO MANAGING HUMAN RESOURCES – INDU 1025 UNIVERSITY OF GREENWICH BUSINESS SCHOOL – LEVEL 1 This is a TWO HOUR examination plus ten minutes reading time. It is a closed book examination INSTRUCTIONS TO CANDIDATES Answer three questions in total, answer one question from each section. All questions carry equal marks. This is a closed book examination. ————————————————-SECTION A – Answer ONE question from this section 1. â€Å"Collective bargaining causes unnecessary conflict between management and workers and should be replaced by individual, direct negotiations betwe en employees and managers. † Discuss. 2. â€Å"Firms should avoid trade unions†. Discuss. 3. â€Å"Collective bargaining it the best way to give employees a voice at work. † Discuss. SECTION B – Answer ONE question from this section 4. Explain the differences between recruitment and selection. Outline three recruitment methods and three selection methods. 5. Explain the difference between overt (written) contract of employment and the covert (unwritten) psychological contract of employment. 6.Describe the advantages and disadvantages of the flexible firm for employers and employees. SECTION C – Answer ONE question from this section 7. HRM has been the subject of much debate. How would you attempt to define and explain its underlying principles? 8. â€Å"Reward refers to all of the monetary, non-monetary and psychological payments that an organization provides for its employees in exchange for the work they perform†. Describe different forms o f reward and outline the main objectives of the reward system. 9. Define ‘performance management’ and explain the role of the ‘appraisal’ in performance management. Discuss different forms of appraisal.

Forest Conservation Essay

INTRODUCTION The June 1992 United Nations Conference on Environment and Development (UNCED), underlined the necessity for all countries to develop harmonised approaches in the management, conservation and sustainable development of global forests is essential to meet the socio-economic and environmental needs of the present and future generations. To achieve this goal, the UNCED also realised, among others, the need to sustain the multiple roles and functions of all types of forests, as well as the need to enhance forest conservation, management, and global forest cover as outlined in Programmes A and B of Chapter 11 under Agenda 21, respectively. In addition, the need to ensure the conservation and sustainable utilisation of biological diversity is also emphasised under Chapter 15 of Agenda 21. While all these are now being recognised, the priority is to operationalise and implement the UNCED programmes, bearing in mind that the full implementation of the adopted Statement of Forest Principles and the various forestry programme areas under Agenda 21 is feasible only on the basis of international efforts towards attaining concrete goals. Hence, this paper is intended to provide a basis for discussion on the implementation of specific aspects of these programmes, particularly that on forest conservation, enhancement of forest cover and the roles of forests, as well as to suggest possible areas of collaboration for national and international actions. 2. FOREST CONSERVATION Forests are influenced by climate, landform and soil composition and they exist in a wide variety of forms in the tropical, temperate and boreal zones of the world. Each forest type, evergreen and deciduous, coniferous and broadleaved, wet and dry, as well as closed and open canopy forests, has its own uniqueness and together these forests complement one another and perform the various socio-economic, ecological, environmental, cultural and spiritual functions. Recent surveys on a global basis suggest that there are about 1.4 million documented species, and the general consensus is that this is an underestimate – perhaps 5 – 50 million species exist in the natural ecosystems of forests, savannas, pastures and rangelands, deserts, tundra, lakes and seas. Farmers’ fields and gardens are also importance repositories of biological resources. In this context, it has been acknowledged that forests are rich in biological resources. Though covering only 13.4 per cent of the Earth’s land surface, these forests contain half of all vertebrates, 60 per cent of all known plant species, and possibly 90 per cent of the world’s total species. However, recent studies have shown that temperate and boreal forests with their extremely varied ecosystems, especially those in climatic and geographical areas where old-growth forests still occur, may be even more diverse than tropical forests in terms of variation within some species. Eventhough temperate and boreal forests generally have far fewer tree species than tropical forests, often having a tenth or less in total, certain temperate and boreal forests are now thought to be as diverse, or even more diverse, than their tropical counterparts. For example, old-growth forests in Oregon, U.S.A. are found to have arthropods in leaf litter approaching 250 different species per square meter; with 90 genera being found in the H.J. Andrews Memorial Forest research area alone (Lattin, 1990). It has been suggested that a network of 500 protected and managed areas, with an average size of 200,000 hectares, covering 10 per cent of the remaining old-growth/primary forests be the minimum acceptable target (Anon, 1991 & IUCN/UNEP/WWF, 1991). To enhance this networking and to optimise the global representativeness of these biogeographic areas for the conservation of biological diversity, a list of these areas based on mutually agreed terms by national governments should be formulated. It should also include the identification of these biogeographic areas and the development of joint mechanisms, as well as the quantification of the costs involved and the identification of sources of fund needed to manage and conserve these areas. Joint mechanisms for possible international cooperation to establish transboundary biogeographic areas should also be implemented. However, it has been recognized that totally protected areas can never be sufficiently extensive to provide for the conservation of all ecological processes and for all species. Nonetheless, there is a need to establish a minimum acceptable national target to be designated as forest conservation areas in each country. This effort could be further enhanced by establishing buffer zones of natural forests around the protected area where an inner buffer zone is devoted to basic and applied research, environmental monitoring, traditional land use, recreation and tourism or environmental education and training; and an outer buffer zone where research is applied to meet the needs of the local communities. Such management practices are in consonance with Principle 8(e) of the Forest Principles. Besides the need to set aside conservation areas, it is now being increasingly realised that sustainable production of wood, through environmentally sound selective harvesting practices is one of the most effective ways in ensuring in-situ conservation of the biological diversity of forest ecosystems. Such selectively harvested and managed forests will retain most of the diversity of the old-growth/primary forests both in terms of numbers and population of species. The economic value of the wood and the environmental benefits produced would fully justify investments made in maintaining the forest cover as exemplified in such practices in ensuring its sustainability. The implementation of environmentally sound selective harvesting practices would go a long way in promoting in-situ conservation of biological diversity and the sustainable utilisation of the forest resources. In this regard, the establishment of tree plantations would alleviate the pressure on over-harvesting the natural forests in view of the increasing demand of wood from the forests. The sustainable production of forest goods and services and the conservation of biological diversity in forest ecosystems, as well as the equitable sharing of benefits arising from the utilisation of the genetic resources would require concrete actions at both the national and international levels. In this context, it is imperative that national policy and strategies, among others, should set target on the optimum forest area for forest conservation and for the sustainable production of goods and services, as well as outline relevant measures to enhance both ex-situ and in-situ forest conservation during forest harvesting. In some cases, long term measures may include the rehabilitation and re-creation of old-growth/primary forests. In this connection, it is imperative that countries having a high proportion of their land areas under forest cover, especially the developing countries, have access to new and additional financial resources and the â€Å"transfer of environmentally sound technologies and corresponding know-how on favourable terms, including on concessional and preferential terms†, as reflected in Principles 10 and 11 respectively, of the Forest Principles; in order to ensure the sustainable management, conservation and development of their forest resources. Moreover, â€Å"trade in forest products should be based on non-discriminatory and multilaterally agreed rules and procedures consistent with international trade law and practices† and â€Å"unilateral measures,incompatible with international obligations or agreements, to restrict and/or ban international trade in timber or other forest products should be removed or avoided† as called for in Principles 13 (a) and 14 respectively, of the Forest Principles should be respected by the international community, in order to attain long-term sustainable forest conservation and management. 3. ENHANCEMENT OF FOREST COVER Enhancement of forest cover is to be viewed as a proactive measure taken to arrest and reverse the current trend of forest decline and degradation. In this context, the world’s forests have been under threat and are declining. It is estimated that forests covered four-fifths of the existing area at the beginning of the Eighteenth century. Of this total, approximately half were in tropical regions and half in temperate and boreal regions. However, these forests are declining as a result of deforestation. By the mid-Nineteenth century, it was estimated that global forest cover had decreased to 3,900 million hectares or 30 per cent of the world’s land area. The latest figure by the Food and Agriculture Organisation of the United Nations as reflected in the Forest Resources Assessment 1990 had estimated that global forest cover as at the end of 1990 had further decreased to 3,188 million hectares or about 24.4 per cent of the world’s land area. Processes of reduction and degradation of forest cover have led to an average annual loss of 0.6 per cent. Although the annual loss of temperate and boreal forests is said to be negligible in recent time, historically, large- scale deforestration had taken place in Europe during the Industrial Revolution to cater for the needs of agricultural expansion, building materials and industrial development (Hinde, 1985). In fact, it is estimated that almost 200 million hectares or more than 50 per cent of the original forest cover had been lost (UN, 1991). On the other hand, deforestation in the developing world is a rather recent phenomenon due to poverty, indebtedness and the increasing need for food, shelter and energy to cater for the growing population. In this regard, the four main causes of deforestation in developing countries are shifting cultivation, conversion to agriculture and pasture, wood removals for fuelwood and inappropriate timber utilisation, and the need for infrastructural development. For example, 39.5 per cent of the 1.54 million hectares of closed forest deforested between 1981 and 1990 in Africa was due to agriculture fallow and shifting cultivation, 35.1 per cent due to conversion to mainly permanent agriculture, and the balance 25.4 per cent due to over-exploitation and over-grazing (FAO, 1993a). However, as a result of improved socio-economic development in Africa, the rate of deforestation due to agriculture fallow and shifting cultivation had in fact decreased by 27.2 per cent when compared to 66.7 per cent which was recorded during the period 1976- 1980 (UN, 1991). Besides the loss of forest cover through deforestation, there has been a general degradation in the quality and health of global forests due to acid rain and other atmospheric pollutants, especially in developed countries, as well as through forest fires, unsustainable use as a result of inappropriate logging and fuelwood exploitation. The depletion of global forests and their degradation are causes for concern as they involve not only the loss of forest areas, but also the ultimate quality of the forests. If this trend is unchecked, the implications on the world would be catastrophic. Not only would the existence of all forest types be threatened, but the capability of these forests to perform their various roles and functions in perpetuity would also be seriously undermined. Hence, the need to address the decline in global forest areas and its degradation through enhancing forest cover is immediate. In this context, is the current global forest cover of 24.4 per cent sufficient? If not, what level of forest cover should we aim for in order to ensure that forest resources and forest lands are sustainably managed to meet the needs of the present and future generations? At the Ministerial Conference on Atmospheric Pollution and Climate Change held in the Netherlands in November, 1989, the Noordwijk Declaration on Climate Change advocated a world net forest growth of 12 million hectares per year by the turn of the century while a global forest cover of 30 per cent by the year 2000 was proposed at the second Ministerial Conference of Developing Countries on Environment and Development held in Malaysia in April, 1992. There is every indication that the existing global forest cover should be enhanced through greening of the world. In this connection, restoration of all deforested lands in the industrialised world to close to the original levels of forest coverage is improbable, but this does not mean significant reforestation and afforestation are impossible. All countries which aim for a sound environmental future should set themselves a target of a minimum level of forest cover to be maintained in perpetuity. Countries having more than 30 per cent of their land areas under forest cover after taking into account their socio-economic development needs, particularly the developing countries, should be given incentives to improve the quality of their forests, as well as assistance given to reduce their dependence on wood especially as fuel. On the other hand, countries having less than 30 per cent of their land areas under forest cover, but have the means must increase and enhance their forest cover through rehabilitation and afforestation, which may include, in some cases, the conversion of heavily subsidised farms back to forests. As for those countries which are rich but are constrained by physical and climatic conditions to grow trees because of their geographic locations, they could play their roles by assisting the poorer countries in increasing and enhancing their forest cover. As the future of forests are not only dependent on their quantity, but their quality as well, it is pertinent that all forests, especially those temperate and boreal forests of the developed countries should be protected against air-borne pollutants, particularly that of acid deposition, which are harmful to the health of the forest ecosystems. Appropriate measures should also be taken to protect forests from fire. 4. ROLES OF FORESTS A well-managed forest is a constantly self-renewing resource and provides a wide range of benefits at local, national and global levels. Some of these benefits depend on the forest being left untouched or subject to minimal interference while others can only be realised by harvesting the forest. Among the most important roles of forests are sustainable production of wood and timber products, provision of food, shelter and energy, mitigation of climate change, conservation of water and soil, as well as for recreation and ecotourism. Forests are also important repositories of biological diversity. In this regard, wood is of major economic importance as in 1990 the world’s production of industrial timber was about 1,600 million cubic metres, of which about 75 per cent came from the developed countries, while international trade in wood and wood products, as well as paper and pulp is estimated to worth US$96,000 million a year, of which about US$12,500 million comes from developing country exports (FAO, 1993b). Besides, currently fuelwood comprises about 85 per cent of the wood consumed in the developing countries and accounts for more than 75 per cent of total energy consumption in the poorest countries and that over 2,000 million people use fuelwood as the primary source of fuel (UN, 1991). In recent years, attention has also been focused on the importance of non-wood forest products which include plants for food and medicinal purposes, fibres, dyes, animal fodder and other necessities. Indonesia, for example, earns an estimated US$120 million a year from rattans, resins, sandalwood, honey, natural silk and pharmaceutical and cosmetic compounds (FAO 1990), while the local production of bidi cigarette from the tendu leaf (Diospyros melanoxylon) in India provides part-time employment for up to half a million women (FAO, 1993b). In this connection, it has been estimated that more than 200 million people in the tropics live in the forests (FAO, 1993b) and in some parts of Africa as much as 70 per cent of animal protein comes from forest games such as birds and rodents (FAO, 1990). The economic value of forests in relation to floods and soil conservation is that they may allow for agricultural and even industrial development on floodplains because they contribute to the mitigation of the effects of floods and in minimizing soil erosion especially in mountainous and hilly areas. In fact a well- managed forest would provide a number of goods and services to meet basic human needs as outlined in Annex I. 5. RECOMMENDATIONS 5.1 Forest Conservation (a) To strengthen efforts in forest conservation and the sustainable management of forest resources, it is imperative to ensure the participation of local community and that all national policy and strategies must indicate the forest area set aside for forest conservation and in the sustainable production of forest goods and services. In this context, developing countries must have access to new and additional financial resources and the transfer of environmentally sound technologies. (b) To further ensure sustainable forest conservation and sustainable forest management, the prices of timber and timber products at the market place must fully reflect both their replacement and environmental costs, and that trade in forest products should be non-discriminatory and any unilateral measures to restrict and/or ban their trade should be removed or avoided. Moreover, expenses needed for sustainable forest management, including reforestation and afforestation must be included into the cost of all kinds of production obtained from the forest resources. (c) A global network of well-managed and adequately funded protected areas be established. In this regard, a list of biogeographic areas that is mutually agreed by national governments should be prepared to ensure global representativeness of forest conservation areas. (d) In order to ensure the sharing on mutually agreed terms of benefits and profits, including biotech- nology products derived from the utilisation of biological diversity, efficient and cost-effective methodologies should be developed to assess the biological resources of forests at the genetic, species and ecosystem levels, including the development of techniques to ascribe economic values to these resources. (e) In the light of the agreement at UNCED and in accordance with the requirements of the Convention on Biological Diversity, existing forest harvesting practices should be critically reviewed to ensure effective in-situconservation of biological diversity during forest utilisation. Countries should also endeavour to identify forest ecosystems or even landscapes that are threatened with irreversible changes, as well as their causes so as to enable prompt actions to be taken to arrest them. 5.2 Enhancement of Forest Cover (a) Maintaining and enhancing forest cover, reforestation or afforestation will incur costs, either from opportunities foregone for alternative uses, or from benefits lost from existing land uses. Policy responses must take this into account. The legitimate rights of countries over their natural resources must be upheld. An equitable framework must be found to provide adequate compensation to those countries who undertake action to sustainably manage their forests in the wider interests of global environmental enhancement. (b) All countries should work towards increasing their level of forest cover to be achieved over a speci- fied time-frame and actions be taken to prepare and implement national forestry action programmes and/or plans for the management, conservation and sustainable development of forests as called for in para 11.12(b) of Chapter 11 under Agenda 21. Countries having less than 30 per cent of their land areas under forest cover, but have the means must undertake concerted efforts to increase their forest cover while rich countries which are constrained by physical and climatic factors to increase their forest cover could assist the poorer nations in increasing and enhancing their forest cover. Countries having more than 30 per cent of their land areas under forest cover after taking into account their socio-economic development needs should be recognised and appropriate incentives should be given to encourage them to improve the quality of their forests. 5.3 Roles of Forests (a) To effectively enhance the roles of forests in meeting basic human needs, it is extremely important that the underlying causes of deforestation such as poverty, population pressures, the need for food, shelter and fuel, as well as indebtedness, particularly in the developing countries, must be critically addressed. A consultative and participatory approach should be adopted involving all stakeholders. (b) For the development of management measures to be effective, full knowledge on the distribution and values of non-wood forest resources should be made available at the level compatible to those currently available for the wood resources. (c) At the landscape level, each territory should set a minimum area of forest land to safeguard the climate-and-water characteristics of the forest and that the integrity of the forest ecosystem is protected. (d) Public awareness of the roles of forests should be strengthened at the level of social and professional groups, as well as at the family level so as to ensure that the important ecological and environmental functions of forests are further enhanced for both the present and future generations. 6. CONCLUSION The above recommendations are some of the possible options that could be considered for the effective implementation of specific UNCED programmes, particularly that on forest conservation, enhancement of forest cover and roles of forsts in meeting basic human needs. Concrete actions both at the national and international levels are imperative for their effective implementation.

Hotel Computerized Reservation and Billing System Essay

The earliest evidence of technological progress in the India is to be found in the remains of Harappan civilization (4000-3000 BC.). Archaeological remains point to the existence of well planned urban centres the boasted of private and public dwelling laid out in orderly fashion along with roads and drainage systems completing them. The drainage systems are particularly remarkable for the times since they are built underground and constructed in a manner to allow for regular cleaning. The small drains from privates homes connected to the larger public drains while the larger dwellings are invariably multi-storied and all homes were constructed from standardized fired and provided for separate cooking areas and toilets. Storage facilities for grains and goods for trade were built as a public baths and other building intended for various public function. And the urban centres planned riverine or sea-ports with accurate weights and measures were in use and ports such as lothal were developed as export centres of early manufactured products form smelted copper and bronze. Kilns for smelting copper ingots and casting tools were in existence as were metal tools such as curved or circular saws, pierced needles and most significantly, bronze drills with twisted grooves. The drill enabled the production of items with unparallel precision for the times and could be regarded as an ancient precursor of the modern machine tool. There is also evidence of planned irrigation systems and it’s appears that fire and flood control measures to protect farms and villages were also in decorated in a variety of colours and design. Cotton was grown and used to produce textiles. LEARNING INSIGHT: In their technology they well planned what they needs or priority. They choose what they much needed or uses, and every technology they think if that technology can contribute them a lot. Like they created a drainage system that very useful for their regular cleaning, I learned in their technology that every uses is important so that we don’t waste a money, time to create a particular technology and effort. Definition and boundary India is the second most populous country in the world. It is also sometimes called Bharat, its ancient name. India’s land frontier stretches from the Arabian Sea on the west to the Bay of Bengal on the east and touches Pakistan, west China, Nepal and northeast and Myanmar, east. New Delhi is India’s capital and Mumbai that formerly Bombay its largest city. The southern half of India is a largely upland area that thrusts a triangular peninsula into the Indian Ocean between the Bay of Bengal on the east and the Arabian Sea on the west and has a coastline; at its southern tip is Kanniyakumri (Cape Comorin). In the north, towering above peninsular India, is the Himalayan mountain wall, where rise the three great rivers of the Indian subcontinent-the Indus, the Ganges, and the Brahmaputra. The Gangetic alluvial plain, which has much of India’s arable land, lies between the Himalayas and the dissected plateau occupying most of peninsular India. The Aravalli range, a ragged hill belt, extends from the borders of Gujarat in the southwest to the fringes of Delhi in the northeast. The plain is limited in the west by the Thar (Great Indian) Desert of Rajasthan, which merges with the swampy Rann of Kachchh to the south. The southern boundary of the plain lies close to the Yamuna and Ganges river; where the broken hills of the Chambal, Betwa, and Son rivers rise to the low plateaus of Malwa in the west and Chota Nagpur in the east. The Narmada River, south of the Vindhya hills, marks the beginning of the Deccan. The triangular plateau, scarped by the mountains of the Eastern Ghats and Western Ghats, is drained by the Godavari, Krishna, and Kaveri rivers; they break through the Eastern Ghats and, flowing east into the Bay of Bengal, form broad deltas on the wide Coromand el Coast. Further north, the Mahanadi River drains India into the Bay of Bengal. The much narrower western coast of peninsular India; comprising chiefly the Malabar Coast and the fertile Gujarat plain, bends around the Gulf of Khambat in the north to the Kathiawar and Kachchh peninsulas. The coastal plains of peninsular India have a tropical, humid climate. The republic is divided into 28 states: Andhra Pradesh; Arunachal Pradesh; Assam; Bihar; Chhattisgarh; Goa; Gujarat; Haryana; Himachal Pradesh; Jammu and Kashmir; Jharkhand; Karnataka; Kerala; Madhya;Pradesh; Maharashtra; Manipur; Meghalaya; Mizoram; Nagaland; Orissa; Punjab; Rajasthan; Sikkim; Tamil Nadu; Tripura; Uttaranchal; Uttar Pradesh; and West Bengal (see Bengal). There are also seven union territories: the Andaman and Nicobar Islands; Chandigarh; Dadra and Nagar Haveli; Daman and Diu; Delhi; Lakshadweep; and Puducherry. Kashmir is disputed with Pakistan. In 1991, India had 23 cities with urban areas of more than 1 million people: Ahmadabad, Bangalore (Bengaluru), Bhopal, Chennai (Madras), Coimbatore, Delhi, Hyderabad, Indore, Jaipur, Kanpur,Koch, Lucknow, Ludhiana, Madurai,Mumbai, Nagpur, Patna, Pune, Surat, Vadodara , Varanasi, and Vishakhapatnam. LEARNING INSIGHT: I learned that India is one of the biggest countries in the world. They most blessed country because they compass the biggest and the three great rivers in our world. I learned also that India is the second most popular country; other said that they are second popular because of their largest boundary and their popular rivers. Distinct culture The ethnic composition of India is complex, but two major strains predominate: the Aryan, in the north, and the Dravidian, in the south. India is a land of great cultural diversity, as is evidenced by the enormous number of different languages spoken throughout the country. Although the constitution forbids the practice of â€Å"untouchability,† and legislation has been used to reserve quotas for former untouchables (and also for tribal peoples) in the legislatures, in education, and in the public services, the caste system continues to be influential. LEARNING INSIGHT: I learned also India is rich and popular in their particular culture. They composed of two major grouped, the Aryan and Dravidian. Even though they are divided into two they also one in terms of sharing and continued influencing of their distinct culture. They are also the land of great cultural diversity that even though the Filipinos admired their cultures. Economy India often like two separate countries: village India, supported by traditional agriculture, where tens of millions live below the poverty line; and urban India, one of the most heavily industrialized areas in the world, with an increasingly middle-class population and a fast-growing economy (and also much poverty). Agriculture makes up some 20% of the gross domestic product (GDP) and employs about 60% of the Indian people. Vast quantities of rice are grown wherever the land is level and water plentiful; other crops are wheat, sugarcane, potatoes, pulses, sorghum, bajra (a cereal), and corn. Cotton, tobacco, oilseeds, and jute are the principal non food crops. There are large tea plantations in Assam, Karnataka, Kerala, and Tamil Nadu. The opium poppy is also grown, both for the legal pharmaceutical market and the illegal drug trade; cannabis is produced as well. Fragmentation of holdings, inefficient methods of crop production, and delays in acceptance of newer, high-yielding grain s were characteristic of Indian agriculture in the past, but since the Green Revolution of the 1970s, significant progress has been made in these areas. Improved irrigation, the introduction of chemical fertilizers, and the use of high-yield strains of rice and wheat have led to record harvests. The subsistence-level existence of village India, ever threatened by drought, flood, famine, and disease, has been somewhat alleviated by government agricultural modernization efforts, but although India’s gross food output has been generally sufficient for the needs of its enormous population, government price supports and an inadequate distribution system still threaten many impoverished Indians with hunger and starvation. India has perhaps more cattle per capita than any other country, but their economic value is severely limited by the Hindu prohibition against their slaughter. Goats and sheep are raised in the arid regions of the west and northwest. Water buffalo also are raised, and there is a large fish catch. India has forested mountain slopes, with stands of oak, pine, sal, teak, ebony, palms, and bamboo, and the cutting of timber is a major rural occupation. Aside from coal, iron ore, mica, manganese, bauxite, and titanium, in which the country ranks high, India†™s mineral resources, although large, are not as yet fully exploited. The Chota Nagpur Plateau of S Jharkhand and the hill lands of SW West Bengal, N Orissa, and Chhattisgarh are the most important mining areas; they are the source of coal, iron, mica, and copper. There are workings of magnesite, bauxite, chromite, salt, and gypsum. Despite oil fields in Assam and Gujarat states and the output of Bombay High offshore oil fields, India is deficient in petroleum. There are also natural-gas deposits, especially offshore in the Bay of Bengal. Industry in India, traditionally limited to agricultural processing and light manufacturing, especially of cotton, woolen, and silk textiles, jute, and leather products, has been greatly expanded and diversified in recent years; it employs about 12% of the workforce. There are large textile works at Mumbai and Ahmadabad, a huge iron and steel complex (mainly controlled by the Tata family) at Jamshedpur, and steel plants at Rourkela, Bhilainagar, Durgapur, and Bokaro. Bangalore has computer, electronics, and armaments industries. India also produces large amounts of machine tools, transportation equipment, chemicals, and cut diamonds (it is the world’s largest exporter of the latter) and has a significant computer software industry. Its large film industry is concentrated in Mumbai, with other centers in Kolkata and Chennai. In the 1990s the government departed from its traditional policy of self-reliant industrial activity and development and worked to deregulate Indian industry and attract foreign investment. Since then the service industries have become a major source of economic growth and in 2005 accounted for more than half of GDP; international call centers provide employment for an increasing number of workers. LEARNING INSIGHT: Sometimes when we heard the country of India, we come in our mine the most poverty country, because sometimes that the way we recognized the country, but the truth India also is rich in the other products that we have, but sometimes even though we are plenty in that particular products we don’t avoid to have a two kinds of people, the poorest and riches. The India also is most rich in oil, that even though our country importing them because of their great three rivers. So India has also a big possibility to be one of the riches countries someday because of their products and the contribution of the people there. History The people of India have had a continuous civilization since 2500 B.C, when the inhabitants of the Indus River valley developed an urban culture based on commerce and sustained by agricultural trade. This civilization declined around 1500 B.C., probably due to ecological changes. During the second millennium B.C., pastoral, Aryan-speaking tribes migrated from the northwest into the subcontinent. As they settled in the middle Ganges River valley, they adapted to antecedent cultures. The political map of ancient and medieval India was made up of myriad kingdoms with fluctuating boundaries. In the 4th and 5th centuries A.D., northern India was unified under the Gupta Dynasty. During this period, known as India’s Golden Age, Hindu culture and political administration reached new heights. Islam spread across the Indian subcontinent over a period of 500 years. In the 10th and 11th centuries, Turks and Afghans invaded India and established sultanates in Delhi. In the early 16th century, descendants of Genghis Khan swept across the Khyber Pass and established the Mughal Dynasty, which lasted for 200 years. From the 11th to the 15th centuries, southern India was dominated by Hindu Chola and Vijayanagar Dynasties. During this time, the two systems–the prevailing Hindu and Muslim–mingled, leaving lasting cultural influences on each other. The first British outpost in South Asia was established in 1619 at Surat on the northwestern coast. Later in the century, the East India Company opened permanent trading stations at Madras, Bombay, and Calcutta, each under the protection of native rulers. Learning insight; India started also in small things, they start nothing like us, but the leaders find the way that India is to be the one most popular country, but later on they recognized second of the most popular after the China. They recognize in terms of their achievements, invention and discoveries. They also develop their country and protect their country and what they have to reserve for the new generation. Languages and literature The language and literature of India has age-old tradition. Language and literature in India, in the present times is a wonderful mixture of various regional, national and international influences. However, the discussion about language and literature of India never completes unless they talk about the Rig Veda manuscript in Devanagari, during the early 19th century. According to the historical evidences, the Rigvedic Sanskrit is one of the oldest attestations of any Indo-Iranian language. Sanskrit is also regarded as one of the earliest language of the Indo-European language family, which includes English and most European languages. However, when it comes to spoken language, Hindi, always deserves a special attention. It is the â€Å"Sanskritized register† of the Khariboli dialect. In addition to all modern Indo-Aryan languages, Munda languages and Dravidian languages have derived a lot of words either directly from Sanskrit, or indirectly via middle Indo-Aryan languages. Sa nskrit is the mother of all the literary forms of (Dravidian) Telugu, Malayalam and Kannada. Part of the Eastern Indo-Aryan languages, the Bengali language took its form from the eastern Middle Indic languages and its roots can be traced to the 5th century BC Ardhamagadhi language. Tamil also is one of the leading classical languages in India, which has its source in the Proto-Dravidian languages. It was the spoken medium around the third millennium BC in peninsular India. And the literary pieces in this language are in existence for over two thousand years. The earliest epigraphic records in Tamil language were found in the third century BC. Another major Dravidian language, Kannada is in existence since the mid-1st millennium AD. It was highly flourished during the 9th to 10th century of Rashtrakuta Dynasty. It was also popular in the Satavahana and Kadamba periods. The language and its history existed for over 2000 years. The Ashoka rock edict found at Brahmagiriis known to be inscribed in Kannada. Indian epics are considered to be forming a significant part of country’s literature . The Ramayana and the Mahabharata are known to be the oldest preserved epics of India. Versions of these great literary pieces have been adopted as the epics of Southeast Asian countries like Thailand, Malaysia and Indonesia. The Ramayana consists of 24,000 verses in seven books and 500 cantos , which narrates the story of Rama (an incarnation or Avatar of the Hindu preserver-god Vishnu) and his wife Sita, who is abducted by the demon king of Lanka, Ravana. In fact, this epic is considered the primary one to establish the role of dharma as the guiding force of living a life. The epic Mahabharata is the earliest of all. It dates back to 400 BC and is estimated to have reached its final form by the early Gupta period. Other regional variations of these, as well as unrelated epics include the Tamil Ramavataram, Kannada Pampa Bharata, Hindi Ramacharitamanasa, and Malayalam Adhyathmaramayanam. Many other epic literatures, written in classical languages are also popular in India. LEARNING INSIGHT: In terms of language and literature in India also influences of regional, national or international. They have greatest language like us that we can give a special attention or we can be proud when we speak in that language. The India also is has a popular people in terms of their literature, they also popular because of their greatest contribution and controversial literature that they written even though it is maybe old other can mark in their heart and mine. Beliefs The Indian society is fast progressing, there are many people who are still superstitious and have a strong faith in the local beliefs. While some of them are quite hilarious, few others are really interesting, as many aspects of life are linked to them. Few beliefs even find their way into the Indian religious texts and scriptures. The standard viewpoint is that most of the Indian beliefs and values have sprung with an objective to protect from evil spirits, but some were based on scientific reasoning. With the passage of time, the reasoning part behind the origin of these cultural beliefs and superstitions got eroded. That is exactly why most of these beliefs appear unsubstantiated and false. However, in reality, there are many such beliefs in the Indians culture which are absolutely absurd and have no logic behind them. Superstitions are deemed as pertinent in India because these, generally, hint at future occurrences and can be either good or bad. Thus, anything from the call of a bird to the falling of utensils is considered an omen in India. Many of the traditional superstitions in India are connected with animals, birds and reptiles. For instance, seeing an elephant when one is leaving for a journey is considered lucky. This is because an elephant represents Lord Ganesha, the Indian God who is the harbinger of good luck and removes obstacles. Similarly, other auspicious signs could be cawing of a black crow in one’s house, as it forecasts the arrival of guests. Seeing a peacock on a journey is also considered lucky, but hearing its shrill sound is bad. Indians feel happy if a sparrow builds a nest in a new house because it signals good fortune. A very old belief is that if you kill a cat, you have to offer one in gold to a priest. This belief or superstition was concocted by the priests to protect the cats, which are useful in killing the rats in people’s houses. Leaving one’s home after wedding or for some other important task is a significant occasion. Thus, Indians often consult astrological charts to fix an auspicious time for this. Again, it is considered lucky to see cereals, paddy, cotton, hay or a newly wedding before embarking on a journey. In India, you may also come across or hear about people who help in interpreting other’s dreams. Even the daily life of Indians is governed by beliefs and superstitions. For example, Monday is not an auspicious day for shaving and Thursday is a bad day for washing one’s hair. LEARNING INSIGHT: A particular country even though they have a fast progressing we don’t avoid or omit to believe in our belief. We don’t have the right to control their self to beliefs, because sometimes in their beliefs they find the goodness but if there is good their also bad. Sometimes the country also recognized in their beliefs so we need to respect them. Religion India is the birth place of four of the world’s major religious traditions; namely Hinduism, Jainism, Buddhism and Sikhism. Religion has been an important part of the country’s culture. Religious diversity and religious tolerance are both established in the country by law and custom. A vast majority of Indians associate themselves with a religion. According to the 2001 census, Hinduism accounted for 80.5% of the population of India. Islam (13.4%), Christianity (2.3%) and Sikhism (1.9%) are the other major religions followed by the people of India. This diversity of religious belief systems existing in India today is a result of, besides existence and birth of native religions, assimilation and social integration of religions brought to the region by traders, travelers, immigrants, and even invaders and conquerors. Zoroastrianism and Judaism also have an ancient history in India and each has several thousand Indian adherents. India has the largest population of people adhering to Zoroastrianism and Baha’i Faith anywhere in the world. Many other world religions also have a relationship with Indian spirituality, like the Baha’i faith which recognizes Lord Buddha and Lord Krishna as manifestations of God Almighty. The Muslim population in India is the third largest in the world. The shrines of some of the most famous saints of Sufism like Moinuddin Chishti and Nizamuddin Auliya are in India and attract visitors from all over the world. India is also home to some of the most famous monuments of Islamic architecture like the Taj Mahal and the Qutb Minar. Civil matters related to the community are dealt with by the Muslim Personal Law, and constitutional amendments in 1985 established its primacy in family matters. The Constitution of India declares the nation to be a secular republic that must uphold the right of citizens to freely worship and propagate any religion or faith. The Constitution of India also declares the right to freedom of religion as a fundamental right. Citizens of India are generally tolerant of each other’s religions and retain a secular outlook, although inter-religious marriage is not widely practiced. Inter-community clashes have found little support in the social mainstream, and it is generally perceived that the causes of religious conflicts are political rather than ideological in nature. LEARNING INSIGHT: I learned also that India known or recognized because of the big contribution of the religion. That all of us know that religion is one the biggest part of the culture of one country. They are also known because many of other religions in the world have a relationship in the Indian spiritual; Even though our country has a relationship to the Indian spirituall y. Form of government India is a federal state with a parliamentary form of government. It is governed under the 1949 constitution. The president of India, who is head of state, is elected for a five-year term by the elected members of the federal and state parliaments, there are no term limits. Theoretically the president possesses full executive power, but that power actually is exercised by the prime minister and council of ministers, who are appointed by the president. The ministers are responsible to the lower house of Parliament and must be members of Parliament. The federal parliament is bicameral. The upper house, the Council of States, consists of a maximum of 250 members; the great majority are apportioned by state-each state’s delegates are chosen by its elected assembly-and 12 members are appointed by the president. One member represents the union territory of Puducherry. Members serve for six years, with one third retiring every other year. The lower house, the People’s Assembly, is elected every five years, although it may be dissolved earlier by the president. It is composed of 545 members, 543 apportioned among the states and two chosen by the president. There is a supreme court consisting of a chief justice and 25 associate justices, all appointed by the president. Administratively, India is divided into 28 states and seven union territories. State governors are appointed by the president for five-year terms. States have either unicameral or bicameral parliaments and have jurisdiction over police and public order, agriculture, education, public health, and local government. The federal government has jurisdiction over any matter not specifically reserved for the states. In addition the president may intervene in state affairs during emergencies and may even suspend a state’s government. LEARNING INSIGHT: Like us, the India also has a state organization that composed of president that they has a power to the country; but the different is the power is from their prime minister that we don’t have. The president have a big obligation for their country, they have also for the small places organization to help the president and the prime minister. Traditional health care approaches India is a country of 1.2 billion people; India contains extremes of wealth and poverty, with state-of-the-art hospitals and areas devoid of any formal healthcare services. This newly-launched program examines traditional approaches to healthcare in India and how such systems fit into the country’s overall health and development. Coursework will cover the theoretical and practical aspects of traditional health systems, particularly Ayurveda, yoga, and Siddha. Students will engage with a diversity of practitioners and healers through lectures and site visits to highly regard traditional health institutions. Students will be able to situate these practices within larger Indian socio cultural and economic contexts. While modern allopathic healthcare is highly regarded across South Asia, local and traditional medicinal systems continue to be valued and regularly practiced. With the recent establishment of the new government department AYUSH (Ayurveda, yoga, Unani, Siddha, and homeopathy), under the Indian Ministry of Health and Family Welfare, traditional medicine has gained new ground. The program is designed for undergraduates studying health sciences or liberal arts. Indian civilization is one of the oldest heritages of mankind. It is comprehensive having multi faceted cultural aspects. Ayurveda the mother of all traditional health care sciences is the part & parcel of Indian culture but in spite of this it has a separate identity & status. Ayurveda is co-existed since the emergence of humanity about 3 to 5 thousand years B.C. In Ayurveda ancient mega texts it is mentioned that, the Brahma creator of universe has recollected memorized the Ayurveda and advised for the welfare of the humanity. Ayurveda is the most pragmatic & progressive health care science, in span of time, it is enriched with many new practices, procedures & materials assuming the present status, the existing documented Ayurveda are the meager part of delivered ancient Ayurveda.

Estate Redevelopment Program of Brownfield Site in US Essay

Estate Redevelopment Program of Brownfield Site in US - Essay Example The existence of these incentives programs is made possible by the sole fact that the Brownfield program can help in boosting tax revenue, creating jobs, reducing environmental hazards, promoting general economic health and cleaning up neighborhood eyesores. Without a doubt, real estate redevelopment in any country is a complex undertaking. It doesn’t matter whether the land in question is either clean or contaminated, bottom line is that the processes of assembling land, financing, and planning of redevelopment encounters many challenges. There have been different responses to the reuse of contaminated property due to political, cultural and economic differences. Each nation has a different approach to Brownfield since it shaped by the degree to which it is burdened by properties which are contaminated, as well as other factors such as population density, land availability, historic preservation objectives, and other governmental priorities. But given the diversity of America n States and towns, these tools and approaches- to be modified as needed- may provide new ideas to practitioners within the United States. ...BEDI grant funds are emphasized on a particular use and primarily targeted for use on the redevelopment of Brownfields sites in economic development projects and the increase of economic opportunities for low and moderate income persons as part of the creation or retention of businesses, jobs, and increases in the local tax base. The stimulus for private sector parties and local governments to go on and foresee the redevelopment is the BEDI funds. They as well as continue phased redevelopment on brownfield sites where either potential or actual environmental conditions are known and there is an existence of redevelopment plans. There is an emphasis by the HUD on the use of BEDI and the section 108 loan guarantee funds to finance activities and projects that have the ability to produce results after a short while and bring about economic benefi ts. Applications on whose scope is limited to factors such as site acquisition, no immediately planned redevelopment or remediation are not encouraged by the HUD. Through the BEDI funds, enhancement of security and improvement of the viability of a project especially if it is financed with a new section 108 guaranteed loan commitments. The BEDI program is seen as a possible way to spur the return of brownfields to productive economic use through financial assistance to public entities in the redevelopment of brownfields. It as well enhances the security and improvement of the viability of a project which has the financing of section 108 guaranteed loan authorities. Hence, due to this, the BEDI grants must be used in conjunction with a new section 108 guaranteed loan commitment.

Intellectual Property Law in the U.S Essay Example | Topics and Well Written Essays - 250 words

Intellectual Property Law in the U.S - Essay Example According to the case scenario, Jossup Enterprises created a unique security protection program, which is programmed to check the integrity of downloaded files in a designated system. This company also plans to license the security program to its clients at a fee on a regular basis to each user. Therefore, in order for the company to avoid some of the common legal issues associated with intellectual property law, they should construct licensing contracts. These licensing contracts will substantially help the company in generating greater innovations. The licensing of contracts will also lead to increased profits, which are some of the terms contained in the contract agreement (Landes & Posner, 2003). The cost of production is also reduced significantly but, the cost in terms of contract negotiations is still a discouraging limitation. In conclusion, the United States has an association known as the Intellectual Property Law Corporation of America, which has its headquarters in Virginia. This association deals with the intellectual property law in the United States. Patents, trademark regulations and trade secrets are can also be utilized by Jossup Enterprises due to the commercial value of their security protection program (Landes & Posner,

Regression Analysis Statistics Project Example | Topics and Well Written Essays - 750 words

Regression Analysis - Statistics Project Example The GDP of the UAE is the dependent variable, Y while the Exports and the imports of the UAE will be the dependent variables in the analysis (X1 and X2 respectively). The Pearson’s analysis of the relationship between the GDP and the Exports of the UAE (at 0.05 significant level) reveals that the Pearson’s correlation index, Ï =0.713. Comparing Ï  (Correlation index) to the significance level formulated during the analysis reveals that Ï Ã‹Æ'0.05. This infers that the correlation is not statistically significant. The statistical inference that can be made from the data used in this study thus reveals that the fact that imports in UAE have a positive relationship with the GDP occurred simply by chance. The sample data used in the reflection of the GDP of the country versus the indices of the experts do not reflect the occurrence when the whole â€Å"population data† was used. At a statistical level of 0.05, the analysis of the two variants, the GDP, and the imports of UAE reveals that Ï  is greater than the significance level, 0.05. When Ï Ã‹Æ' 0.05 (Statistical significance level) it infers that the correlation between the two variables is not statistically significant. This assertion means that the observation from the samples analyzed (the data from World Development Index) does not explicitly outline the relationship between the imports of the UAE and the GDP of the UAE. The multiple regression analysis estimates the coefficients of the linear equation especially in the cases where more than one independent variable exists.

Human organs Essay Example | Topics and Well Written Essays - 2250 words

Human organs - Essay Example However controversial such sales may be deemed by many, truth is that advantages offered by this outweigh all disadvantages put together. The following discussion will help to prove this argument by providing evidence about shrinking number of donors of organs like kidneys in the light of reputable research. Thoughts of proponents and opponents in context of development of a proper market for human organs in the UK will also be scrutinized. Final section will include some suggestions, supported by important macro-marketing concepts, regarding modifications required in the current arrangements made in the UK to enhance the rate of organ supply. Earth-shattering controversy, which has enveloped organ sales since the beginning of times, originates from a particular kind of reverence for the human body. To consider this body a biological machine with replaceable parts is a matter of shame for many. Even with advanced science and technology, it is considered a huge taboo also in many societies. The human body is thought of as a sacred temple and this idea reinforces various â€Å"beliefs and rituals to care for the body after death† (Petechuk 2006, p. 73). There are deeply ingrained boundaries on what can be done with a human body, the boundaries which are established by religion, society, and human psychology. Controversy also picks momentum when complications affecting kidney donors’ health are exaggerated due to inclusion of bias in collected data. But, this much stands true that prior permission of a person is must in all cases because long and painful wait for organ transplants does â€Å"not erase the righ ts of some to utilize their organs as they see fit† (Cherry 2005, p. 144). The number of kidney donors is low in the UK compared to Scandinavian countries according to medical research. It is claimed by data collected

Some thoughts of the article Essay Example | Topics and Well Written Essays - 250 words

Some thoughts of the article - Essay Example Therefore, to address these problems, government should to utilize tools for monetary and fiscal policy. Monetary policies tool entails utilization of discount rates and reserve requirements to control inflation and stabilize the economy. On the contrary, fiscal policies tool entails application of taxes as well as control of government expenditure to achieve certain economic goals (Taylor & Weerapana, 2008). On the contrary, Micro economics refers to a branch of economics that involves the study of decisions made by individuals and firms regarding the scarce resource. Whereby, in micro economics, consumers aims to maximize their utility despite having scarce resource aims to maximize their profits while at the same time minimizing their cost. However, due to limited resources, both firms and individuals experience opportunity cost. Whereby, they have to decide the best alternatives to forgo given the fact that resources are limited (Mankiw, 2011). Normally, in micro economics, the prices of goods and services are determined by market forces of supply and demand as well as government regulations. Therefore, both individuals and firms should take into consideration the issues of tax and government regulations when making their decisions (Chandra,

Biochemistry Essay Example | Topics and Well Written Essays - 2000 words

Biochemistry - Essay Example The conversion of glucose to glycogen, a process of energy storage, is achieved by a number of enzymes, the absence or deficiency of which leads to the GSDs resulting in inborn errors of glycogen metabolism. These disorders arise due to deficiency of enzymes involved in the glyconeogenesis or due to abnormal functioning of the glycogen breakdown enzymes. GSDs are categorized based on the type enzyme deficiency and the tissue affected. The systems involved in glycogen synthesis disorders are the liver and muscle, which are the primary sites of energy storage. GSD Type IV, also known as amylopectinosis, is usually fatal and leads to death by age 4. Some of the clinical symptoms include hepatomegaly, failure to thrive, splenomegaly, cirrhosis and lumbar lordosis. Type IV disorder arises due to deficiency of the glycogen branching enzyme amylo-1,4-1,6 transglucosidase, which leads to the formation of abnormally structured glycogen, having amylase molecules with low solubility, leading to glycogen precipitation in the liver, the heart and other tissues. The condition ultimately leads to early death (Ozen, 2541-53). Type I diabetic patients who are erroneously prescribed too high of an insulin dose in their insulin regimen can present liver disease symptoms similar to those presented in glycogen storage diseases. Explain the biochemical basis for this finding. One of the important functions of insulin is glycogen syn... Insulin regulates the amount of glucose absorbed or released from the cell. The glucose absorbed from the blood is stored in the form of glycogen in the liver. One of the important functions of insulin is glycogen synthesis, brought about by activating the enzyme hexokinase. This in turn, phosphorylates glucose, thus, trapping it within the cell, in the form of energy. Insulin also inhibit the activity of glucose-6-phosphatase and activates phosphofructokinase and glycogen synthase, thus helping the hepatocytes to havest excess glucose in the form of glycogen. But, in the absense of insulin, as in case of type 1 diabetes, glucose circulation in the blood increases and the cells fail to harvest it for energy. In the absence of energy the cells activate the enzymes involved in the breakdown of glycogen (glycogenolysis).Under the conditions of cell starvation triggered by lack of insulin, glucagon, a counter regulatory hormone,is activated, which, again stimulates the process of glycogenolysis in hepatocytes, thus releasing energy. When insulin is administered from an outside source, in excess, (eg: injections), insulin activates the formation of glycogen from glucose and inhibition glycogenolysis. Therefore, in presence of excess insulin, there is a surplus production of glycogen, similar to that of glycogen storage disorders. Also, there is inhibition of glucose-6-phosphate, similar to deficiency of the same as in glycogen storage disorders (Bowen). 3.Helicobacter pylori is a bacterium that colonizes the upper gastrointestinal tract in humans and is the causative agent of chronic gastritis, ulcers, and possibly gastric cancer. Knowledge of the intermediary metabolism of this organism would be helpful in developing effective drug

Philosophy - Buddhism Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Philosophy - Buddhism Philosophy - Essay Example Siddhartha Gautama was born in Lumbini near Nepalese Indian border, Kapilavastu. He was the son of King of Sakya tribe. Siddhartha was trained like a warrior as well as he was also coached to possess spiritual knowledge. He was married at the age of sixteen and was happily living with his beautiful wife of thirteen years until one day he left for an excursion. On his way, he encountered four different sights that guided him to an ultimate truth of life. He met an old man, a sick man, a corpse and a monk. Siddhartha saw that people have little control over their lives and with this he left his life as a prince and indulged in self mortification to find the truth. While sitting under a tree, he experienced the Great Enlightenment, a way to escape from suffering. With his teachings, Buddha travelled a lot teaching his doctrine and attracting followers. (Harvey, 1990) Buddha’s initial teachings are about four noble truths. First noble truth is about life and its suffering. Human n ature is imperfect co-existing in an equally imperfect world. Life is full of sorrows and torments, but sprinkled with some happy moments as well. Nothing is permanent in this world not even pain and suffering. Second truth is the reason of first noble truth. It is our attachment to the transient things of the world i.e., our ideas and perceptions of surroundings, our craving and clinging for the best that becomes the basis of our suffering. Detachment from such ideas and dispassion is the only way to end this suffering, which is the third noble truth. Fourth is gradual path of self-improvement. It is detailed as the eighth fold path. The eighth fold is the basis of Buddhist teachings and includes morality, meditation and wisdom (Naht, 1999). Right Knowledge, thinking, speech, conduct, livelihood, effort, mindfulness, and concentration lead a person to realization that selfishness and greed cause sufferings. Buddhism uncovers the material basis of our relationship to this world and our always unsatisfied expectations. Due to impermanence we are always at a miserable or dejected end of our lives just because we expect a lot from something that is constantly changing and shifting its priorities. In any case we cannot solidify our relationship to this world that is so unpredictable and so unfaithful at times. For example, if we are studying business and hope to build a specific carrier, but when we come into practical life we experience that our knowledge is just not enough to compete with other colleagues in the same field. The priorities have shifted from theoretical knowledge to practical internships and training programs that you lack. In this way, you strived for a goal, but still could not reach it due to its impermanence and you will continue struggling until the end of your life and still may lack something or the other. Samsara is another fundamental concept of Buddhism, which means journeying the cycle of birth, death and rebirth. According to Buddha pe ople don’t possess individual souls, individuality is just an illusion. Rebirth is the concept in Hinduism and Buddhism, an ongoing cycle of birth. A person’s feelings, doings, impressions, karma are passed on to his next life and not his physical self, making him similar to his previous life. Nirvana is also considered as an opposite of Samsara. It is not an actual heaven, but a condition of being in heaven, if only in the state of mind. It is achieved by eliminating