Compensation Management Essay

Compensation Management is an integral part of the management of he organization. Compensation is a systematic approach to providing monetary value to employees in exchange for work performed. It may achieve several purposes assisting in recruitment, job performance, and job satisfaction. It is the remuneration received by an employee in return for his/her contribution to the organization. It is an organized practice that involves balancing the work-employee relation by providing monetary and non-monetary benefits to employees. It is a tool used by management for a variety of purposes to further the existence and growth of the company. It may be attuned according to economic scenario, the business needs, goals, and available resources. Compensation Management contributes to the overall success of the organization in several ways. To be effective, the managers must appreciate the value of competitive pay, their human resources, and have an investment view of payroll costs. We want to maintain pay levels that attract and retain quality employees while recognizing the need to manage payroll costs. The increasing competitiveness of the labour market and turnover of employees had resulted in nightmare in compensation planning. Apart from this, the growing demands of the employees and competitive salaries offered by multinational companies had almost resulted in a compensation war in certain industries. Therefore, the human resources managers and tax experts have to evolve proper compensation planning for High end and qualified employees. The components of compensation have to be devised in such a way that, it focuses on the growing demands of employees while retaining the competitiveness and profitability of the company. Compensation management, also known as wage and salary administration, remuneration management, or reward management, is concerned with designing and implementing total compensation package. The traditional concept of wage and salary administration emphasised on only determination of wage and salary structures in organisational settings. Pay is a difficult topic of conversation in most organizations. In fact, the topic is altogether taboo in many workplaces. It simply isn’t discussed unless absolutely necessary. And, when it is necessary, such as when a pay raise (or lack of one) must be xplained to an employee, many managers find themselves at a loss for words. As the dreaded date of such a discussion approaches, managers may begin checking their sick time banks to see if they can disappear for a day or two. While it may be a touchy subject, pay is a critical factor in the work lives of employees. Jobs are accepted or rejected based in part on starting salary and the opportun ity for future increases in pay. Employees compare their pay to that of others in the same line of work. They constantly compare their pay level to their level of contribution, trying to determine whether the ratio of give and receive is a fair one. While it may not be a frequent topic of open discussion, employees think about pay often. Components of compensation:- Basic wages/Salaries:- These refer to the cash component of the wage structure based on which other elements of compensation may be structured. It is normally a fixed amount which is subject to changes based on annual increments or subject to periodical pay hikes. Wages represent hourly rates of pay, and salary refers to the monthly rate of pay, irrespective of the number of hours put in by the employee. Wages and salaries are subject to the annual increments. They differ from employee to employee, and depend upon the nature of job, seniority, and merit. Dearness allowance:- The payment of dearness allowance facilitates employees and workers to face the price increase or inflation of prices of goods and services consumed by him. The onslaught of price increase has a major bearing on the living conditions of the labour. The increasing prices reduce the compensation to nothing and the money’s worth is coming down based on the level of inflation. The payment of dearness allowance, which may be a fixed percentage on the basic wage, enables the employees to face the increasing rices. Incentives:- Incentives are paid in addition to wages and salaries and are also called ‘payments by results’. Incentives depend upon productivity, sales, profit, or cost reduction efforts. There are: (a) Individual incentive schemes, and (b) Group incentive programmes. Individual incentives are applicable to specific employee performance. Where a given task demands group efforts for completion, incentives are paid to the group as a whole. The amount is later divided among group members on an equitable basis. Bonus:- The bonus can be paid in different ways. It can be fixed percentage on the basic wage paid annually or in proportion to the profitability. The Government also prescribes a minimum statutory bonus for all employees and workers. There is also a bonus plan which compensates the Managers and employees based on the sales revenue or Profit margin achieved. Bonus plans can also be based on piece wages but depends upon the productivity of labour. Non-monetary benefits:- These benefits give psychological satisfaction to employees even when financial benefit is not available. Such benefits are: (a) Recognition of merit through certificate, etc. (b) Offering challenging job responsibilities, (c) Promoting growth prospects, (d) Comfortable working conditions, (e) Competent supervision, and (f) Job sharing and flexi-time. Commissions:- Commission to Managers and employees may be based on the sales revenue or profits of the company. It is always a fixed percentage on the target achieved. For taxation purposes, commission is again a taxable component of compensation. The payment of commission as a component of commission is practised heavily on target based sales. Depending upon the targets achieved, companies may pay a commission on a monthly or periodical basis. Mixed plans:- Companies may also pay employees and others a combination of pay as well as commissions. This plan is called combination or mixed plan. Apart from the salaries paid, the employees may be eligible for a fixed percentage of commission upon achievement of fixed target of sales or profits or Performance objectives. Nowadays, most of the corporate sector is following this practice. This is also termed as variable component of compensation. Piece rate wages:- Piece rate wages are prevalent in the manufacturing wages. The laborers are paid wages for each of the Quantity produced by them. The gross earnings of the labour would be equivalent to number of goods produced by them. Piece rate wages improves productivity and is an absolute measurement of productivity to wage structure. The fairness of compensation is totally based on the productivity and not by other qualitative factors. Fringe benefits:- Fringe benefits may be defined as wide range of benefits and services that employees receive as an integral part of their total compensation package. They are based on critical job factors and performance. Fringe benefits constitute indirect compensation as they are usually extended as a condition of employment and not directly related to performance of concerned employee. Fringe benefits are supplements to regular wages received by the workers at a cost of employers. They include benefits such as paid vacation, pension, health and insurance plans, etc. Such benefits are computable in terms of money and the amount of benefit is generally not predetermined. The purpose of fringe benefits is to retain efficient and capable people in the organisation over a long period. They foster loyalty and acts as a security base for the employees. Profit Sharing: – Profit-sharing is regarded as a steppingstone to industrial democracy. Profit-sharing is an agreement by which employees receive a share, fixed in advance of the profits. Profit-sharing usually involves the determination of an organisation’s profit at the end of the fiscal year and the distribution of a percentage of the profits to the workers qualified to share in the earnings. The percentage to be shared by the workers is often predetermined at the beginning of the work period and IS often communicated to the workers so that they have some knowledge of their potential gains. To enable the workers to participate in profit-sharing, they are required to work for certain number of years and develop some seniority. The theory behind profit-sharing is that management feels its workers will fulfill their responsibilities more diligently if they realise that their efforts may result in higher profits, which will be returned to the workers through profit-sharing. Approaches of compensation management There are 3P approach of developing a compensation policy centered on the fundamentals of paying for Position, Person and Performance. Drawing from external market information and internal policies, this program helps establish guidelines for an equitable grading structure, determine capability requirements and creation of short and long-term incentive plans. The 3P approach to compensation management supports a company’s strategy, mission and objectives. It is highly proactive and fully integrated into a company’s management practices and business strategy. The 3P system ensures that human resources management plays a central role in management decision making and the achievement of business goals. Paying for position Paying for person Paying for performance Because it is so important to employees, the issue of pay deserves to be clearly addressed. In spite of their hesitance, managers are capable of dealing with this sometimes difficult issue in a professional and effective manner. By keeping the following basic points about pay in mind, they can address virtually any pay-related topic with their employees in a professional and productive manner. Specificity is Key Pay is a topic with many different shades and a variety of implications. Whenever approaching the subject, it is important to work out the details beforehand so that specifics can be clearly communicated. For the manager, this means that the increase amount is nailed down before discussing a promotion with an employee. No chance of misunderstanding or false expectations can be permitted. Far too often, managers are apt to discuss generalities. â€Å"It will mean a good increase. † What exactly does that mean in terms of the employee’s monthly budget? If care is not taken here, good news can become the source of conflict and resentment. By the same token, if asked for a raise, the manager should request that the employee suggest a specific number that he believes reflects his value. Once the employee provides that number, the manager can do his homework and decide what, if anything can be done. The employee can then be given a definitive response. Pay is Relative What one employee considers a fantastic increase maybe an insult to another? Each individual has a unique set of creativity and competencies. Pay should be based on the performance, position and the competencies/skills the person is having. Pay is Not Created Equal Various forms of pay have different purposes. The two most common forms of direct cash compensation in most companies are base pay and bonus. Base pay is the annual salary or hourly wage paid to an employee given the job he holds, While bonus is typically (or at least should be) rewarded based on the achievement of a goal of the organization. Discussions about bonus payments should be as specific as possible. This is the opportunity to point out particular accomplishments that contributed to overall team or company success. Even if the bonus is paid to all employees based on a simple overall company profit target, the manager should use the opportunity to point out specifically how individual employees helped achieve that target. Distributing bonus checks presents a unique motivational opportunity for a manager. Handing money to an employee while discussing actions and behaviors he would like to see repeated, creates a powerful link between performance and reward. Discussions about base pay increases can be a bit different. Most companies claim to link their annual base pay increases to performance. In reality, however, base pay decisions take into account a variety of factors, including the relative pay of others in the same job, the company’s increase budget, market practices and where the individual falls within his pay range. Even when performance is a factor, the manager is faced with the difficult task of evaluating an entire year’s worth of activity and then categorizing it according to the percentage increase options allowed by the budget. It becomes very difficult to pinpoint specific employee actions or accomplishments as the reason for the increase. For these reasons, it’s appropriate for the discussion about base pay increases to be more general and balanced. Both strengths and weaknesses of the employee should be addressed. The actual increase is then based on an overall assessment, as opposed to a link with one or two specific outcomes. Any other factors that impact the increase percent, such as budget or pay range should be openly discussed as well. Development of a Compensation Philosophy All organizations pay according to some underlying philosophy about jobs and the people who do them. This philosophy may not be in writing, but it certainly exists. Pay maybe treated in a formal and structured manner at one company. At another, any appearance of structure is intentionally avoided so that decisions can be made arbitrarily. Either way, the approach taken reflects a fundamental belief about people, motivation and management. Before an organization actually develops a compensation plan, there are several questions that need to be answered. Taking the time to consider and answer these questions will make the both the process of developing and administering a compensation plan much easier and will result in the development of a compensation plan that more closely matches the organization’s goals and objectives. Managers often want to view each individual as a separate case. It is important to understand, however, that employees operate within a compensation system. A manager is wise to take the time to learn as much as possible about his company’s compensation system.

Does violence on televison lead to violence in real life? Essay

The debate on television violence has been on going for many years now and has produced a wide and varied set of views and research results. Many well established psychologists have attempted, through various types of experiments and observations, to either support or negate a link between violence on television and the violent episodes in â€Å"real† life. These sets of data have thrown up some interesting views and personal conclusions regarding the subject of television violence, and we will show the varying views and conclusions that some of these psychologists have reached; and by using a respected and well known system we will try to show the views of a small section of our community. Previous research into the link between violence and television Over the years numerous psychologists have produced thousands of experiments and or research to support or negate the link between violence and television. In 1987 a psychologist named Cumberbatch produced data on the actual amounts of violence found to be in British television programmes. He concluded that 30% of the programmes contained some form of violence, with an overall frequency of 1. 14 violent acts per programme and 1. 68 violent acts per hour. Each act of violence lasted an average 25 seconds leading to violence occupying just over 1% of total television airtime. His research showed that in 26% of violent acts death occurred, but in 61% no injuries were shown and the victim was portrayed as being in pain or stunned. In 83% of cases, no blood was shown as a result of a violent act, and considerable blood and gore occurred in only 0. 2% of cases. Cumberbatch also revealed that most perpetrators of violent acts were more likely to be portrayed as â€Å"baddies† rather than â€Å"goodies†, and violence occurred twice as frequently in law breaking than in law-upholding contexts. His research, although neither for or against violence on television, gives us an idea of the amount of violence on television we are exposed to. Howitt and Cumberbatch in 1974 analysed 300 studies of television violence and it’s direct effect on children’s behaviour, they played down the link between television violence and the children’s behaviour. A further study into the relationships between the media and violence carried out by Eron 1987and Phillips 1986 found a different conclusion. They concluded that a positive correlation between the amount of aggression viewed at 8 and later aggression at 30 could be seen. George Gerbner (1989) researched television and its influences on human behaviour and said: † Television influences human behaviour because there are â€Å"routes† or mechanisms whereby the content of television can have an effect on what we do, and how we act. Thus, part of televisions influence comes about because of how we learn (by observation and imitation), because of how we respond to certain kinds of story material (arousal/desensitisation), and because of the structure of our inhibitions and the way television provides the kind of stimulation necessary to release them (disinhibition). I called these behavioural mechanisms, because for the most part the influence was shown on some activity† (p128 The Psychology of Television) Aletha Huston (university of Kansas 1989) studied the effects of television violence on children’s behaviour and stated: † Children who watch violent television programmes, even ‘just funny’ cartoons, were more likely to hit out at their playmates, argue, disobey class rules, leave tasks unfinished, and were less willing to wait for things than those who watched the non violent programmes. â€Å"(p 142 The Psychology of Television) We can see from the varying studies, different results and opinions of these psychologists just how hard it can be to support or negate a link between violence on television and in real life. How the questionnaires were prepared in class In a classroom environment we produced a questionnaire on peoples opinions relating to the link between television violence and real life. The class split into small groups of three or four and discussed possible questions to add to the questionnaire, trying to have a balance of pro television and anti television questions. The individual group questions were discussed and eight questions picked to make up the actual questionnaire, these questions consisted of four pro television and four anti television, the questions were set out so an anti television was followed by a pro television question. The obvious reason for the split into pro and anti television is to try and produce a questionnaire that will give the people taking part a non-biased set of alternate answers.

Audience Analysis Worksheet

You are called on to present quarterly sales information at an in-person meeting to a group of stakeholders, including managers, salespeople, and customers. Knowing communication must always be designed with the audience in mind, answer the following questions in 75-100 words each. 1. What characteristics of the audience must you consider? There are many characteristics to consider such as the audience’s knowledge on the presentation subject, their age, and the audience genders (all males, all females, or a mixture of both). Knowing the audiences educational background is also helpful. If all are managers they will have more knowledge than salespersons, etc. Other considerations would be are there members present from outside the company? If so you may need to be sure not to divulge company secrets. Last you might want to consider specifically what the audience needs to learn or get out of your presentation. 2. What communication channels are appropriate? Explain. I think for a presentation there are only three acceptable channels. One is face-to-face, another would be by way of video conference and last teleconference. Of the three Face-to-face would be the best channel because the presenter can interact with the audience based on the expression of the audience. Face-to-face presentations, allows the presenter to adapt to the audience. Video conference is also an effective channel but limits the presenter based on the size and view of the camera. Last teleconference would be my last resort. This channel limits the presenter by not knowing who is asking questions, who is attending the presentation and unavailability of two people to talk at the same time in the case a question arises. 3. What are some considerations to keep in mind given the diversity of the audience? When briefing diverse Audience’s there are many things to consider. You must realize that most people come from different backgrounds and have different lifestyles. Some of the things to consider would be; the audience beliefs, values, attitudes, genders, race, etc. Another major thing to consider is the importance of audience members. Company presidents, managers, stockholders, floor workers etc. If it is a presentation for all you must keep it general while making sure to cover main points that apply to all audience members. 4. How do you ensure your message is effective? When giving an oral presentation you should keep your message simple. Keep it simpler than if you were to write it. Also ensure that your opening and closing statements are strong, this places emphasis on the main points of the presentation. Get the audience involved in the presentation by asking questions. This also helps to ensure audience members retain the information upon conclusion of the presentation. Multimedia can be used such as video, still images, clipart, and text in your presentation, this helps to engage the audience. Last you can use humor to put the audience at ease, just be sure to joke about yourself and not others you do not want to offend anyone in the audience.

Toni Morrison's Commencement Speech at Wellesly College on Adulthood Essay

Toni Morrison's Commencement Speech at Wellesly College on Adulthood - Essay Example When we talk about development, there are three phases- the future, the present and the past. The trick here is, to understand the realities of each phase face them and live each one of them with the greatest zeal. According to Toni Morrison, nothing gives one a more satisfactory feeling than becoming the adult at mind and heart- not in age. Age is inevitable and so is death, but adulthood is not! One can live being a child forever- immature, careless, insensitive and aimless. The beauty of being an adult is that one can work towards whatever he wants to achieve. Some people like Kardashian never grow up because they do not achieve maturity of the mind. Adulthood is about being content with the present, being happy about the bounties one has and working towards better every day. It is also about understanding the differences between generations and coming to a compromise to reduce discrepancy between generations. Furthermore, adulthood is the outcome of learning from experiences and mistakes that have been made during childhood and teenage, where the requirement is to acquire ample understanding of life from them. Morrison further clarifies this phenomenon by saying that adulthood in the global context requires one to make their story individualistic and different rather than just ordinary. Every adult has the opportunity to make at least his own circumstances different and personalized in the context of his individual circumstances. Morrison believes that every individual who is mature enough to be called an adult should have the tolerance and patience to bear problems and develop tolerance in oneself for others and for things that are out of one’s control. Instead of whining about a specific situation, one should make desirable effort to achieve results that would make things relatively better. Morrison believes that it is the

SOCIETY & EDUCATION IN JAPAN Essay Example | Topics and Well Written Essays - 750 words

SOCIETY & EDUCATION IN JAPAN - Essay Example With the knowledge of how his children liked toys, he told them that outside the house there were carts full of play toys that they have always wanted to have. Due to their eagerness to play with the toys, the rich mans children rushed out of the house and did not find the carts that their father had told them. Alternatively, he gave them a much better cart. A cart full of precious stones that were pulled by white bullocks is what their father gave them. The imperative thing is that the children were saved from the flaming house. From the parable, the father is used to represent the Buddha and the perceivable beings are the small children in the house. The house on fire represents the real world burning with sicknesses, old age and death among other things. Buddhas teachings are like those of the father in the parable who makes his kids move out while playing their favorite games in a burning house to a more advanced pleasure, Nirvana. The parable also talks of carts of toys being pulled by goat, deer, and ox that represents the early teachings of Buddhism. The last cart discussed, which is pulled by white bullocks to the Lotus Sutra that when followed correctly leads to the Buddha hood. The language used in the parable is a simple ad mostly direct, and there is a lot of symbolism used in this parable as teaching aids. The Buddha, as utilized in the parable illustrates the use of various things to assist others. In the parable, the word is used to mean a different thing totally. It shows a father calling his sons and daughters who are playing in a burning house, but they fail to move out of the house. The father is the used to use a trick to get his busy playing kids out of the house on fire. Thus, the word simply means different ways of achieving the same spiritual goal. From the parable, the way, which the word has been used, is appropriate. The father tries to use all the methods so as to save

Psychology Myth Buster Research Paper Example | Topics and Well Written Essays - 500 words

Psychology Myth Buster - Research Paper Example They did not win; in fact, their numbers did not even figure in the lottery. Therefore, the superstition is false. Psychology Myth Buster Superstitions and myths are beliefs that are widely held but prove to be irrational most of the time (Merriam-Webster’s). They are usually beliefs that are passed down from generation to generation, often explain various phenomena, but is most commonly held for luck and for problem solving purposes. The myth that was picked for this paper was the myth that â€Å"wearing your birthstone can bring you good luck†, which is common according to the site of the Committee for Skeptical Inquiry (http://www.csicop.org/superstition/library/common_superstitions/). To operationally define the construct, the researcher devised a task. The task is entering a lottery while the participants were wearing their birthstones (ruby and opal, respectively). The lottery is a complete test of luck, as it does not depend on IQ, skill or any person’s ab ilities. Luck, according to Merriam-Webster’s Dictionary, is a favoring chance, with chance meaning â€Å"something caused by luck† (Merriam-Webster’s). Also, chance also meant a raffle lottery ticket, which is something significant to the experimental setup. Apart from having the lottery task, self-report is another way of operationally defining the constructs.

The Sacred World of Imagination Essay Example | Topics and Well Written Essays - 1250 words

The Sacred World of Imagination - Essay Example The artificial animals are meaningless and superficial trappings. He worships any truly living animal as sacred. Still, in his quest for spiritual guidance, he is also forced to turn to the fraud and trickery of Mercerism. Do Androids Dream of Electric Sheep is a book that parodies man's superficial quest for religion through the fraud of animal worship and shows how man will even turn to inanimate objects for moral guidance. The story is told through the world of Rick Deckard. He is a bounty hunter who hunts down and kills the illegal Androids. The Rosen Corporation has built the new Nexus-6 robots so lifelike that they are almost undetectable. In a world where there is little that resembles life in the past, Deckard must seek out and destroy that which has the potential to replace it. The world has become splintered and alienated. People exist on the margins of life, outcast and distanced from any reality. Humans are segregated by health and kept at a distance from truth by the propaganda of the Android Buster Friendly's non-stop television show and the fraudulent religion of Mercerism. Having destroyed nearly all of the original creation, man must now decide which of his own replacements are good and which are evil. The story of morality is told through the animal kingdom. Animals are the one constant that everyone has a connection to. ... The Sidney's Catalogue has become the new bible, carried wherever they go and looked to for truth and guidance. When an animal that appears to be real confuses Rick he states his belief in Sidney's. He says, "Sidney's never makes a mistake. We know that too. What else can we depend on" (p.41). The bounty hunter that was trying to eliminate the false humans from earth was also dedicated to finding the only true animals left on the planet. Syndey's had become his bible. Virtue was evaluated by man's treatment and care of the animals he owned and knew. When Deckard was trying to purchase a horse from his neighbor, his neighbor rebuffed his request. Barbour, the neighbor said, "It would be immoral to sell my horse" (p.10). Deckard replied, "Sell the colt, then. Having two animals is more immoral than not having any" (p.10). Deckard and his neighbor were in a tug of war over the contention that there was a proper and moral responsibility to owning an animal. It did not involve the treatment of the animal, only the ownership. Ownership of one animal was righteous, more was gluttonous, and less was depraved. In Dick's book, animals were elevated to the elite level of ethics and Godliness. To know an appreciation for an animal was to make you a better human being. When John Isadore was returning to the pet repair shop to have what he believed was a robotic cat recharged, the cat expired. He was glad that it had died and now he "...no longer had to listen to the nerve wracking wheezing of the construct: he could relax" (p.72). Animals, and especially robotic ones, did not move Isadore. The war had left Isadore mentally challenged and he had been, "...reduced to this ignomous task with its attendant emotional by-products" (p.72). His mind had been reduced and

Campaign Design Essay Example | Topics and Well Written Essays - 2000 words

Campaign Design - Essay Example world’s population are living with chronic diseases such as diabetes, hypertension, arthritis, cardiovascular disease, mental health conditions, and more. Therefore, AARP came up to advocate for changes in the health sector in order to improve the health condition of the ageing generation. AARP is a lobby group that released a report in 2009 stating that patients experience lack of coordination from health providers, specifically by receiving repeat tests and procedures, unnecessary hospitalizations, and difficult transition from hospitals to homes (Whyte, 2012). AARP is a lobby group that wants the elderly to move away from traditional ‘doctor/patient ‘roles. The group wants its members to embrace their own involvement in health care and in exploiting alternative medical options (Kazbare,Van & Eskildsen, 2010). The group combines with the consumerism movement to empower its members. In addition, the group exercise control in requesting second opinions from doctors and alternative treatment methods in health care decisions (Halfmann, 2011). There is the issue of over-medicalization of aging. AARP always addresses this question: (i) at what point as people as age do, we become accepting of aging and stop rushing to a physician all of the time? (ii) How do people decide whether to fix a problem if it has more to do with later years of life than with a traditional medical ailment? And (iii) Can people depend on their physicians to clearly tell them when a medical problem is as easily addressed by physical therapy as by a surgical procedure of some type- especially when there are low-tech ways to improve the situation (Rasmussen, 2014). According to AARP, old people must consider above question. The group argues that medicalization of ageing potentially exposes seniors to more and more risks without really solving the problems. AARP is a lobby group that addresses the challenges in the health sector, especially the issue of staffing. The group does not just

Segmentation and Target Market Coursework Example | Topics and Well Written Essays - 1250 words

Segmentation and Target Market - Coursework Example The process is guided by several factors including behavioral, demographic, psychographic, and geographic factors (Reid & Bojanic, 2010). Apple has used behavioral segmentation with impressive effectiveness. It refers to the division of the market based on the actions of consumers. In addition, the process involves an evaluation of the consumer information available to the organization (Rollins & Perri, 2014). The release of new iPhone models is informed by the knowledge that consumers will be attracted by the possibility of upgrading their mobile phones. In addition, the iPod was released to meet the need for a portable and convenient device that can allow users to listen to music on the go. The need to create a platform from which users can access music led to the creation of the iTunes store. Apple has created a culture of brand switching due to the disruptive technology that they have consistently pioneered. Consequently, it has enabled it to create a perception as an innovative company, something that most consumers find attractive. The organization understands consumer behavior. Although consumers are willing to acquire new technologies, they also value the existing ones. As a result, they need products that integrate the two technologies. In addition, it has features that support the integration of features of other organizations. For example, it has made it possible for consumers to access Microsoft Exchange e-mail. Consumers are attracted to technologies that enable them to retain the features they had before. It is evident that the organization considers demographic factors as it develops its products. Firstly, products such as the iPhone have so many features that make it suitable for people of all ages from children to adults. Children can play the games that are available in its App store. Teenagers can listen to a lot of music from the iTunes store. In addition, the

New Gay Visibility on TV Article Example | Topics and Well Written Essays - 500 words

New Gay Visibility on TV - Article Example Since there are several television shows that had been focused on stereotyping the same sex relationship, public acceptance of homosexuality becomes a reality. Before 1990, the existence of debate regarding the moral and social issues of homosexuality was controversial topic. Since a lot of heterosexual relationships failed to work, same sex relationships started to become a normal behavior in the United States. Among the well-known television shows that heavily promotes same sex relationship is the 'sex and the city' wherein Samantha who portrayed a character who is willing to experiment on sex including the idea of having sex with a female partner. On the other hand, the show 'Queer as Folks' has been focused on uncovering what it is like living in a gay (men) community whereas 'the L world' unfolds the lesbians. Up to the present, the media is still being used to stereotype homosexual issues as something that is publicly accepted. In line with this, the Simpsons continuously promote homosexuality by coming up with 'the Simpsons gay song', 'Homer Simpson's gay dance', and Bart portraying as gay (You Tube b, c, d). The movie 'You Like Dangerous Guys'' also promoted gay relationship (You Tube e).

Journalists influence the news Assignment Example | Topics and Well Written Essays - 1250 words

Journalists influence the news - Assignment Example â€Å"The production, presentation, and consumption of visual messages in all manner of media can be justifiably sliced in separate technological, historical, cultural and critical perspectives. The requirements for theory building at each stage are different† (Elliott & Lester, 2002). And while it is recognized that â€Å"Photography is the only ‘language’ understood in all parts of the world, and bridging all nations and cultures† (Helmut Gernsheim cited in Elliott & Lester, 2002), it is also acknowledged that â€Å"photographs supply information without having a language of their own. Photographs quote rather than translate from reality† (John Berger cited in Elliott & Lester, 2002). The difficulty arises from the variety of social, political and cultural approaches that can be taken in the interpretation of an image. Added to this is the greater ability of photographers and photojournalists to manipulate images in many different ways as a means o f achieving the image sought. In determining the ethics involved in the decisions made by photojournalists and their editors regarding whether or not to print a particular image, then, it is necessary to take into consideration the â€Å"intent of the image creator and the not-so-blank canvas of the image consumer† (Elliott & Lester, 2002) as these various approaches come into play. The question of ethics is often confused with other photographic considerations, such as aesthetics or etiquette. â€Å"A question that is truly ethical deserves a response that addresses the human cost† (Elliott & Lester, 2002). The use of a particular image that is likely to cause a great deal of pain, for example, must be justified not on the concept of its beauty or interest level – an aesthetic concern – but rather on whether or not the display of this image is necessary to present

Approaches to Climate Change and Energy Crisis Essay Example for Free

Approaches to Climate Change and Energy Crisis Essay The acclaim and mass appeal that was garnered by the An Inconvenient Truth, no to mention Al Gore’s Noble Prize win, is a testament to the interest on the issue of climate change (Lawrence Bender Productions Guggenheim, 2006). One of the main areas of concern is the development of industries that do not damage or endanger the environment is an urgent concern as industries now face dwindling resources, greater demand and more regulation both locally and internationally (Schnietz Epstein, 2005). Whereas before when interest in environmental concerns were seen more as deterrents to a company’s operations. The increase of judicial decisions levying companies to pay for environmental damages due to their products or manufacturing processes has changed the view to one that treats environment concerns and conserving energy resources as part of ensuring profitability. An assessment done by the United Nations Environmental Programme (UNEP) (2002) indicates that the deterioration of the environment has global implications. They point that the depletion of the ozone layer has been linked to stress marine and terrestrial resources though the depletion is mainly concentrated on the poles. Furthermore, scientists estimate that at the current rate of consumption and pollution, the earth’s ecosystems will simply collapse from human demands. De Man (2005) also points out that there are higher social expectations concerning environmental awareness and responsibility among business organizations. National and international efforts have sought to develop universal relevance of the issue not only to promote it as a concern but also to established responsibility for the issue. Robbins (2003) considers these an indication of the urgency and importance of the issue which in turn is to establish it as global critical priority. At the same time, climbing of energy prices due to demand has highlighted the need to raise efficiency and promote conservation. However, there are varying opinions on the approaches to be taken. One of the issues that have been subject to extensive debate is in the development of air pollution control programs. Wigley (2006) points out that because air has no geographic border nor physically contained and all countries have to compete for energy sources such as oil, the issue is an inherent global concern. This global perspective is the basis for the Kyoto Protocol which aims to establish an international monitoring and management system for carbon emissions. The Kyoto Protocol sets a quota for industrial emissions per country where residual allowances can be traded off to other countries and economic sanctions can be applied to violators. Thus, countries are not only politically motivated to control their emissions but also can gain monetary compensation for their efforts. Accession and implementation of the protocol has proven challenging. Opposition to the policies point out that aside from the operational difficulties of the policy and can deter economic growth and development since most industries are energy-intense and impact the environment (Bohan, 2007). Critics of the Kyoto approach to the issue suggest a national interest approach. In contrast to the former, the latter suggests that, â€Å"whats good for the nation as a whole in international affairs†. Using this perspective, instead of developing an international policy, each country must formulate its own towards a common goal (Roskin, 1994, p. 1). As each country is able to achieve individual environmental goals, public interest, which includes the global community, will be met effectively. Thus, what seems to be an inward-looking or even selfish approach to environment and energy issues can be in fact a means to accomplish international goals. Critics of the approach contend in turn that there are no assurances that independent states will develop and implement environmental and energy efficiency protocols. Also, they believe that by leaving consequence at the discretion of national governments, implementation will not be effectively policed. To date, there has still has not been full accession to the Kyoto Protocol: the Untied States and Australia have both rejected it. At the same time, national interest approaches have been significant deterred through the need for compliance to international political, security or economic organizations. According to Setting a Value on the Future, Stephen Gardiner believes that the lack of a consensus on how to deal with the world’s environmental and energy crises is because it is â€Å"politically convenient not to deal with†. Both approaches have proven to be extremely problematic. One difficulty that Thomas Palley of the Economics for Democratic and Open Societies sees in national interest perspectives is a failure to recognize the distinction between corporate and national interests, (as cited in Jacobson, 2006). The suggestion is that confusing corporate interests, which primarily is centered on profit, the national interests that will be defined will be the interest of a few instead of the public’s and that it most likely will neither support environmental or conservation objectives (Wigley, 2006). On the other hand, without industrial development, there will be little headway in the development of efficiency and productivity technologies or the means to put them in practice (Jacobson, 2006). The most critical realization is that the issue is not just a political issue. Just as critical should be the realization that whatever, polices are to be implemented, they should be able to stand the test of time and changes in international relations. This because, achievement of environmental and energy goals will likely take a number of years before they are attained. President George W. Bush has raised a valid point regarding this issue: The fundamental question is whether or not we will be able to grow our economy and be good stewards of the environment at the same time, (as cited in Jacobson, 2006). Neither the Kyoto approach nor the national interest approaches, as they are utilized today, seem to fully address these concerns. However, this should deter the commitment to environmental protection and rehabilitation as well as energy conservation. In conclusion to recognize non-political elements influencing the issue, to institute long-term policies and resources and to develop and implement policies that recognizes both perspectives. Reference http://www.reuters.com/article/politicsNews/idUSN1537871920071015

Focuses of school based instructional supervision

Focuses of school based instructional supervision A further sub-problem in the study was to explore participants perceptions about the focuses of school-based instructional supervision. This section reports the findings regarding the focuses of school-based instructional supervision based on questionnaire and interview data. Questionnaire Findings Twenty-two statements describing the focuses of instructional supervision were listed in each questionnaire instrument (Appendices A and B). The statements addressed the following major aspects regarding instructional supervision focuses: (a) organization of lessons, (b) subject matter, (c) pupils academic development, (d) school curriculum, (e) lesson plan, (f) pupils individual inquiry, (g) teaching guides, (h) course objectives, (i) teachers personality, (j) pupils character development, (k) pupils progress records, (k) records of work covered, (1) teachers dress and appearance, (m) pupils sense of responsibility, (n) instructional course, (o) teachers questioning style, (p) classroom management, (q) extracurricular activities, (r) pupils performance in national examinations, (s) teacher self-evaluation, and (t) teacher-pupil relationship. For details about specific statements regarding supervision focuses, see Appendixes A and B. The respondents were requested to indicate their existing and preferred extent of examination of each aspect by making choices from given alternatives ranging from 1 (never examined) to 5 (very frequently examined). The percentage and frequency distributions as well as mean scores and standard deviations were determined for each of the focuses. The findings on teachers perceptions of the focuses of school-based instructional supervision are presented in this section in terms of existing and preferred frequency of examination of the focuses. I have included only the focuses that ranked highest and lowest in terms of frequency of examination as perceived by teachers. Teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision were explored (Appendix D, Table 3.1). The focuses have been ranked from highest to lowest frequency of examination based on mean responses for existing and preferred focuses of school-based instructional supervision (see Table 3.2). The data collected suggest that availability of properly organized pupils progress records ranked first in terms of existing frequency of examination, teachers concern with pupils performance in national examinations ranked second, and availability of up-to-date weakly record of work covered ranked third (Appendix D, Table 3.2). At the other extreme, three focuses ranked lowest in terms of existing frequency of examination: teachers dress and appearance, teachers use of teaching aids, and the manner in which the teacher asks questions in the class (Appendix D, Table 3.2). In terms of preferred frequency of examination, the focus that ranked first was teachers concern with pupils performance in national examinations, followed by availability of properly organized pupils progress records, and, finally, availability of up-to-date weekly record of work covered (Appendix D, Table 3.2). The focuses that ranked lowest in terms of preferred frequency of examination included preparation of an appropriate lesson plan, the manner in which the teacher asks questions in the class, and teachers dress and appearance (Appendix D, Table 3.2). Based on t-test analyses, there were significant differences at the 0.001 level between teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision. In general, teachers preferred that the focuses of school-based instructional supervision presented in this study be examined more frequently than was currently being done. Interview Findings Interviews with teachers, headteachers, and education officers indicated five major themes relative to focuses of school-based instructional supervision: (a) curriculum and instruction, (b) student success, (c) teacher performance, (d) teachers artifacts of teaching, and (e) human relations. Curriculum and Instruction Three headteachers cited three focuses of instructional supervision that are primarily concerned with curriculum and instruction: (a) teachers attendance to scheduled lessons, (b) teachers participation in extracurricular activities, and (c) syllabus coverage by the teacher. One teacher, in a general remark, stated as follows: I think it is important to check on attendance of teachers to their scheduled lessons or to their participation in extracurricular activities with pupils. Headteachers should also make sure that teachers cover the syllabuses in good time to prepare students for external exams. Student Success Two teachers agreed that instructional supervisors should endeavor to find out how teachers assess their pupils work. They argued that the various strategies that teachers use to assess students progress will determine how students are prepared for national examinations. As one teacher remarked, It would be helpful to know teachers assess their pupils academic work because this is important for students success in the national examinations. Teacher Performance Another area regarding the focuses of school-based instructional supervision cited by four interviewees was concerned with teacher performance in the classroom. These participants agreed that, to facilitate teaching and learning, the teachers level of preparedness and general effectiveness in teaching should be the major focuses of the supervision of instruction. As one education officer commented, The best thing to do is for supervisors to address areas like effectiveness of their classroom teachers and how they are prepared to teach. Teachers Artifacts of Teaching One headteacher observed that teachers teaching artifacts, such as examination and test papers, should be addressed during supervision process. This headteacher remarked, Instructional supervisors should check the quality of examination and test papers set by teachers because these are important teaching tools that would shape students success in the final examinations. Do they set high quality papers which can promote learning? Human Relations A final area relating to focuses of instructional supervision mentioned by some interviewees was concerned with human relations. One education officer noted that how teachers interact with students should be considered in the practices of instructional supervision and that the teacher-pupil relationship should be a major focus of instructional supervision. Another education officer commented, When you are supervising a teacher, for example in the classroom, you must look at how the teacher interacts with pupils. This interaction is important because it will affect learning. In general, the focuses of school-based instructional supervision cited by interviewees concur with high-ranking focuses relative to the existing and preferred extent of examination by the teacher from the questionnaire data. Synthesis and Discussion of School-based instructional supervision Focuses The findings relating to teachers perceptions of existing and preferred frequency of examination of the focuses of school-based instructional supervision revealed by questionnaire data indicate that three focuses received the highest ranking in both existing and preferred frequency of examination: (a) availability of properly organized pupils progress records, (b) availability of up-to-date weekly record of work covered, and (c) teachers concern with pupils performance in national examinations. Similarly, one focus-the manner in which the teacher asks questions in the class-received the lowest ranking in both existing and preferred frequency of examination as perceived by teachers. The findings from the interview data revealed the following focuses of school-based instructional supervision: (a) teachers attendance to scheduled classes, (b) teachers preparedness, (e) teachers methods of assessment of pupils academic progress, (f) quality of test papers set by the teacher, (g) syllabus coverage by the teacher, (h) teachers participation in extracurricular activities, and (i) teacher-pupil relationship. Indicators of Teacher Preparation The three focuses of school-based instructional supervision that received the highest ranking in terms of existing and preferred frequency of examination by the headteacher- availability of properly organized pupils records, availability of up-to-date records of work covered, and teachers concern with pupils performance in national examinations-were particularly interesting because, in Saudi Arabia, the three focuses are among the indicators of teachers preparedness for effective teaching that the Ministry of Education expects headteachers to ensure. As explained by Saudi Arabian Ministry of Education (1998) headteachers, as managers of approved school curriculum, are expected to ensure that teachers prepare comprehensive tools of work, such as lesson plans and weekly records of work done, and check periodically pupils exercise books, practical work, assignments, and continuous assessment to ensure regular marking and systematic use in guiding learners. Teachers Concern with Pupils Performance Teachers concern with pupils performance in national examinations is an important aspect of Saudi Arabias education system, which seems to put a great deal of emphasis on passing of examinations. As Babtain (2004) noted, the overloaded system of education imposes cut-throat competition among schools, where learners are pushed to cut down others in national examinations, and forces teachers to be busy all year round as they struggle to complete the curriculum. To facilitate students success in national examinations, as noted by Ibrahim (2000), teachers are expected to develop and transmit desired knowledge, skills, and attitudes to pupils, it is hoped, through instructional supervision. Teachers Attendance to Scheduled Classes Teachers attendance to scheduled lessons is an important focus in school-based instructional supervision because it facilitates curriculum implementation. Highlighting the role of the school head as a manager of the school, Hassan (1998) observed that the headteacher should ensure regular teaching of subjects to implement the school curriculum effectively. Teacher attendance to scheduled lessons is a major issue in the Saudi Arabian education system because numerous cases of student unrest in the recent past have been attributed to teachers failure to attend scheduled lessons. For example, Mahmoud (2004), commenting about student protest in one school cited lessons missing as one of the reasons for the student strike that paralyzed the school and led to its closure. Similarly, Attari (2005) cited teachers boycott of scheduled classes as a major reason for the indefinite closure of the school and the temporary removal of students from the school. Teachers attendance to scheduled classes is linked to six other related focuses of school-based instructional supervision revealed by the interview data: (a) teachers presence in the school, (b) teachers effectiveness in the classroom, (c) teachers level of preparedness, (d) teachers methods of assessment of pupils academic progress, (e) quality of test papers set by the teacher, and (f) syllabus coverage by the teacher, because they are all concerned with facilitating effective and quality curriculum implementation in the school. In the Saudi Arabian context, as explained in the Education Act (Saudi Arabia, 1980), curriculum means all the subjects taught and all the activities provided at school, and may include the time devoted to each subject and activity (p. 4), and syllabus means a concise statement of the contents of a course of instruction in a subject or subjects (p. 5). To facilitate curriculum implementation, in particular, Saudi Arabia Ministry of Education (1998) has unde rscored the role of the headteacher in supervising the school curriculum to ensure effective teaching and learning. And Mohammed (2002) has concluded that the quality of curriculum implementation and management may determine student performance in external and school-based examinations. Practices of School-based instructional supervision A further sub-problem in the study was concerned with the perceptions of participants regarding the practices of school-based instructional supervision. This section reports the findings relating to the practices of school-based instructional supervision based on questionnaire and interview data. Sixteen statements describing the practices of school-based instructional supervision as conducted by headteachers were listed in each teacher instrument (Appendices A and B). The statements covered the following major aspects relating to the practices of instructional supervision: (a) conducting teaching, (b) evaluating teachers work, (c) providing information about supervisory process, (d) reducing teachers anxieties regarding supervisory program, (e) collecting information about teachers, (f) pre-observation conferencing, (g) using examination results to indicate teacher performance, (h) interviewing students about teacher performance, (i) conferencing with teachers about classroom practice, (j) encouraging self-evaluation, (k) improving instructional quality, (1) writing supervisory reports, (m) providing supervisory feedback, (n) post-observation conferencing, (o) identifying areas of instructional improvement, and (p) rewarding deserving teachers. For details regarding specific statements about the practices of instructional supervision, see Appendices A and B. The respondents were requested to indicate their preferences for existing and preferred importance given to each practice by making choices from given alternatives ranging from 1 (no importance) to 5 (great). The percentage and frequency distributions, means, and standard deviations were determined for each practice. The data obtained from teachers, headteachers, and education officers relative to the practices of school-based instructional supervision are reported in Appendix D, Tables 4.1 and 4.2. This section reports the findings relating to teachers perceptions regarding the practices of school-based instructional supervision in terms of the importance they attach to the practices. Only the practices that received the highest and lowest rankings as perceived by teachers have been reported. Teachers responses relative to existing and preferred importance of practices of school-based instructional supervision were explored, as were comparisons between the existing and the preferred means and standard deviations of the practices of school-based instructional supervision as perceived by teachers (Appendix D, Tables 4.1). The practices have been ranked from highest to lowest based on the mean responses relating to existing and preferred practices (Appendix D, Table 4.2). Encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked first in order of importance as existing practice, followed by using examination/test results as indicators of teacher performance (n=254; see Appendix D, Table 4.2). Setting up specific sessions with teachers to discuss how teaching should be conducted (n=256) and recognizing and rewarding excellent teachers (n=256) formed a cluster in third position in order of importance as existing practices. At the other end, the practices that received the lowest ranks as existing practices included (a) writing supervisory reports for different audiences (n=250), (b) conducting conferences soon after observing teachers (n=248), and (c) meeting with teachers prior to classroom observation (n=250; see Appendix D, Table 4.2). Regarding preferred practices, recognizing and rewarding excellent teachers (n=256) ranked first in order of importance, encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked second, and providing teachers with an adequate amount of information to become familiar with the supervisory process (n=256) ranked third (Appendix D, Table 4.2). The least preferred practices in order of importance were (a) meeting with teachers prior to classroom observation (n=250), (b) writing different supervisory reports for different audiences, and (c) obtaining information from students about their teachers performance through face-to-face interview (n=252; see Appendix D, Table 4.2). Based on t-test analyses, there were significant differences at both the 0.05 and 0.001 levels between teachers perceptions of existing and preferred practices of school-based instructional supervision, except for one practice, holding face to-face interviews with teachers to obtain information about their classroom practice. In general, teachers preferred that more importance be attached to practices of school-based instructional supervision listed in the instrument than was currently the case. Interview Findings Teachers, headteachers, and education officers interviewed cited the following practices of school-based instructional supervision that they had experienced: (a) checking teachers professional tools of work or artifacts of teaching, such as schemes of work, records of work covered, lesson notes, lesson plans, lesson-focus books, mark books, daily preparation books, and part test papers; (b) examining students exercise books; (c) using students to obtain information about teachers; (d) holding conferences with teachers; (e) observing teachers in their classrooms; and (f) supervision by walking around. Frequency distributions of teachers, headteachers, and education officers regarding their mention of practices of school-based instructional supervision were also synthesized from the interview data (Appendix D, Table 4.3). Eleven teachers, four headteachers/deputy headteachers, and three education officers interviewed mentioned checking teachers tools of work or artifacts of teaching, especially schemes of work and records of work covered, as an important practice of school-based instructional supervision in the schools (Appendix D, Table 4.3). Also, six teachers, three headteachers/deputy headteachers, and two education officers agreed that holding conferences with teachers was one of the practices of school-based instructional supervision. Furthermore, two teachers, three headteachers/deputy headteachers, and two education officers identified observing teachers in their classrooms as one of the practices of school-based instructional supervision. However, a few teachers and headteachers interviewed reported that classroom observation, in particular, was not a common practice in their schools. As one headteacher commented: Visiting teachers in their classrooms to see how they teach is very difficult in our situation. And most teachers resent it so much, and personally I dont think I have done it. I dont think it is a practice. You know how it can be taken. In most cases, those who have attempted it have met with a lot of negativity. It is like you want to find faults from the teacher. Teachers fear it most. Three teacher interviewees concurred that there were no supervisory reports on teachers written by headteachers, to the best of their knowledge. As one teacher remarked, Once teachers have been supervised by the headteacher by whatever means, no supervisory reports are made, not at the school level. Maybe the headteacher would have his or her own reports. The interviewees also gave least emphasis to practices such as examination of students exercise books and using student leaders, commonly referred to as prefects, to obtain information about teachers. As one education officer stated, But I dont think we need children to write anything about teachers for us to know whether or not teachers are on duty. Synthesis and Discussion of Practices of School-based instructional supervision The findings regarding the practices of school-based instructional supervision based on the questionnaire data revealed that recognizing and rewarding excellent teachers was ranked highest by teachers as existing and preferred supervisory practice, whereas writing different supervisory reports for different audiences received low ranking as existing and preferred practice. The interview findings revealed six major practices of school-based instructional supervision: (a) checking teachers artifacts of teaching, (b) examining students exercise books, (c) using students to obtain information about teachers, (d) holding conferences with teachers, and (e) observing teachers in their classrooms. Recognizing and Rewarding Deserving Teachers That recognizing and rewarding excellent teachers ranked highest is noteworthy because it seems to be a viable strategy for motivating teachers, especially when the recognition is initiated by the headteacher as an instructional leader. This finding supports Sergiovannis (2001) belief that one of the school principals responsibilities is to build and to nurture motivation and commitment to teaching and that when teaching is rewarding professionally, teachers are likely to keep improving their effectiveness. The importance of recognizing and rewarding teachers has also been supported elsewhere. For example, Hallinger and Murphy (1985) observed that setting up a work structure that rewards and recognizes teachers for their efforts was an important part of the principals role in creating a positive learning climate. In the Saudi Arabian context, as explained by Saudi Arabia Ministry of Education (1998), the headteachers proper management, especially in recognizing excellent performance, may facilitate high morale, motivation, integrity, and appropriate work ethics. Artifacts of Teaching The practices of school-based instructional supervision revealed by the interview data were also observed. For example, checking teachers artifacts of teaching or tools of work is important in Saudi Arabian schooling because it is concerned with teachers preparedness to teach classes. Whereas the Ministry of Education (1987) expects classroom teachers to prepare artifacts of teaching, it is the responsibility of the headteacher and heads of departments, especially, to ensure that such items are actually prepared appropriately and to check their relevance to the intended subjects. Furthermore, as the Ministry of Education explained, heads of departments, in particular, are responsible for maintaining a record of work of the subjects to be completed weekly by all subject heads. Questionnaire and Interview Findings Compared A comparison of questionnaire and interview findings regarding the practices of school-based instructional supervision revealed some interesting similarities. For example, the practice that ranked lowest in both existing and preferred extent of examination as perceived by teachers-writing different supervisory reports for different audiences-was also viewed by some interviewees as being nonexistent Also, the practice of obtaining information from students about their teachers performance through face-to-face interviews, which received relatively low ranking in both existing and preferred extent of examination as perceived by teachers, was also considered inappropriate by some teachers and education officers interviewed. I can speculate that this practice was perhaps common especially in schools where feedback from students regarding teacher performance was productive. However, several views in the literature supported the involvement of students in evaluation of teachers. For example, Stronge and Ostrander (1997) argued that, because students are the primary consumers of teachers services and have direct knowledge about classroom practices on a regular basis, they are in a key position to provide information about teacher effectiveness. Whereas the questionnaire data indicated that meeting with teachers especially prior to classroom observation ranked lowest in order of importance as existing and preferred practice as perceived by teachers, the interview data indicated that holding conferences with teachers was prevalent in schools. I can speculate that conferencing with teachers was not a popular practice in many schools.

The impact of globalization in China

The impact of globalization in China Globalization is a widely used term which can be describe or defined in various ways but if we are to describe it in economic terms there are lot of definitions which all bothers down to the same point which is the removal of barriers withing boarders in order for free movement of goods and services How to view Globalization Globalization is the objective trend of economic development in the world today, featured by free flow and optimized allocation of capital, technology, information and service in the global context. It is the inevitable result of the development of productive forces and advances of science and technology, especially the revolution of information technology since the 1980s and 1990s. As a result, economic interdependence and interaction between countries are becoming ever stronger. In this massive tide of economic globalisation, no country can develop and prosper in isolation. China has learnt from her long history that isolation leads to backwardness. Development,progress and prosperity could only be achieved through opening to and integrating with the outside world, through stepping up exchanges and cooperation with other countries and through absorbing all fine results of human civilization. Therefore, we should embrace and seize the opportunities presented by globalization and adopt reforms to keep up with the steps of the changing world. Challenges brought by Globalization Due to the lack of a just and equitable international economic order, the influence of globalization on countries at different stages of development is entirely different. The dividends derived from globalization are not fairly distributed. The developed countries have apparent advantages in capital, technology, human resources and administrative expertise and in setting the rules of the game. They are usually the most active propellers and the biggest beneficiaries of globalization. The developing countries on the other hand are on the whole in an unfavorably position. Developing countries can obtain some foreign investment, advanced technologies and management expertise, but at the same time they are the most vulnerable to the negative impacts of globalization and lack the ability to effectively fend off and reduce the risks and pitfalls that come along with globalization. In the 1990s, especially in recent years, the gap between the North and the South has further widened. The eco nomic sovereignty and economic security of the developing countries are confronted with enormous pressure and stern challenges. Some least-developed countries are even on the brink of being marginalized by globalization. Therefore, in participation of globalization, developing countries should always be on alert and try by all means to exploit the advantages and avoid all kinds of risk and harm. Chinas Experience For China, globalization is often seen as a double-edged sword that brings both opportunities and challenges, advantages and disadvantages. How to turn disadvantages into advantages in the tidal wave of globalization depends on formulating the correct policies and strategies. If the policies are correct, challenges can be turned into opportunities. China has learnt many lessons and accumulated rich experiences in dealing with globalisation from its practice of reform and opening-up. In my personal opinion, they can be summarized as follows: 1. To find a road of development that suits the national conditions. In the past 20-odd years, China has maintained an annual growth rate of over 9.3% on average. China is now the 6th largest economy and the 5th largest trading nation in the world. More than 200 million people have been lifted out of poverty. The average life expectancy reached 71.8 years in 2002, close to that of a medium-level developed country. The above accomplishments were achieved against the backdrop of a volatile international situation. The reason why China can achieve so much in such a short span of time and in a constantly changing international environment is because China has found its own road of development, suitable to its national conditions, namely building socialism with Chinese characteristics. In one word, building socialism with Chinese characteristics is to base what we do on the realities of China. While sticking to the basic system of socialism, reforms should be carried out to solve the prob lems of incompatibility between the productive forces and the relations of production, and between economic base and the superstructure, so as to achieve self-perfection of socialism. Every country is different from the other. While it is important to learn from other countries in the world, no country should simply copy other countries model. 2. To adopt opening-up policy. Chinas opening to the outside world is comprehensive. It opens not only to developed countries, but also to developing countries, not only in economic field, but also in all areas of social development. At the same time, it is not a blind opening, but a self-conscious one, not a disorganized opening but a systematic one. Chinas opening proceeds and deepens in a gradual and step by step fashion. It started from the 4 special economic zones, to coastal cities, then to capital cities of inland provinces and now it has reached an unprecedented stage of all-round opening demonstrated by Chinas accession to the World Trade Organization. During its opening-up, China paid special attention to give full play to its comparative advantages to actively conduct international cooperation and competition. For instance, China has fully exploited its advantages of low cost of labour to attract foreign investment and technology to push economic development and better eff iciency and quality of economic growth. These measures have brought the Chinese economy increasingly integrated with the world economy. 3. To promote regional cooperation for better risk-resistance ability. Due to weakness in economic strength, its difficult for developing countries to resist the risk brought about by globalization on their own. Therefore, they should, through strengthening regional economic cooperation, rely on group strength to stand risks. Today, regional and sub-regional cooperation is becoming increasingly active. They complement and correlate with the trend of globalization. China has signed the Framework Agreement with ASEAN on Comprehensive Economic Cooperation with the aim of establishing China-ASEAN Free Trade Zone in 2010. The Shanghai Cooperation Organization is also forging closer economic links alongside with cooperation in security issues. Strengthening cross-Taiwan straits economic links conforms to the pattern of economic development, serves the overall interests of the Chinese nation and complies with the trend of globalization. To set obstacle to this trend is unwise and is bound to fail. More than 3 million people travelled across the Taiwan Straits, with the two-way trade reaching 44.6 billion US dollars in 2002, an increase of 38% over the previous year. More than 60,000 Taiwan enterprises have invested in the mainland. By the end of 2002, the accumulated cross-straits trade was 267.9 billion US dollars, among which Taiwan enjoys a trade surplus of 182.6 billion US dollars. Now Taiwan is mainlands 4th largest trading partner. The mainland is Taiwans largest export destination and the biggest source of trade surplus. With regard to Hong Kong, more than 50% of foreign investment China has attracted so far comes through Hong Kong. The above figures have clearly attested to a growing economic interdependence between the mainland, Hong Kong and Taiwan. We strongly hope that the Taiwan authorities can have a clear understanding of the situation and does not move against the tide of history. 4. To be vigilant against various risks, especially financial risks. The Asian financial crisis in 1997 has clearly been a microcosm of the challenges and dangers involved in economic globalization. When the crisis swept Asian countries, China adopted a responsible approach. China not only persisted not to devalue its own currency, but also contributed more than US$ 4 billion through bilateral and multi-lateral channels to help the affected countries. This has helped to stabilize the financial situation in Asia as well as the world. Many lessons could be drawn from this crisis. Developing countries have to pay special attention to the restructuring and strengthening of their financial system. Developing countries should keep the destiny of their economy in their own hands and should not lose the grip to others. 5. To push for the establishment of a new international economic order which is just and rational. A globalized economy calls for globalized regulation and cooperation. All countries, big or small, poor or rich, strong or weak, should have the right of equal participation in international economic affairs, and the formulation and revision of rule of the game should not be determined by only a small number of countries or groups of countries. To establish a fair and rational international economic order is the only way to ensure that the benefits of globalization are shared more widely and equitably. The new order should uphold the principle of equality and mutual benefit and common development. It should be conducive to narrow the gap between the North and South so as to make it possible for the trend of economic globalization to evolve in the direction favorable to the common prosperity of mankind. The United Nations Report on Human Development shows that the trend of globalization has made the poor poorer and the rich richer. If such a situation were to continue, not only the economic development of the developing countries would be in jeopardy, the economies of the developed countries would also face difficulties in achieving a steady and sustainable growth. In the process of globalization, the developed countries should assume more responsibilities in such fields as restraining the speculative factors in international capital flow, alleviating the debt burden of poor countries, opening the markets and furthering technology transfer to help the economic development of developing countries. In return, they will enjoy more markets and investment opportunities to ensure long-term prosperity. It is indeed a win-win situation which is best testified by the case of China. Chinas Contribution to World Economy Chinas participation in Globalization is by no means a one-way street. When the world economic growth remains weak, Chinas economy is one of the few bright spots. As World Bank Report on Global Development Finance 2003 published in early April pointed out that Chinas fast growth helped to drive the recovery in East Asia. Together with policy stimulus in other countries, Chinas performance lifted the region to growth of 6.7 % in 2002, up from 5.5% in 2001. Average regional growth of more than 6% is expected for the next two years, with China increasingly becoming the engine of the regional economy. China has also provided the world with the largest rising market. When more than 1.25 billion people become well-off, the demand on everything will be enormous. Just to give you an example, in the coming 10 years alone, China will import US$ 2 trillion of goods from the outside world. A recent article in the Economist highlighted the benefits brought by Chinas growth: Millions of consumers in other countries are gaining from the low prices and high quality of Chinese goods. A billion Chinese are escaping the dire poverty of the past. Business across the globe will profit from supplying a vast new market. These are wonders to be celebrated, not threats to be agonized over. . China (SMEs) And The Internationalization Process of Chinese Enterpreneurs Chinese privately owned, small and medium-sized enterprises (SMEs) are rapidly internationalizing, yet little research has been reported about how these entrepreneurs manage decisions during internationalization. This study investigates how social networks (guanxi) are used when making strategic, competitive, and marketing decisions. Interviews in China with a small sample of SME entrepreneurs revealed that cultural and ethnic factors play a surprisingly important role in their successful internationalization. In the article, we discuss managerial implications for successful internationalization of Chinese entrepreneurs, we question the completeness of current theories on the internationalization process, and we propose specific directions for future research.  © 2009 Wiley Periodicals, Inc. Little scholarly research has been conducted on how Chinese small and medium-sized enterprises (SMEs) undertake internationalization. This is surprising when one considers the very significant contributions made by SMEs to national economic growth in China in recent years. For example, 2.2 million fully private enterprises were operating in China in 2002, accounting for U.S. $200 billion in investment and employing 29.3 million people (Peoples Daily, 2002). By 2004, the nonpublic sector accounted for 53 percent of total employment, up from only 17 percent in 1995 (Demurger, Fournier, Shi, Zhong, 2007). In 2005, approximately 50 percent of Chinas GDP was the result of activity in the private sector (National Bureau of Statistics of China, 2006), and this was forecast by the Chinese Academy of Social Sciences to rise to more than 75 percent in the next five years (Peoples Daily, 2006). Similarly, RTTNews (2006) has predicted that 70 percent of all Chinese enterprises will eventually belong to the private sector, creating eight out of ten new nonagricultural jobs. By 2007, registered capital in the Chinese private sector was valued at 10.1 trillion yuan (approximately U.S. $1.42 trillion), growing at an annual rate of 22.7 percent (Xinhua News Agency, 2008). Indicators such as these demonstrate that Chinese entrepreneurs play a key role in the national economy, and many aim to become a force in the global marketplace through internationalization (I. H. Chow, 2000; Humphreys, 2007). The goal of this study is to understand how Chinese entrepreneurs in SMEs are using their social networks to internationalize their operations. (Hereafter, we refer to social networks interchangeably as guanxi, following Zhou, Wu, Luo, 2007.) A basic premise is the recognition that factors in any sociocultural and business environment will directly affect the behavior, performance, and success of local entrepreneurs (Kim, Hurh, Fernandez, 1989). This is particularly true in China, where social networking through guanxi has been found to determine success not only in business activities, but also in industrialization and modernization (Hutchings Weir, 2006). Three researc h questions guide this study: What motivates Chinese entrepreneurs to undertake internationalization? What paths do Chinese entrepreneurs take toward internationalization? what role do culture and social networks (guanxi) play in Chinese SMEentrepreneurs path of internationalization? 2009 Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) Global Business and Organizational Excellence à ¢Ã¢â€š ¬Ã‚ ¢ DOI: 10.1002/joe.20299 à ¢Ã¢â€š ¬Ã‚ ¢ November/December 2009 61 The first two questions relate to microlevel issues and decisions involving entrepreneurs themselves, whereas the third question links these decisions conceptually to elements in the broader social context of the Chinesemarket.We expect to find that guanxi plays a significant, if not critical, role in any internationalization efforts by Chinese entrepreneurs. We first present a brief economic profile of the Chinese market in order to characterize local conditions in which Chinese SME entrepreneurs undertake nternationalization. Next, we review relevant contributions to the literature in order to establish a theoretical basis for developing an interview protocol for use in personal interviews with entrepreneurs in China. Our research method is described in detail before results are presented and compared to previous findings reported in the literature. This closedloop approach is a key feature of the study because it ensures that our results do not remain merely anecdotal but are fully integrated into the existing body of knowledge. Then we explore managerial implications, acknowledge limitations of the study, and outline specific avenues for further research. This is a pioneering analysis of cultural factors affecting internationalization of Chinese entrepreneurs. Findings from this exploratory research will lead us to conclude that current theories of internationalization do not adequately reflect the actual experience of Chinese entrepreneurs who use guanxi f or internationalization. This is a key contribution of the article and is supported by an urgent call for scholars to re-examine established theories in light of the new realities of internationalization, as the process is being experienced in China. The Chinese Economy and Chinese Entrepreneurs in SMEs By the late 1970s, Lester (1978) had already recognized that the entrepreneurial orientation of Chinese people would become a source of real strength for the national economy. Wei, Varela, and Hassan (2002) reinforced this early prediction, suggesting that Chinese privatization would bring about the largest transformation of industrial ownership in modern history. Their results confirmed that newly privatized Chinese firms achieve higher profitability, greater levels of employment, and better sales efficiency than state-owned enterprises (SOEs). Although SOEs still vastly outnumber private firms, their performance has been hampered by a complex burden of massive debts, inefficient or ganization and operation, and lost profits. Since the early 1980s, Chinas private sector has grown at an annual rate of 20 percent, which is a much faster rate than the 9.5 percent rate of growth for the national economy over the last 20 years (Peoples Daily, 2002). All these successes led Child and Tse (2001, p. 5) to characterize China as the largest, the fastest growing, and the most heavily engaged in international business and investment among transitional economies. Although SOEs still vastly outnumber private firms, their performance has been hampered by a complex burden of massive debts, inefficient organization and operation, and lost profits. It is ironic, however, that, prior to 1999, the Chinese government had barred entrepreneurs from operating directly in foreign trade, only authorizing them to conduct international business through intermediary SOEs. Financing options were also tightly restricted, which seriously hindered the growth of SMEs. Fortunately, after January 1, 1999, private firms were allowed to seek import and export licenses from the Ministry of Foreign Trade and Economic Cooperation of China (2002). After China joined the World Trade Organization in 2001, private firms were permitted to trade freely and directly with foreign companies, if they satisfied certain conditions (such as registration, size, and financial competency). Economic liberalization released much pent-up energy among entrepreneurs in SMEs, 62 November/December 2009 DOI: 10.1002/joe Global Business and Organizational Excellence including a desire to internationalize, as this study will demonstrate The Internationalization Process Internationalization of the firm is customarily regarded as a process of successive stages of outward expansion by the firm (see Cavusgil, 1980; Johanson Vahlne, 1977; Turnbull, 1981; Wind, Douglas, Perlmutter, 1973). It is also seen as a continuous process of strategic decision making (Melin, 1992), with emphasis on international market selection and choice of mode of entry (Bradley, 1995). This process takes place in a gradual and orderly manner, incorporating learning from domestic market growth, which, in turn, provides experience useful in future xport activities (Cavusgil, 1982). Two integrative theoretical models are widely accepted as explaining critical components of the internationalization process. These are Rogerss (1962) innovation-related model (designated as the I-model) and the Uppsala Schools model (the U-model). Both the U-model and the I-model are behaviorally oriented, insofar as managers are assumed to take decisions and actions sequentially as they gain new in formation and assimilate new experience. Each theory is related to the present study in the next two sections. The I-Model and Chinese SMEs Internationalization Process. Rogerss (1962) I-model framed the decision to go international as an innovation for the firm, drawing attention to a necessary learning sequence that is involved in adopting any innovation (see Anderson, 1993). Managers typically need large amounts of information, both to compensate for lack of prior knowledge or experience and to educe the high levels of uncertainty routinely associated with large-scale innovation (such as internationalization). Managers typically need large amounts of information, both to compensate for lack of prior knowledge or experience and to reduce the high levels of uncertainty routinely associated with large-scale innovation (such as internationalization). In the case of Chinese entrepreneurs, we expect them to turn instinctively to their social networks (guanxi) as sources of information. We expect them to rely heavily on colleagues, friends, and business contacts for advice about how to handle the risk of internationalization, obtain necessary information, make informed decisions, and plan effectively for further expansion. The U-Model and Chinese SMEs Internationalization Process. The Uppsala Schools U-model, developed by Johanson and iedersheim-Paul (1975), distinguishes four successive phases of market entry: (1) no regular export activities; (2) exporting through independent agents; (3) use of an overseas sales subsidiary; and (4) creation of overseas production manufacturing units. This model posits two constructs: state and change. Market commitment and market knowledge are components of the state construct, while decisions to commit resources and current business performance are components of change. Researchers at the Uppsala School also identified psychic distance (PD), referring to perceived similarities and differences in culture, political systems, educ ation, and industrial progress between the home country of firm managers and the proposed market of entry (Hallen Wiedersheim-Paul, 1984). Global Business and Organizational Excellence DOI: 10.1002/joe November/December 2009 63 PD theory holds that managers are less likely to enter country markets that they perceive to be dissimilar from their home market (Jain, 1989; Johanson Wiedersheim-Paul, 1975). Based on this model, we developed some general expectations about how Chinese entrepreneurs in SMEs approach the decision to internationalize operations, choose which country markets to target first, determine how they feel about these markets (in terms of PD), make decisions about modes of market entry, type and quantity of resources to commit to the new venture, and how to manage future expansion. Factors Affecting Internationalization by Chinese Entrepreneurs Participants in our sample identified a range of unique and inimitable competitive advantages that flow from their human capital and organizational capital resources. These include membership in extensive domestic social and business networks; access to overseas Chinese networks and contacts; access to timely business advice about competitive strategies; and access to market information based on real-life experience. In this respect, factors relating to country of origin convey special advantages to Chinese entrepreneurs when going international. From a competitive point of view, Chinese entrepreneurs need to exploit these unique resources to the fullest extent possible because comparable benefits are not typically available to their competitors from the West. In other words, SMEs that are not owned or managed by ethnic Chinese may find themselves at a competitive disadvantage by not having access to these types of unique resources. Some of the factors for successful internationaliza tion by Chinese entrepreneurs in SMEs identified in this study can therefore be summarized as follows:Chinese entrepreneurs who enter geographically close export markets can use their home base in china as a source of supply.Chinese entrepreneurs who expand into culturally or geographically distant markets can reduce the negative effects of perceived psychic distance or actual geographic distance through the support that they receive from guanxi members at home and abroad. Chinese entrepreneurs who enter culturally close ethnic Chinese markets, even at great geographic distance, can continue to build social networks, accumulating further resources of human and organizational capital.Chinese entrepreneurs who expand into culturally or geographically distant markets can reduce the negative effects of perceived psychic distance or actual geographic distance through the support that they receive from guanxi members at home and abroad. Thus, we recommend that Chinese entrepreneurial SMEs : make full and continuing use of social networks when considering, initiating, and pursuing internationalization activities; make full and continuing use of social networks as sources of general business information, market-specific knowledge and advice, and insights about competitive strategies;continue to expand social networks domestically and internationally through contacts with overseas Chinese in geographically distant markets. Opportunities for Partnering With Chinese Entrepreneurs in SMEs Chinas economy has enjoyed many years of highlevelg rowth, and its domestic market has proven to be a magnet for direct investment by foreign companies. Large Chinese companies and SOEs alike have benefited from working with foreign partners in their home market, thereby accelerating their learning curve for doing business overseas. Yet it is the private sector in China that is expected to be theengine of future economic growth, and SMEs, for their part, will play an increasingly important role as global competitors. Chinas economy has enjoyed many years of highlevel growth, and its domestic market has proven to be a magnet for direct investment by foreign companies. Many Chinese entrepreneurs who own or manage SMEs are increasingly determined to enter overseas markets, as illustrated by members of our sample. Foreign companies looking to enter China must therefore actively consider how they might work with this new type of partner. Joint ventures that manufactu re products in China for export to world markets will offer some valuable reciprocal benefits: accelerated learning for the Chinese entrepreneur, balanced by the possibility of eventual assimilation of the foreign partner into a Chinese social network. Good guanxi with Chinese partners will doubtless yield tremendous long-term strategic and competitive benefits for foreign partners. Not only will they gain access to domestic market segments in China, but they will also be able to build competitive advantage, as insiders in social networks. Contributions and Future Research Contributions This study provides interesting and even surprising qualitative insights into the actual experience of Chinese entrepreneurs who are managing international decisions. Throughout the article, we have discussed our results by reference to results from earlier research and existing theoretical constructs. Our findings have generally supported previous results, confirming the value of dominant theories s uch as internationalization; the resource-based view of the firm; resource availability; sources, types, and uses of information; development of global strategy; modes of market entry; and selection of target markets. Less support has been found for application of theories about born global firms and asset-seeking behavior. Based on this study, we conclude that guanxi must be recognized as a sine qua non factor in the process of internationalization of entrepreneurial Chinese SMEs. Guanxi represents a unique and inimitable competitive resource that combines elements of human and organizational capital. This being the case, it appears unavoidable that any generalized theory of the internationalization process must recognize and include a social network construct. Yet this is not the case at the moment, insofar as the I-Model and U-Model theories are concerned. As a consequence, we consider that the main contribution of this exploratory and pioneering study is to call into question th e completeness of current theories of internationalization. Our evidence, albeit modest, suggests that none of these theories yet adequately identifies and includes all factors affecting the internationalization process for firms beyond those of Western Europe and North America. This shortcoming is particularly evident in the case of the internationalization of small and medium-sized Chinese entrepreneurial firms. Our concern about shortcomings of current internationalization theory has received recent support from Elango and Pattnaik (2007). Their study of Indian firms membership in business groups concludes that . . . certain assumptions and notions of the Uppsala model (i.e., deterministic sequential stages, commitment, state/change variables) need to be extended to incorporate the confluences of Global Business and Organizational Excellence DOI: 10.1002/joe November/December 2009 73 these linkages within a firms network (Elango Pattnaik, 2007, p. 551). In addition, these author s propose a theoretical link between network membership and an improved ability to reduce the liabilities of foreignness (mentioned earlier) through shared learning by members of the network. For our part, we would argue that other important theories mentioned in this article, such as membership in large business groups, social embeddedness, and absorptive capacity, also need to be properly integrated into any general theory of internationalization. The need for further work is all the more urgent as we see new firms (such as Chinese SMEs) entering international markets from their home base in emerging economies. The unique competitive advantages associated with guanxi make it possible, despite limited company resources, for Chinese SMEs to select, enter, and compete in geographically distant markets (such as Canada and South Africa) in a way that current theory would not predict. Furthermore, our findings call attention to the shortcomings of psychic distance theory. The unique com petitive advantages associated with guanxi make it possible, despite limited company resources, for Chinese SMEs to select, enter, and compete in geographically distant markets (such as Canada and South Africa) in a way that current theory would not predict. Moreover, PD theory does not adequately encompass the workings of guanxi, either as a compensatory factor for lack of market knowledge and prior experience or as a means of reducing uncertainty in decision making. Elango and Pattnaik (2007) concur with our conclusion, stating that further research is needed into how members of networks and business groups choose their overseas customers and markets, and how they build global market portfolios. A theoretical missing link here appears to be the unseen workings of guanxi and business networks. Finally, we would argue that learning theory needs to be revisited in the context of the internationalization of the firm. Social networks must be properly recognized as primary sources of in formation, rapid learning, and vicarious knowledge. Once again, we are supported by Elango and Pattnaik (2007, p. 552), who recommend that future researchers may want to look into how firms within and network transfer learning (i.e., internationalization knowledge: Eriksson et al., 1997) to other members. . . [because] it is still not evident what formal or informal mechanisms are used for transfer of learning (emphases added). Blueprint for Future Development The first 10 to 20 years of this century