The Human Resource Department Working - 1596 Words

The Human Resource Department working as an administrative human resource department has the role of being able to provide and assist employees with issues regarding direct services to the employees. Some of the areas include payroll, scheduling and taking vacation time off, sick days, and any employee questions concerning benefits and the laws regarding employment. One of the main challenges regarding to HR office is the laws pertaining to employment, these laws are constantly changing and be very hard to understand. Being able to understand and make sure that the employee are being treated fairly is the responsibility of the HR department, they must continually review and understand the changes in the laws and have they affect not only†¦show more content†¦It has been found that not having a sufficient human resource department can have an adverse effect on the whole organization (Nura Osman, 2013). Using programs such as the pre-employment personality test prior to hirin g future employees is supposed to help reduce employee turnover and find better qualified employees based upon the position they are hiring for. This strategic approach to testing and hiring was designed to retain employees and reduce cost associated with replacement. According to Dias the cost of replacing a low paid employee can be very costly ranging close to $8,000 after training is complete (Dias, 2012). In a smaller company it would be more cost effective for the HR department to be primarily an administrative HR department. Larger companies need to increase the HR roles to a more strategic role which is goaled towards meeting the company’s needs. The role of the strategic human resource management team is to meet the needs of the employees as they are needed. This type of planning allows for the HR department to meets the needs of the employees and to focus on making sure the needs of the company are being met also. This type of thinking can allow for improvement in t he way employers hire and train current and future

Mass Extinction And Its Effects On The World Essay

Earth is currently going thru its sixth mass extinction. This past decade earth has been going thru the worst loss of species since the dinosaurs age millions and millions of years ago. Scientists say this is like nothing earth has experienced before. Past mass extinctions have occurred because of natural causes but this mass extinction, humans are to blame. Many people believe that The Earth s sixth mass extinction is already underway. They also believe that climate change or volcano eruptions is to blame for this problem, which is true but many people don t know that is Hunting or better known as poaching is a huge part of Mass Extinction. Hunters or better known as â€Å"Sportsmen† usually think of it as a reward or a privilege to shoot animals. Its more popular than ever to hunt rare animals. Shooting rare animals is looked at as a sport, most Sportsmen don t understand what they re doing to our wildlife population. At the end of the Nineteenth century, also known as the worst times for the wildlife species in North America. Hunting has led to the Extinction of The great Auk, The Passenger Pigeon, and near-total extinction Bison, trumpeter swans. The Sportsmen would poison the animals with something called Incidental poisoning something that is still going on until this day; Incidental Poisoning is aimed to kill egg-laying species; their species also suffered from a widespread use of DDT during the mid-20th Century. It was finally banished inShow MoreRelatedThe Mass Extinction Of Dinosaurs1539 Words   |  7 Pagesspecies in the world, there was always one topic in particular that stood out to all of us- dinosaurs. Whether it was just the sheer concept of another species living on the earth before we were even alive, or the tales we were told about their incredible strength and size, we were transfixed by dinosaurs, specifically their disappearance. One thing that never quite made sense was how such an exceedingly powerful group of animals, that lived in what seemed to be every corner of the world at one pointRead MoreMass Extinction1421 Words   |  6 PagesExtinction is the end of an organism or group of taxa.   Extin ctions occur when a species becomes unfit for survival in its natural habitat usually to be replaced by another, better-suited species. An organism becomes ill-suited for survival because its environment is changed or because its relationship to other organisms is altered as stated from Credo Reference. The moment of extinction is generally considered to be the death of the last individual of that particular species. Mass extinctions, howeverRead More The History of Earths Mass Extinctions Essay1620 Words   |  7 PagesThe History of Earths Mass Extinctions The four billion year history of earth has witnessed five mass extinctions, and some scientists believe that we are on the verge of the sixth.1[1] If we are in the midst of the next mass extinction, we are in the very early stages of an evolving, and escalating process. The most recent, or fifth mass of the extinctions occurred 65 million years ago at the boundary between the Cretaceous and Tertiary periods. Images of an asteroid colliding with theRead MoreSixth Mass Spieces Extinction Essay707 Words   |  3 PagesOur world is a great incubator of life, however it likes to go through periods of change where only those ready to adapt will survive. Five times already, our planet has gone through periods of mass species extinction, forcing those who want to survive to adapt and overcome. We are now facing a sixth major extinction, one not caused by a force of nature, but caused by a single species. We will take a look into the first five major extinction and then delve into the one that is ongoing right nowRead MoreExtinction Of Animal Extinction1024 Words   |  5 PagesThere have been five well known extinctions on this earth. The one most well known is the mass extinction that ended the dinosaurs. Mass extinction is often described as the elimination of a large number of species in a short period of time. Despite what many think, the elimination of species is almost commonplace at this point. The Earth is currently in the middle of a sixth mass extinction, and it’s been caused by the human race. It’s clear that a great extinction is coming from the evidence ofRead MorePermian and Cretaceous Mass Extinctions Essay1439 Words   |  6 Pagesdifferent hypotheses put forward for the mass extinctions at the end of the Permian and Cretaceous (KT) Periods. A mass extinction is an event in which at least 25-75% of species in the global environment are eradicated in a short period of time. Where as a regional extinction event is when the extinction is confined to a specific zone. Five mass extinctions have occurred throughout time, two of the most well known of these are the Permian and Cretaceous extinction events. There are several hypothesesRead MoreMass Extinction And Its Impact On The World888 Words   |  4 Pageslived comes onto the world, and it possessed a very large brain. Homo-sapiens or more commonly referred to as modern humans, survived by using these powerful brains to learn and prosper in its environment. No other species has had such a huge impact on the world compared to that of humans. Being able to manipulate the environment to better suit their needs, but for every action there is an opposite and sometimes an even greater consequence. Many signs point to a great extinction occurring at this momentRead MoreThe Sixth Extinction By Elizabeth Kolbert1621 Words   |  7 PagesIn the book The Sixth Extinction written by Elizabeth Kolbert there are a lot of examples that are going on in the world today and also examples of things that started when the first human being was around. This book talks about how we are in the sixth mass extinction, and that is caused by humans. Overa ll the book goes chapter by chapter and talks about the different mass extinctions there have been, and how they were caused, but also the book talks about different species that have gone extinctRead More Earth Faces a Sixth Mass Extinction Essay1239 Words   |  5 PagesEarth Faces a Sixth Mass Extinction Scientists in Great Britain have been studying the distribution of birds, butterflies and plants for the past 40 years and the results from these studies suggest that the Earth is heading towards another mass extinction, and this one may have its roots in human activity. Within the four billion years that Earth has been around, it has already experienced five mass extinctions. The most recent, and most well known occurred 65 million years ago andRead MoreAnalysis Of Elizabeth Kolberts The Sixth Extinction1575 Words   |  7 Pagesâ€Å"In pushing other species to extinction, humanity is busy sawing off the limb on which it perches† (The Sixth Extinction, 268). This powerful quote, by Stanford ecologist Paul Ehrlich, accurately sums up the main message conveyed in Elizabeth Kolbert’s most recent and most successful book, The Sixth Extinction: An Unnatural History. Elizabeth Kolbert is an experienced journalist and author who is currently working as a â€Å"staff writer at The New Yorker.† While Elizabeth Kolbert has written on a variety

Curriculum of the Future for Learning Activities-myassignmenthelp

Question: Write about theCurriculum of the Future for Learning Activities. Answer: The development of curriculum is based on certain beliefs, conceptions and everyday learning in the society. Curriculum development as a process is premised on the principles of a cyclical model. In other words, it commences with a needs analysis, that gives away to planning followed by development which is further followed by piloting and dissemination, and concludes with the implementation and evaluation process (Coombs et al., 2017). In Malaysia, educators along with their trainers collaborate to brainstorm on the formulation of the curriculum and outline the best possible ways of its execution. The discussion is succeeded by the choosing the contents and segmentation of the contents for each year of education. The discussion finally comprises of possible learning activities and teaching methods. At the State level, the curriculum is pioneered by the Sate Curriculum Committee, at the District Level, the District Curriculum Committee whereas at the school level, it is the prerogati ve of the principal or the headmaster to supervise and implement a curriculum. According to them, educators should spend more time in explaining and teaching the concepts so that it becomes comprehensible and meaningful to the students. Regarding the transmission of scientific knowledge, perennialist opine that it obsolete scientific information should not be transmitted to the students. The objective of the universities should not only prepare students for specific careers. But also to instil the love for knowledge for attaining knowledge. Adherence to the Essentialist philosophy for education would benefit both slow learners as well as fast learners. It is because in this type of model, common subjects are taught to all the students irrespective of their retain abilities and academic rigour. Another reason for the incorporation of an essentialist model of curriculum would be to train students to become culturally literate. This entails the acquisition of working knowledge regarding the events, people, groups, institutions and groups that have informed and structured the society. The motto of education should be to create citizens who are respectful, thoughtful, and ethical, morally bound and are enterprising citizens. Hence, the curriculum should be designed in a way that is effective in making a responsible citizen. An astute knowledge about philosophy is crucial in understanding in formulating a curriculum as it drives the logic behind selection, organization and implementation. The philosophy or the epistemological tenet would address broader questions like what are the subjects and their values. These values will act as a directory in making decisions regarding the kind of books to be included for the curriculum (Nair Sinasamy, 2017). It is important to design a curriculum in a fashion that maximizes the learning ability of the students. Therefore, the content needs to be presented in a manner that would engage the students and motivate them to learn the contents. Teacher need to exhibit high-quality and cutting-edge instructional methods that engage the students with the content. There should be continuous evaluation procedure subsumed within the curriculum planner to assess the learning outcomes of the students. The curriculum should feature the following model Goals and objectives Curriculum designing Implementation of curriculum Evaluation of curriculum Students should be encouraged to develop expertise in different subjects, as it will broaden their understanding and enable to examine, perceive and decipher an issue or atopic from diverse perspectives. Genuine life problems should be selected and students should be motivated to concern with socially relevant issues. The learner should be positioned in social setting that would equip the student to address the problem in a refined manner. Students need to introspect and examine issues that pose pressing problems to the society. They need to be acquainted with knowledge that prepare them for the world of technology and learn survival skills for the bureaucratic world (Zeldin et al., 2016). They need to understand that knowledge acquisition is a lifelong process and they need to link their knowledge with their values. There should also be the incorporation of liberal arts in the curriculum will discipline the mind and will enrich the intellect. For the perennialist point of view overf lowing factual information that educators expect students to imbibe. The foundation of a curriculum should be premised on the historical and social context. It is because schools are situated within the society and hence, the disposition in the society is instrumental in influential in designing the curriculum. Students should be exposed to a problem-focussed design curriculum that will enable students to imbibe social issues that will be directly applicable to what they learnt, internalized and experienced in their everyday lives (Baharun et al., 2017). Learning Anthropology will enable the students to learn the method of enquiry that are followed by experts in the discipline of anthropology. Students should be part of a teaching environment that encourages and boosts them to think. Students should be taught to inculcate critical thinking, thinking innovatively and creatively, and students will also learn to identify the faulty areas of their thinking pattern. The curriculum should be an outcome of both the teachers and the students. The leaning acti vities should be incorporated in a teaching-learning situations. Children should be oriented towards a spirit of social reform. Students should be in inculcated to learn in an environment where the teacher-student are not positioned dichotomically but reciprocal as it promote a more cohesive, flexible and democratic learning environment. Students should be socialized not just to learn the content but also challenge it. Students should be free from indoctrination as knowledge is not to be a perceived as finished product by the learner (Selvadurai et al., 2017). Adoption of the correlation design into the curriculum framework looks promising as it would facilitate the fusion of different subjects into one subject as an alternative to relying on a single subject for understanding concepts, terms and phenomenon. An illustration of this is in the history class students are taught about the Japanese occupation of Malayasia, thus promoting a holistic and correlated understanding of an issue (Shahali et al., 2017). Students should be trained and prepared with care for the future. If students are imparted inadequate and narrow information, it does not amplify their learning abilities. It is important to adopt an evaluation strategy that encourages students to acquire in-depth knowledge. In this context, the Eisner and Connoisseurship model can act as a template for effective evaluation (Al Ramiah, Hewstone Wlfer, 2017). Hence, classroom pedagogy should strive to impart rich and complex content. Schools should motivate students to learn meaning from experience and therefore, education should be oriented towards inculcating the meaning-making abilities of the students (Haw et al., 2017). The content that is designed should be in proportion/ correspondence with the age group or else students will take more time to learn. The educators should be competent and resourceful and take into consideration the skills and expert of the staff, time restraints, pertinent educational resources and funding that shape the formulation of the curriculum. The selection of content should address the existing social reality especially the economical plight and the influence of government. There needs to be an emphasis on integrated curriculum that would assimilate the different subjects under one umbrella. For example, the topic of oil can be studied from science, geography (oil resource), literature, history and economics (Kusumawathie, Mohamad Azam, 2017). However, it can be cumbersome for the educators as there requires greater effort to integrate different subjects, for which the teacher needs to go out of the way to disseminate profound learning experiences to the students. This method equips the students to translate their theoretical knowledge into practical applications, fosters speedy retrieval of accumulated information and boosts the breadth and depth of learning. Another advantage is that it forges team spirit, mutual learning and a positive attitude. In Malaysia, Man and the Environment was a subject that was incorporated in primary schools integrated different subjects together (Nor, Leong Salleh, 2017). Apart from asking students to be oriented towards contributing to the economy of the country, they should also be encouraged to address and be vocal about the pressing social issues. Therefore from the above discussions it can be inferred that designing an effective curriculum that integrates both the teachers and the students in the learning process. The aim of education should be to create students who are capable of autonomous thinking, translate theoretical knowledge into action and finally orient themselves into integrated learning approach. This would promote the holistic development of the student and inspire them to become socially aware citizens. References Al Ramiah, A., Hewstone, M., Wlfer, R. (2017). Attitudes and Ethnoreligious Integration: Meeting the Challenge and Maximizing the Promise of Multicultural Malaysia Final report: Survey and recommendations Presented to the Board of Trustees, CIMB Foundation. Baharun, H., Sidek, A. P. D. H. M., Darmi, R., Harun, H., Abdullah, N., Zakaria, Z. A. (2017). Analysing the theoretical foundation alignment of the Malaysian secondary school efl speaking curriculum.International Journal,2(5), 70-82. Coombs, C. M., Shields, R. Y., Hunt, E. A., Lum, Y. W., Sosnay, P. R., Perretta, J. S., ... Shilkofski, N. A. (2017). Design, Implementation, and Evaluation of a Simulation-Based Clinical Correlation Curriculum as an Adjunctive Pedagogy in an Anatomy Course.Academic medicine,92(4), 494-500. Haw, S. K., Ong, S. T., Wong, C. O., Wong, M. S. (2017, August). Conceptualize the e-Learning Framework for the Secondary School Curriculum. InProceedings of the International Conference on Digital Technology in Education(pp. 18-22). ACM. Kusumawathie, P. H., Mohamad, N., Azam, F. (2017). Application of outcome based curriculum design strategy as an effective mechanism for secondary schools.European Journal of Special Education Research. Nair, S. M., Sinasamy, R. P. (2017). Patriotism among Secondary School Students and Its Relationship with their Interests towards Learning History.Asian Journal of Education and Training,3(2), 110-117. Nor, N. M., Leong, K. E., Salleh, U. K. M. (2017). Changes in the Malaysian School Curriculum from the Pre-independence Years Until the New Millennium. InEducation in Malaysia(pp. 101-118). Springer, Singapore. Selvadurai, S., Liu, O. P., Radzi, M. M., Hoon, O. P., Tee, O. P., Saibeh, B. (2017). Debating education for nation building in Malaysia: National school persistence or vernacular school resistance?.Geografia-Malaysian Journal of Society and Space,11(13). Shahali, E. H., Halim, L., Treagust, D. F., Won, M., Chandrasegaran, A. L. (2017). Primary school teachers understanding of science process skills in relation to their teaching qualifications and teaching experience.Research in Science Education,47(2), 257-281. Zeldin, S., Krauss, S. E., Kim, T., Collura, J., Abdullah, H. (2016). Pathways to youth empowerment and community connectedness: A study of youth-adult partnership in Malaysian after-school, co-curricular programs.Journal of youth and adolescence,45(8), 1638-1651.

US Foreign Policy Essays - Non-interventionism,

US Foreign Policy from 1914-1917 comparison with 1801-1812 US foreign policy between 1414-1917 differed and compared with that of 1801-1812 the foreign policies between 1914-1917 and the foreign policies between 1801-1812 were similar under the political prospect of remaining neutral in a time of war. In comparison, the foreign policy between 1801-1812 was one of diplomacy and economic pressure while the one in 1914-1917 was one on political ties and moral obligations. From 1914-1917 US foreign policy compared with that of 1801-1812 under the prospect of neutrality and economic success, and differed in the sense of national obligation and global growth. Foreign policy between 1801-1812 started out as neutral, however after constant threats and economic issues, the US could no longer afford to maintain a Jeffersonian era of policies with neutrality and caution. There came challenges to the U.S. policy of neutrality when France and Britain regularly seized U.S. ships, and seizing many sailors, but the U.S. remained calm still. James Madison became president in 1808. Unlike Jefferson, Madison wanted to go to war, thus beginning the war of 1812 "Mr. Madison's War". The reason why Madison no longer followed the neutral policy and took the U.S. to war had to do with the continued violation of U.S. neutral rights at sea with the British seizing their ships and sailors. Therefore the foreign policy between 1801-1812 started out as a neutral one, but as soon as Madison became president, fed up with the violation of rights, the policy became one of diplomacy and economic pressures leading the U.S. to war. Foreign policy between 1914-1917 started out as neutral but with an impending threat of German interests the US had to act and take a side. In World War 1, as with the War of 1812, the trouble for the U.S. was due to powers stopping supplies from reaching the enemy. President Wilson noted that this was a violation of their neutrality which he himself had declared as his policy during his presidency. Many events challenged this though, such as the sinking of the Lusitania by the Germans as an answer to the British blockade. When such sinking's continued, Wilson threatened to off relations with Germany under the Sussex Pledge. During the war, the U.S. stayed true to its neutral policy but soon, due to other nations needs in the war, the U.S. economy faltered. Thus, trade quadrupled between the U.S. and the Allied powers but not with Germany. Wilson kept the nation at peace as in ?peace without victory". However when the Germans resumed unrestricted submarine warfare, allied themselves with Mexico, and sank 5 unarmed U.S. ships, war was inevitable. Unlike his previous state of mind, Wilson asked the Congress recognize a state of war, and so was granted by 1917. WWI and the War of 1812 had their differences, however, they both compared with each other in the sense of how each one was carried out and the end result. Before WWI (during Wilson's presidency) was based chiefly on economic and world domination; President Wilson wanted land and a healthy economy. On the contrary, Jefferson attempted to maintain the neutrality policies of Washington and Adams before him. While both presidents had intentions of maintaining peaceful relations with the rest of the world, they both eventually altered their policies because of foreign opportunity or threat. from 1914-1917 changed because of threat. President Wilson similarly tried to maintain peace relations with other nations, however, he changed his policy after the Germans began using unrestricted submarine warfare again. Like the U.S.'s foreign policy from 1801 to 1812, the U.S. had good economic ties with Britain and France as far as trade goes. In 1915, Public opinion played an important role in th e country's position on whether or not to declare war, like it did almost 100 years earlier. Overall, the foreign policies between the War of 1812 and WWI pre-US involvement timeframe were ones of neutrality (in comparison), and differed in the sense of national goals.