Managing Cultral Diversity Essay Example | Topics and Well Written Essays - 1000 words

Managing Cultral Diversity - Essay Example Employing a diverse workforce helps the organization to deal with diverse groups of clients. However, these companies will need to have effective diversity and inclusion strategies in order to retain their diverse workforce. This paper will seek to analyze how Nike, Adidas, and Puma handle diversity through a review of information on their websites. The company with the best diversity policy would be the best to work in for most people on the job market. For Nike, their mission has to do with the athletes and innovation, as well as inspiration that they give these athletes. Additionally, the company has various guiding principles that they expect their staff to adhere to, including that their main goal is innovation and that they should maintain Nike’s brand image (Nikeinc.com 1). When it comes to diversity, Nike’s website has a lot of information on their policy for inclusivity. According to their website, Nike relies on a diverse workforce in order to diversify their perspective, background, and opinion. They also harness their diversity to inspire ideas and innovation. From their website, it is clear that innovation is a central theme. In fact, Nike has a Diversity and Inclusion team whose responsibilities include sharing the essential nature of diversity and inclusion with the aim of building understanding and awareness, the utilization of diversity and inclusion in order to create inspiration for new ideas, and to encourage connections between players in their supply chain and within the organization (Nikeinc.com 1). According to the website, Nike also develops Nike Networks that seek to aid Nike in making increased strides towards diversity (Nikeinc.com 1). For example, in the United States, there are six networks for employees that are designed to focus on important communities working for the company. Each of the network’s intended purpose is to improve work performance, professional development, assist the company to recruit divers e skilled employees, and improve interaction and teamwork across their various work groups. These networks are central to the company given their prominence on their website, and they include the Native American employee network, the Latino employee network, the African American employee network, Asia-Pacific employee network, and the LGBT employee network (Nikeinc.com 1). The next website of the study was that belonging to Adidas, which also dealt with the issue of diversity, albeit not as prominently as Nike. The Adidas group, like Nike, aims to become the global leader in the industry by creating brands that have a passion for sports and the accompanying lifestyle (Adidas-group.com 1). Information on the website says that they are committed to the continuous strengthening of their products and brands to improve their competitiveness, that they are leaders in design and innovations seeking to aid athletes in reaching their highest skill levels with each product, and that they are focused on their clients with continuous improvements in quality (Adidas-group.com 1). In addition, the company is also a global entity with increased focus on environmental and social responsibility, which seeks to embrace diversity and creativity, whereas also being financially rewarding to shareholders, as well as employees. According to Adidas’

Educational Policies of Nigeria and South Korea Essay Example for Free

Educational Policies of Nigeria and South Korea Essay Education has been the corner stone of the success of every economy. In terms of those countries which have been colonized and have adopted a government that was highly repressive in nature, one could significantly argue that such would post an effect to how education was being delivered, the degree of excellence of the aforementioned, the demands of the market and the availability of jobs, and finally its effects to the economy. This paper focuses on the educational history and policies of Nigeria and South Korea in relation to the British military government of the Nigerians and the Japanese occupation and the American military government of the South Koreans. These policies and norms are then significantly related to their employment systems and its effect on their economy. The objectives of this essay are the following: 1. To establish a brief account of the educational policies and norms of Nigeria and South Korean and significantly identify its relationship to the military government. 2. To significantly identify the effects of the educational policies and norms in relation to the availability of jobs to the citizens and consequently the continuous demands of the market for such jobs; and finally 3. To know the effects of educational excellence, jobs availability and demands to the sustainable development of an economy. Review of Related Literature Education and Military Government in Nigeria One of the major constitutional changes that happened to the government of Nigeria was in 1953, a few years after the World War II. Such a change took effect through the London Conference attended by both Nigerian and Colonial officials which places the country under the rule of a Governor General, having the aforementioned the leader of the three principle regions of the country. Such a change of the name of positions was a way for the British regime to increase the autonomous powers of the country thereby making education vested at the local level, which is in accordance with the aim of unifying the region (Patterson, 1955, p. 94). Education, other than representation and taxation was one of the autonomous areas of governance that is designated to the central government. As such it is with this respect that the government had ordered that the youth of Nigeria regardless of any region should be given sound and uniform standards of performance (p. 95). The objective of this educational policy is to have the youth fully prepared on their primary and secondary education so as to enable them to take higher education both inside and outside of the country. Within the new constitution, 34 subjects or areas of concern were given to the federal government to oversee. In addition with this, 14 subject areas were also created and delegated to the federal government to be administered to individual regions. Consequently, it has also been perceived that the successful implementation of these subjects could only happen if the individuals administering these areas were competent enough, hence resulting to the very high standards were implemented by the government in terms of employee recruitment (p. 5). Such a drive for the development of skills for the Nigerian youth resulted to the perceived shortness in terms of trained senior administrators and other technicians for various government and technical posts for the country. The federal government perceived that the shortage could only be remedied through higher education and long experience of the youth. At the end of 1953, it has been perceived that 5,000 senior service positions were available in which 3,300 of them were taken by overseas personnels or the expatriates. Only 800 positions are given to Nigerians, and there were still 900 positions more that were vacant (World Bank, 1955, p. 23). The drive of the British Government to improve the education in Nigeria resulted to the establishment of a program for development for African Territories under the British Crown. The program which was called the Colonial Development and Welfare Schemes was inaugurated in 1945 in which required the British Government to contribute 23,000,000 pounds sterling for ten years that would enable the country to develop and another loan of 26-500,000 pounds sterling that would be used to fund a number of projects including education and other research facilities (Patterson, 1955, p. 97). The result of such an effort on the end of the British Government paved the way for a consuming ambition among young Nigerians to be associated with the Government and take a number of white collar jobs (p. 8). Technical Education in Nigeria Technical education is placed as one of the major projects of the Ten-Year Plan for Development and Welfare for the post-war Nigeria. Institutions that would cater to technical skills, trade, and handicrafts were created after the Second World War. For instance, the Technical Institute of Yaba, the first center that was created outside Lagos offered three full-time and two part-time programs and special short courses. These skills were those relating to junior and senior technical and also teacher training. For a four-year education, the country had been offering instructions in wood working, drafting, sub-professional engineering, commerce and printing to those students who have completed eight years of primary education and have already passed a special entrance examination. The senior technical course offered by the institute focused on courses in electrical, mathematical and civil engineering, architectural assistance and economics. Consequently, there were also teacher-training programs which offer a two-year course to prepare teachers for handicraft centers and secondary school craft courses (World Bank, 1955, p. 582-583). On the other hand, the Trade Centers at Yaba aimed to produce skilled craftsmen by offering courses which range from two to five years. The students primarily learned on an apprenticeship basis after which they have already familiarized themselves with the tools of the trade and have learned to do simple tasks; consequently academic instructions were given to the students averages one day every week. After the students have already gained the skills that are necessary, they were contacted by the trade center to go to large cities in order to work. Part of the educational system was also the refusal to accept new students until a new class graduates. As such, the intake and output for some courses happened only once in every five years. For the first five years of the operation of the Yaba Centre, there were only 85 students who had graduated while 18 were dismissed and 13 of them resigned (p. 84). The Weakness of the Nigerian Education One major weaknesses of the Nigerian education was the inclination to have all areas of the Government to have properly staffed and well-trained individuals; as such resulting in having schools to have its own standards and specializations and independence from other educational efforts. Such an act resulted at times to the replication of jobs or over specialization on some skills, which were often criticized to prevent holistic development. It has been argued by some scholars that schools that were operated by the departments of governments had the inclination to emphasize subjects that were too technical up to the extent of neglecting certain subjects such as English, Mathematics and the Social Sciences. As such, some students after graduating from departmental schools normally look for jobs that they believed will be necessary for their employment rather than their abilities and interests (Patterson, 1955, p. 7-98). In effect of this, the inclination towards education had been something that was relative to that of available employment. Outside the market, it had been perceived that education had no value and in the long run, had stimulated little demand to the public. It is with this respect that competition among available jobs had been perceived to be very keen wherein the colonial Nigeria has clustered to commercial areas within the region (Davis and Kalu-Nwiwu, 2001, p. 1). It could also be significantly noted that education for women during the post-war Nigeria had also been problematic as although there were already several domestic science centers that were established, very few of them remained in actual operation. As such, the education of women had been lagging in the country. The education that was provided to women were those solely with regard to food preparation, sewing, cleaning, general sanitation and elementary skills in nursing (World Bank, 1955, p. 588).

Factors Influencing Static Electricity

Factors Influencing Static Electricity Abstract The purpose of this experiment is to understand the magnitude of static electricity and the factors influencing it. The importance of this study can be linked to climate, technological advances, and improving existing inventions or creating new inventions. The fascination with static electricity motivated me to understand what static electricity is, in order to further my knowledge and flawlessly explain the science of lightning. Static electricity is the imbalance of electric charge which produces a small spark, therefore on a much larger scale, lightning in a thunderstorm is the result of the separation of protons and electrons. For my experiment, I created an electroscope using a glass jar with a plastic lid, a paperclip holding two small pieces of aluminum foil and tape securing the paperclip. I used 3 balloons of different sizes, small, medium, and large and rubbed it on my hair to separate charges, then I brought the balloon closer to the electroscope and the aluminum  foil then repelled from the other piece of aluminum; this successfully conveyed  that there was a separation of charge on the balloon from rubbing it on my hair. I repeated this experiment with the next 2 balloons and recorded my results. To decrease the likelihood of failure, I did 2 more trials; the results I came across supported my original hypothesis which stated that the bigger the material, the greater amount of electric   ch arge, and after conducting the experiment 2 more times with each different size of material, my hypothesis still was proved to be accurate. Upon proving the hypothesis to be true, I then concluded that the magnitude of lightning must have extreme strength considering the large scale damage it can do, and the fascination continued as I felt as though the science behind lightning was now between my very fingertips. To conclude, my experiment has taught me about the science of static electricity, the different ways we can separate charges in order to induce a shock, and how it can be related and interconnected with climate. This field of study has extreme significance and I am confident that the use of static electricity will grow, such as the use of static electricity in printers and photocopiers has already been implemented. For the next experiment I conduct, I would like to test the different influences other factors have on static electricity, such as the type of materials tested, the effects of the environment where the experiment takes place, or the significance of climate regarding static electricity. Introduction fI have always been fascinated with electric charge, static electricity, and the effects of friction. The fascination with science and its relationship to static  electricity and climate leaves me wondering what causes static electricity, how it is produced, and what are the factors that create a higher magnitude of static electricity. The main reason I am motivated to do this experiment is due to the fact that the world is advancing technologically each and every  day. In my opinion the incorporation of static electricity into common  applications is a very important subject to study; especially considering the amazing capabilities, and future advancements, of printers, photocopiers. I have many un-answered questions about the science of static electricity and the various factors that influence it. The topic of static electricity raises interesting points and thought provoking questions, I would like to answer a few such as; how does static electricity relate to lightning? What is the effect of size and temperature on static electricity? And, is static electricity necessary for life on Earth? + The purpose of this experiment is to examine the difference in magnitude of  static electricity, using several materials of different sizes. Testing the different materials will then lead me to understand the factors that may influence the strength of electric charges, and how it could relate to climate. +Hypothesis: I think that the size of an object is ther essential factor affecting  the magnitude of static electricity, that is, the bigger the material, the  greater magnitude Indicatevariables Manipulated  variable :Size of the material testing balloons Responding  variable:  Amount of static electricity Constants:  The types of materials, number of times each balloon is rubbed, and the temperature in the room the experiment will be conducted in. Research Static electricity is an imbalance of electric charges, and is generated by the separation of positive charges and negative charges. Therefore, when two different materials are within contact, the electrons can move from one material to the next when then leaves a surplus of positive charge on the other material, this consequently creates static electricity. Static electricity may be produced by friction and create a spark; however friction does not create it, but rather the transfer of electrons will create the static charge. All materials, people, and objects contain atoms. Atoms possess a nucleus which consist of protons and neutrons, whereas the electrons are outside of the nucleus. Objects and materials are usually neutrally charged as there is an equal number of protons and electronshowever if there is an imbalance between the  electric charges induced by contact, static electricity will generate. Static electricity can also be generated through various ways, such as when putting ceramics under pressure or heat. One can also separate charges by positioning a charged object   near a neutral object. This results in the charges of the neutral object repelling the same polarity as the charged object while the charged object will be attracted to the opposite polarity, which then causes the neutral object to have an unequal amount of charge. Discovering the different ways to separate charges increases my motivation to understand the factors that affect the magnitude of static electricity. The transfer of electrons onto a different material and having an imbalance between charges will result in static electricity, however I would like to understand the  relationship between polarity and size. My entire experiment is based on the many factors that could possibly influence the degree of static electricity. I am using the factors that could possibly affect static electricity as my foundation because static  electricity is vital to human existence, and important.                    . Hypothesis Based on my research, I think that the size of an object is the significant factor affecting the strength of static electricity, in other words, the larger the material, the greater the magnitude. Research that I have conducted has helped me discover the science behind lightning, which reenforces my hypothesis of larger  materials or objects that hold electric charge having greater strength because of how strong lightning is. Lightning is essentially static electricity on a bigger scale. Procedure Materials Glass jar Plastic lid Tape Aluminum foil Paper clip Balloons Ruler Variables o Manipulated variable- For this experiment, the size of each balloon will be manipulated. o Respondingvariable The magnitude of static electricity observable from the  foil repels.   o Constants Types of material, number of times each balloon is rubbed, and the temperature of the environment that the experiment will be conducted in. Stepbystep 1. Inflate 3 balloons of different sizes; small, medium, and large 2. Straighten   the paper clip out, then create a shape with a center circle with two hooks attached to it 3. Make a small opening in the middle of the plastic lid 4. Place the paper clip in the opening with the center circle sticking out from the top, and the hooks at the bottom, then secure it with tape 5. Cut two small pieces of aluminum foil of equal size, then make a small hole in the end of each strip 6. Attach the strips of foil onto the hooks of the paperclip 7. Now we have an electroscope and its time for the experiment to be conducted, create a data chart to record trials and measurements 8. Grab the small balloon, and rub it on your hair 10 times, then take the balloon and get close to the top of the electroscope, the foil should then move apart; this conveys that there is a separation of charges. 9. Measure the distance between the aluminum foil in the data chart 10. Repeat step 8 with the next two balloons and record the results to compare the strength of static electricity 11. Complete 2 more trials for each size of the balloons Results Observations Small balloon 0.7 inches Medium balloon 1inch Large balloon 1.2 inches Conclusion Based on the results of this experiment, the hypothesis that   the bigger the material is, the stronger the magnitude, is proven to be true. The small balloon on  each trial has the smallest distance between the 2 strips of aluminum foil, and the  large balloon has the largest distance. This correlation supports my original  chypothesis and can therefore expand my knowledge of static electricity and apply  Q-:it to wider scales. This study has extreme significance as it can be applied to  creating new inventions with the use of static electricity, explaining climate, and  understanding the different strengths of static electricity and its uses. On a personal interest, I believe the fascination with this topic is because of how   powerful lightning can be, and how it can be conducted from my very fingertips. The purpose of this project for me is to understand the science behind lightning  learned the details of static electricity, why we feel a shock when there is an imbalance of charges, and the different ways to separate charges. For next time, I would like to experiment with varying materials rather than different sizes, and possibly change small details such as, number of rubs per material, number of trials, and trying to experiment in different temperatures. Bibliography Hanania, Jordan, Kailyn Stenhouse, and Jason Donev. Static electricity. Static electricity-EnergyEducation.N.p., n.d. Web. 9 Jan. 2017. . How does static electricity work? Howdoesstaticelectricitywork?{Everyday Mysteries: FunScienceFactsfrom theLibraryofCongress).N.p., n.d. Web. 10 Jan. 2017. . What Is Static Electricity? LiveScience.Purch, n.d. Web. 10 Jan. 2017. .                 Ã‚  

Flannery O’Connor: The Southern Catholic Essay -- Authors

To many critics, Flannery O’Connor was aâ€Å"very devout catholic, [of the] (thirteenth century, [O’Connor described] herself),† suggests Mark Bosco a Jesuit priest, professor of Theology and English studies at Loyola University Chicago (qtd in Bosco 41). Along with being a native Georgian, O’Connor experienced life, albeit short lived, during an era of racial conflict. Although, she considered herself from another century, she was acutely aware of her twentieth century southern world, and furthermore she expressed it through her short stories. As Robert Drake a writer and Prof. at the University of Texas explains â€Å"[she wrote of what she] knew [to be] at her own doorstep† (Drake, â€Å"Apocalyptic Perception† 32), meaning that her strong religious values, southern roots and the societal issues of her times influences her writing. The aspects of O’Connor’s life that are prevalently revealed as influences, are her strong rel igious values, southern roots and societal issues which are portrayed, in â€Å"Good Country People† and â€Å"Everything That Rises Must Converge,† through her characters. One aspect of O’Connor’s life that is revealed as an influence, in writing the characters, in both short stories, is her strong religious values. As Drake points out, â€Å"she was catholic in the oldest and truest sense of the word†¦ [And was] faithful† to her Christian principles, which was evident in the redemption of the protagonists (Drake 32). For example in â€Å"Good Country People,† the point of redemption comes for Joy when she realizes that instead of her seducing Manly, as she had planned, he has made her suffer by stealing her wood leg, mocking her intelligence, then leaving her helpless in a barn. Joy thought herself to be intellectually superior to Manly,... ...isiana State University Press.1980. xxvii. Print Drake, Robert. â€Å"Apocalyptic Perception.† Flannery O’Connor: A Memorial. Ed. J.J. Quinn, S.J. Scranton: University of Scranton Press, 1996. 29, 32-33. Print Hyman, Stanley. â€Å"Flannery O’Connor.† Seven American Women Writers of the Twentieth Century: An Introduction. Ed. Maureen Howard. Minneapolis: University of Minnesota Press, 1977. 323. Print Meyers, Sr. Bertrande. â€Å"Ways of Interpretation.† Flannery O’Connor: A Memorial. Ed. J.J. Quinn, S.J. Scranton: University of Scranton Press, 1996. 19. Print Paulson, Suzanne. â€Å"Racial Conflict.† Flannery O’Connor: A Study of the Short Story Fiction. North Dakota: Minot State University. 1988. 69. Print Shackelford, D. Dean. "Flannery O’Connor." Critical Survey of Short Fiction, Second Revised Edition (2001): 1-7. Literary Reference Center. Web. 28 Apr. 2012.

American History In A Global Context Essay

America has been at the centre of the history of the world as much as the history of the world has been at eh centre of the formation of the American nation. This makes it important for anyone looking at and trying to understand America make it his or her business to look at the histories of the world and that of the United States of America as one entity with different faces and phases rather than two distinct entities (Baud, 158). Many historians have implied that it is the isolation policy of the United State that helped her industrialize. However it is worth noting that America interacted with the other European nations in the earlier years of her republic. This isolation however helped develop without interference the economic, cultural, industrial and political thoughts of the nation in the intervening years between colonization and the world wars of the twentieth century. America went in to small wars with the French and Mexicans as well as the Spaniards but these wars never had a significant impact on the direction America was taking (Bender, 257). Historical context and world history American history dates back to the days of exploration by Columbus. She managed to transport in to her industries orient goods by water and whale trading became a booming business. America at the moment was at the centre of this trade. The discoveries of the nation strengthened world trade with the industries in America becoming big centers for trade (Bender, 178). Turning to the American Civil War one might be tempted to think that this was an isolated case for the American people. Deep down the revolution was a strong feeling and tide to end the reign of slavery in the world. These were the seedling of freedom planted in an attempt to end slavery. Bender says that the American Civil War is â€Å"a larger history of†¦ conflicts over nationalism and freedom and the proper balance of central and local authority. † This has more often than not repeated itself in other parts of the world at a smaller or larger scale (Bender, 218). From colonialism it was the centre for migration and voyages that marked the advances of the world powers in conquering other nations. Later America becomes the centre of slavery. As central as the tide of slavery is to the world, so is it to American history and development (Baud, 58). Later on in the following years America was at the centre of civil rights movements. It set the trends on civil and human rights for the rest of the world to copy. The modifications on child labor laws, civil rights, better working conditions and many social changes have been driven from American struggles and reformation (Bender, 105). At one point America was said to rag behind in other social issues. Baud suggests that it is the openness of the rest of the world and the American feeling to catch up with the rest of the world that have driven her to make the many and significant changes and strides n the medical and food security and health issues. The feelings and advances of the world have driven America to follow suit and to set the pace on such issues affecting her population. This has gotten the United States of America in to the ring of global influence (Baud, 79). Industrialization in America and the whole world brought with it many challenges and social issues. While the industries had to make profit, they had to look at the interest of the workers. As the labor laws activists fought for better conditions for the workers, they were responding to a global tide that. This was in all nations that had industrialized. Bender in fact says that some of the laws that exist in the American system could be traced in other countries long before the surfaced in America. Among these laws are some insurance laws, laws on child labor as well as better working conditions (Bender, 289). The integration of the immigrant races will also play a central role in shaping the history of American and consequently that of the world. A nation built on migration rising to the status of a world super power is a nation to watch even as other nations open up to immigration (Adas, 34). Further in his analysis Adas, looks at the later influences that the so called ‘ideals of the American people have shaped and influenced the world after the coming to being of the American state. While the Americans moving from Europe wanted a nation built on freedom and very strong ideals, the Germans had an almost similar idea. It may seem like years after but it is the same idea of purity and nationalism that informs the activities of the Germans later (Adas, 32). Bender is categorical on the place and the role of America as a military empire in the end of the 18th and the beginning of the 19th century. America is seen to intervene in global wars between empires. All this time she has not only been watching but preparing herself though for no war in particular. Even when America goes to war it marks her place in the history of the American nation as well as that of the world (Bender, 229). One of the most common influences America has had on the world’s political landscape is the concept of democracy. Other nations have found it comfortable to adopt the American system of political interaction. According to Bender this concept has not only influenced the political but the social systems of the world. It was hard for America to sell the concept of freedom and democracy to the other nations while slavery existed on her south. This forced her abolish slavery in order to easily sell the democracy idea. Its adoption meant freedom for many other marginalized groups of the world (Bender, 256). Conclusion One can only be splitting hairs trying to differentiate the history of America with that of the world. It is a fact undeniable to any one that America has her history grounded and similarly identical to that of the world. The many changes the world has witnessed have been influenced and at the same time they have influenced the world outlook. This is an assertion that finds home in the ideas of great scholars as discussed above and at the same time very verifiable and logical. If proper understanding of the history of America is to be achieved it has to be grounded squarely on the history of the world. Works cited 1. Adas, M, (2001) `From settler colony to global hegemony: integrating the exceptionalist narrative of the American experience into world history`, American historical review, The University of Chicago Press: Indiana. 2. Bender, T, (2006) A Nation Among Nations: Americas place in world history, introduction. (6), Hill and Wang: New York. 3. Baud, M, and W Van Schendel, (1997) `Toward a Comparative history of the borderlands` in Journal of world history, University of Hawaii Press: Hawaii

Road to Success Essay

Road to Success Essay Road to Success Essay My long term goals are set in stone, but the road after high school was a challenge in my early high school years, many friends telling me where they are going, and asking me the question â€Å"what are you going to do after high school†. It finally hit me in the beginning of my senior year when I realized I have to do something other then sit around at school. I know I will be attending college, the harder question is where. I have met with my counselor and my parents about what I am going to do after high school, followed up on my financial aid, checked out various colleges. I have come to realize that what I have been doing in high school may not be what I plan on doing the rest of my life. I have been doing some recent research on the medical fields, and it seems that this may be a high category of what I might want to go to college for. I have learned that through hard work and a strong mental focus, you can succeed in anything. People always dread about what they are goi ng to do with their life, but I have to look at it from a different point of view, I mean when you were a kid it was all about money, but when it comes to doing it your whole life, it’s about what you love to do the most. My post high school plans are attending Blue Mountain community college or Columbia Basin for the first year or two to knock out my Associates Degree. My family has always said I was the smart one, so I want to prove to my family that I can do something better then the ordinary low paying job. Right now there is nothing stopping me from going to college, so therefore I am not worried about what I am going to do, people change their majors all the time, it just comes to show that people end up doing what they love most, and after doing research I feel the most comfortable with studying in the medical field. We never stop learning, each day we learn something new. I want to use the tools I have learned in high school to help me with my medical field study. Peo ple say I am very caring and quiet, which I think would be good in the medical field