End of geography Assignment Example | Topics and Well Written Essays - 1750 words

End of geography - Assignment Example The disappearance of national barriers that divide the world and the increasing interconnectedness open a wide range of opportunities for the information exchange. In all these processes the language plays one of the most important roles. In this paper, we consider borrowings from English language in the Japanese and also we critically evaluate its impact on society of Japan. In the mosern world the international language is English and in many countries it is considered to be (officially or not) the second language. This phenomenon makes it possible to say that the nations unite in a single society, speaking the same language. Does this mean that we are witnessing "the end of geography"? The aim of this paper is to critically evaluate the proposition that globalization is leading to the end of geography using the example of Japanese language and the English borrowings in it. During the work over this paper we analyze and evaluate that the phenomenon of the ‘end of geography’ is not so vivid and the boundaries between countries are slightly blurred but not completely washed away, so geography remains vital to its study. Ulrich Beck, the research worker who studies globalization, argues that: "Globalization affects mainly the social micro-level, structured on the genesis of certain forms of cultural, socio-cultural systems and the genesis of ethnic and cultural systems." (Beck, 1999) The most successful model developed in relation to globalization, belongs to Japan. Throughout most of its history, Japan has shaped their culture on the basis of borrowing religious doctrines of Buddhism, Confucian ethical and religious system, arts and crafts from China, however, since the Meiji Restoration, the country has become, so to say, westernized very rapidly. The peak of this Westernization of Japan accounts for the years of American military

New spirit in the west Essay Example | Topics and Well Written Essays - 1250 words

New spirit in the west - Essay Example The renaissance spread northwards leading to the transformation of monarchies that sought to bolster their authority. Some of the greatest achievements from the new spirit in the west are seen in fields such as architecture, arts and literature (Bartlett 41). The movement also influenced diplomatic, military and political strategies. It is important to note that the movement neglected the poor leading to the proliferation of poverty. The period of the new spirit in the west acted as a break from the middle age. It is important to note that Europe was progressing towards modernity. This paper argues that the new spirit in the west was a period of rapid change during which people turned to realism and individualism rather than medieval values of authority, community or hierarchy. Western civilization influences people all over the world. The western world has played a critical role in the development of social, ideological, political and economical processes and systems. A hallmark of western civilization is the power to transform through association with people. The age of renaissance marked the start of institutionalization of politics and the development of commercial economies (Sherman and Joyce 23). The period encouraged arts, education and music with the aim of moving away from traditional practices to modern practices. One of the main characteristics of the period was the development of new beliefs and inventions. Renaissance first started in Italy in cities such as Venice, Milan and Florence. These cities emerged as centers of commercial developments during the 12th and 13th century. The emergence of renaissance enabled the cities to expand into mercantile societies that contrasted with other traditional societies found in medieval Europe. Another change that was witnessed in these cities was the movement from Christian perspectives or interpretations (Sherman and Joyce 29). Renaissance rejected medieval

From the Farm, Inc Marketing Plan Essay Example for Free

From the Farm, Inc Marketing Plan Essay The purpose of this paper is to determine how to drive more sales to From the Farm’s website as well as increase overall brand awareness through the use of targeted marketing and advertising programs and also to gain a deeper insight of prospective customers which can assist in forming target market segments and creating targeted marketing and advertising programs that cater to those segments. Furthermore, we need to determine how to remain cost-effective with these proposed improvements to the marketing programs. Being a small e-commerce startup with limited funds and personnel, FTF has struggled for over four years to create effective marketing programs and have seen very little positive impact of their past marketing efforts. The lack of an effective marketing strategy which includes targeted advertising has led to increased and somewhat unnecessary marketing costs because several of the marketing campaigns are built on the premise of â€Å"testing it out† and seeing what kind of response it gets. The implementation of targeted marketing and advertising programs can not only increase From the Farm’s sales revenue, but also be more cost-effective since the campaigns are targeted and relevant to their audience. In addition, an improved digital marketing strategy can help FromTheFarm. com improve their overall market positioning due to the fact that they will gain a better understanding of their customers through the data that is collected and thus enable them to build a more effect online marketing strategy. Furthermore, this enhanced insight of their customers can also enable them to improve their product development and product offerings on their website. All of these things combined can definitely contribute to growing their sales revenue and more importantly, by having targeted marketing and advertising programs, they can ensure that every dollar spent is not a dollar wasted. Company Background From The Farm, Inc. (FTF) is a privately-owned e-commerce company headquartered in Stockton, California which specializes in the sales and home delivery of gourmet and organic foods and produce. FTF was founded in 2008 with the purpose and intent of becoming â€Å"America’s Online Farmer’s Market†. According to a report done by the United States Department of Agriculture (USDA), farmers only earned an average of $0. 16 for every dollar spent on the food they produced (Canning, 2011). FTF’s mission is to provide an online marketplace which connects customers with American Family farms by offering farm-fresh products and other specialty food items delivered straight to their door. By allowing customer to purchase directly from the farmer though the website, they cut out the middle man, and therefore give customers the opportunity to taste and experience what truly fresh food and produce tastes like while also supporting the success and livelihood of hard-working farmers all over the county. FromTheFarm. com is currently funded by its parent company, Onions, Etc. , one of the largest onion distributors in the United States. Currently, FTF only has two full-time employees – the Chief Marketing Officer (CMO)/General Manager and a Marketing Specialist – in addition to the Founder/CEO, one marketing intern, and one contract-based Marketing/PR Consultant. Any other tasks with regards to finance and accounting are handled by Onions, Etc. personnel and all IT related tasks are outsourced to an outside IT firm and web design firm. FTF has undergone major organizational changes in the past twelve months, in an effort to restructure the marketing team with the intention of implementing an improved marketing strategy in order to grow sales and increase brand awareness. Due to limited funds and personnel, FTF has struggled to create an effective targeted marketing and advertising strategy and as a result have not seen much growth since being founded in 2008. 1. 0 Market Summary and Target Audience Being that From the Farm is a small, family-owned company they do not have the financial strength that other larger food retailers have; however they still have a tremendous opportunity to capture the market being that the food e-commerce market has yet to be penetrated. According to a recent report by eMarketer, as of 2012, U. S. -commerce sales have grown to $224. 2 billion and are expected to grow to $361. 9 billion by 2016. Currently, online food and beverage sales is the smallest U. S. e-commerce category, however, this segment reached sales of $5. 09 billion and experienced a 17% growth in 2012 (eMarketer, 2012). Another report by Nielsen indicates that the sales rate for consumer packaged goods online is expected to reach $25 billion by 2014. This t rending growth can be attributed to the fact that more and more consumers are beginning to do their grocery shopping online (Nielsen, 2011). FTF can definitely capitalize on this emerging trend since the online grocery shopping experience is primarily fueled by a needs-driven experience since there are a greater variety of options available online. In addition, e-commerce allows for smaller companies such as FTF to compete against â€Å"Big Brand† companies since the big brand physical advantages become nonexistent and opens up the opportunity to create a niche brand for customers who prefer to buy their food and groceries online. With a creative and effectively targeted market program, FTF can reach a significant amount of customers online and leverage unique and exclusive products such as tropical fruits, figs, Piedmontese beef, and fresh cherries to capture these customers. There is a huge opportunity to capitalize on the available internet marketing technologies being that there is so much data available through these marketing channels and the fact that many consumers are turning to e-commerce to purchase goods. According to a recent Digital Marketing Report by eMarketer, â€Å"88. % of US internet users ages 14 and up will browse or research products online in 2012, an 83. 9% of that group will make at least one purchase via the web during that year† (Peart, Utreras, Wang, 2011). Target Market Since From the Farm is a food e-commerce company, it is easy to assume that this website and its products can appeal to the masses. There is a large assortment of foods from fresh fruit and produce includin g exotic tropical fruits to certified organic meats to an array of desserts which means that FTF has something to offer every kind of customer. FTF’s customers will consist of individuals who are 25 years old and up and have a wide range of preferences when it comes to food, whether it may be parents looking for healthy foods for their kids or health conscious individuals who prefer organic and gluten-free products or chefs and restaurant owners that need to order in bulk, From the Farm can accommodate a very diverse set of needs. Nonetheless, From the Farm’s products aren’t just for those who want to purchase these items for personal consumption because From the Farm also offers products that can be sent as gifts. As stated previously, From the Farm’s customer base is diverse since it consists of individuals with varying needs and preferences when it comes to food selections. The primary market that FTF will target is the online grocery shopper market. The profile of typical online shoppers is as follows: single or dual-income households with no children and are technically savvy, affluent, and time poor. This group consists of early adopters of new technology and is heavy internet users who regularly purchase goods online. Convenience is a main factor for this group and they have little to no concern about product price or delivery charges. The other major category within this market is families with young children. Similar to the previously discussed category, this category includes single parents, dual-income households, middle-income and above average-earning households. The key differentiator is that this category has one or more children, typically with at least one child under the age of five years old. This group consists of adults in their late 20s to 40s. The individuals in this category turn to online grocery shopping because it saves them time, is less hectic, and overall more convenient in nature. Other categories include college students and military families who are not located close to a standard-size store or who wish to purchase products found only in their home regions. In addition, the elderly, disabled and those individuals who find it difficult to get out of the house make up a significant share of online grocery shoppers. As such, the share of senior citizens and disabled individuals has grown over the past five years and is expected to continue growing in the future. Furthermore, online grocery shoppers are more than twice as likely as the average internet user to go online to read and post product reviews, download coupons and search for recipes, according to a study by the Nielsen Company from September 2009 (Panteva, 2012).

Reflective Essay: Reflection Techniques and Incidents

Reflective Essay: Reflection Techniques and Incidents Mohammed Islam Reflective Report Strategic Perspectives EXECUTIVE SUMMARY- This paper will provide a reflective analysis of personal experience from a MEGA learning exercise. The MEGA business simulation was undertaken by students from October 2014 to December 2014. It consisted of eight official game weeks with an initial two weeks provided as a practice period. Students were given the opportunity to form groups in order to complete the weekly strategic decisions within the simulation (see appendix). The report will incorporate relevant theories and concepts in relation to reflective analysis and discuss how reflective practice techniques can be useful in analysing the Mega Learning team experience. Moreover, three critical incidents (positive or negative) which have affected the team will be discussed. 1.0 INTRODUCTION- Reflective writing is a regular topic of conversation within academic literature. This is because the idea of reflection itself provides various benefits regardless of the context in which you decide to use it. By deciding to reflect on something an individual is able to look back at the scenario and analyse the situation. This provides the opportunity to determine what happened, why it happened and how it can be changed in the future if the scenario was repeated. Gibbs (1988) postulated that It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively. Reflective writing enables an individual to critically analyse a scenario and highlight experiences in a structured format. The writer is able to obtain further insights from a range of perspectives including academic literature and self-evaluation. By writing something down an individual has the opportunity to take into account further considerations and provide a deeper reflection of the experiences that have occurred (Schà ¶n, 1987). Thus, reflective writing will provide the ideal process in analysing the Mega Learning team experience. 2.0 Reflective Practise Techniques 2.1 CRITICAL INCIDENT TECHNIQUE- The Critical Incident Technique was developed in 1954 by John Flanagan with the assistance of various other collaborators. The model of reflection which was originally designed for job analysis purposes is an ideal process in analysing the Mega Learning Team experience. It is suggested that the technique consists of a set of procedures for collecting direct observations of human behaviour. This is done in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles (Flanagan, 1954: 327). I feel the critical incident technique will provide a simple yet effective method in analysing the team performance within the Mega Learning simulation. Predominantly it will enable myself and others in the group to identify significant incidents whether positive or negative that occurred during the course of the simulation. By having the opportunity to reflect on the simulation through this process, individuals will be able to foc us on specific incidents and therefore critically analyse each situation. Thus, providing a deeper understanding and outlook on what situations occurred, why they occurred and how the scenario can provide a basis to learn from if the scenario where to repeat itself. 2.2 LOGBOOK- The logbook/dairy provided group members the opportunity to record weekly entries throughout the simulation (see appendix 1). This consisted of information regarding the discussions that took place in relation to the simulation and the weekly results. Group members kept a record of what was discussed, who was designated what role and what the strategy/action plan was. I feel the logbook will prove to be an essential and effective tool in analysing the Mega Learning Team experience. It provides a precise verification of a process and assists in reflection of past actions, thus ensuring better decisions can be made in future situations (Schon, 1987). Moreover, it allows students to identify specific critical incidents and refresh our memories on when it occurred and what exactly happened. It provides a source of evidence which cannot be altered or tampered with. Therefore, an individual could not possibly say a situation did or did not occur if it is not listed within this document. Fu rthermore, the logbook required group participation which provided the opportunity for team members to communicate with each other. By taking part in the creation of the logbook, it will help me analyse the Mega Learning team experience more effectively. 3.0 Group Formation Group formation consisted of individuals writing down personal strengths and weaknesses on a piece of paper. This was done in order to form groups of individuals who possess a range of strengths and characteristics. However, initial groups were formed through familiarity as students chose to work with people they knew or had previously worked with. I chose to work with two other individuals who are studying the same course as me because I knew how they operate. I wanted to achieve the best grade possible and I knew that the other two individuals would place maximum effort into achieving this goal. The other team members were attracted through the use of the strengths and weaknesses technique. Our group were on the lookout for individuals with Finance and Human Resources as key skills in order to gain a competitive advantage within the simulation. After reflecting upon this, I feel the method of group formation was justified as there was mix of familiarity along with new additions. Th rough random selection of individuals you are not familiar with it is not guaranteed which type of individuals you will be working with. Therefore, you might have to work with people who do not intend to contribute or place maximum effort into achieving the best grade. Conversely, you may also be placed with brilliant individuals who bring a range of skills and maximum effort to the group. After initial struggles with clarity of individual roles within the team, specialist tasks were delegated to each member of the group. Each team member had a specific task which they had to complete every week. Myself and the rest of the group thought it would be best if everyone had their own task to focus on in order to achieve the best result within the simulation. After reflecting upon this, it is interesting to note that the delegation of roles links significantly to Dr Meredith Belbins (1981, 2012) team roles theory. By reflecting back at the scenario, I am amazed at how each individual un-intentionally falls into specific categories of Belbins team roles. No method was used by our group to match the delegation of tasks/individuals to the roles within Belbins theory. 4.0 Critical Incident 1 (Negative to Positive) Initially, along with the other team members I was very annoyed. I felt that the individual was not attempting to contribute at all in completing the simulation. The team member did not provide any ideas or come to the meetings having looked at the following weeks results. They would just agree with the ideas of the rest of the group but have no opinion themselves. This persisted for a few weeks until I decided to say something to the team member in question. Moreover, I decided to take it upon myself to ask them to contribute more to the group and assist in completing the simulation. I took on the role of the leader and delegated a specific role to the individual and advised them not to be afraid to voice their opinion. This situation correlates with Tuckmans (1965) theory of performing team development model. It relates to the forming stage, which suggests that there is a high dependence on a individual to become a leader for direction and guidance (Tuckman, 1965). Furthermore, this stage highlights the lack of clarity of individual roles and reliance on a specific individual for direction (leader). After delegating the role to the individual the team member blossomed to be a vital part of the team. The individual came to meetings prepared with answers and solutions and started to voice a opinion rather than just agreeing with the rest of the group. After reflecting on this incident and how the outcome came to fruition I would change my approach in future. I would look to intervene as early as possible to reap the rewards of the individuals contribution at a earlier stage. This will provide significant benefits for team and individual morale and therefore increase productivity and improve the results of the simulation. 5.0 Critical Incident 2 (Negative) Initially, I did not mind taking a leading role within the simulation as I found it to be challenging. However, analysing the results and trying to decide the correct strategy became time consuming as well as stressful. Other team members were providing opinions and suggesting changes but were doing so without looking at previous results. Thus, providing random solutions which does not follow a strategy and may not result in a positive outcome. After the team meetings I also had to finalise the changes and submit the final decision. At the time the incident occurred I was attempting to make a decision which was challenging, I was unsure on why certain negative results had been occurring. I over-reacted and decided to make my feelings which I had been holding back for a number of weeks clear to the rest of my group. This was done in a unprofessional and aggressive manner as it was a heat of the moment response. After taking time to reflect upon this and although my team members were over reliant on me, I should not have reacted in the manner I did. I was getting frustrated of having to complete the majority of the workload myself and at the moment in time was struggling to understand a certain aspect of the simulation. However, I should have advised them of the way I feel in a considerate and professional manner. By doing this, I would have avoided the need for confrontation with the rest of the group. Through the use of Gibbs (1988) model for reflection (see fig 1), I have been able to reflect upon this incident and identify the things that I could have done differently. If the scenario arose again, I would approach the situation in a different manner to result in a positive outcome for the group. From this experience I have learnt that at times I can over-react or say something in a aggressive manner which may be taken in the wrong context by others. 6.0 Critical Incident 3 (Negative) I was extremely frustrated when I realised that someone had replicated my work and decided to complete the task that I was designated to do. Other members of the group all believed that they had completed the work which was delegated to them and the opposite person did the wrong task. This resulted in a group confrontation which caused friction between the group. I was adamant that I completed the correct task and I made this very clear. However, after reflecting on the scenario I have come to realise that the delegation of roles was not clarified or done clearly, Thus, causing confusion between the team members about who is doing what task. Before actually looking at what was discussed and designated the previous week, all group members including myself decided to jump to conclusions and become defensive. The whole group were very vocal that they had completed the correct task and therefore had no intentions in finding out how this occurred or if a solution can be identified. Looking back at this, I should have tried to control the situation instead of contributing to it and letting it get out of hand. By taking the time to reflect on this particular scenario I have come to realise that patience and understanding are key principles of effective team work. Everyone makes mistakes and by neutralising the situation a potential solution can be found in order to resolve the original issue. If I am faced with a similar situation again, I will look to my leadership skills to analyse and take control of the situation. This will allow me to turn a negative scenario into a positive outcome by providing a positive influence and sense of direction to the rest of my team members. Leadership is defined as being a process whereby one individual influences other group members towards the attainment of defined group and organisational goals (Barron Greenburg, 1990). Another definition of leadership is provided by Rollinson and Broadfield (2002) who postulates that leader ship is a procedure that enables a leader and other members of a group interact in a way which provides the significant individual (leader) to influence the actions of the rest of the group in a non-coercive manner. Thus, directing the team towards the achievement of specific aims or objectives (Rollinson Broadfield, 2002). 7.0 Conclusion In conclusion the Mega Learning simulation has developed a range of transferable skills including effective teamwork, strategic development and implementation and also reflecting thinking. I have improved my ability to work as part of a team, taking into consideration other individuals strengths and weaknesses and using them as a basis to achieve positive outcomes. Moreover, I have significantly improved my communication skills throughout the process which will benefit me greatly in future organisational and team activities that I undertake. The experience of the Mega simulation correlates to Kolbs Learning Cycle (1984), the first three elements consist of Concrete Experience, Observations and Reflections and Abstract conceptualisation (development of ideas) (Kolb, 2014). The influences of my learning experience will assist me significantly in future scenarios and this relates to the fourth element of Active Experimentation (Kolb, 2014). The ability to learn from experiences is an im portant life skill which contribute to the shaping of a individual. David Kolb postulates that Learning is the process whereby knowledge is created through the transformation of experience† (Kolb, 1984, p. 38). 8.0 BIBLIOGRAPHY Baron, R, A and Greenberg, J, (1990). Behaviour in organisations: understanding and managing the human side of work. Allyn and Bacon Belbin, M, (2012). Management Team: Why they succeed or fail. Second edition. Routledge, 2012 Belbin Associates. (2012).Belbin Team Roles.Available: http://www.belbin.com/rte.asp?id=8. Last accessed 1st Feb 2015 Buelens, M, Sinding, K., Waldstrom, C., Kreitner, R., and Kinicki, A. (2011) Organisational Behaviour, 4th Edition: McGrawHill Higher Education Flanagan, J.C. (1954). The critical incident technique. Psychological Bulletin, 51(4): 327–358. Gibbs, G, (1988), Learning by Doing. A Guide to Teaching and Learning Methods. FEU Kolb, D, A. (2014). Experiential learning: Experience as the source of learning and development(Vol. 2). FT Press, 2014 Kolb, D. A. (1984).Experiential learning: Experience as the source of learning and development(Vol. 1). Englewood Cliffs, NJ: Prentice-Hall Luthans, F. (2011) Organisational Behaviour: An Evidence-Based Approach, 12th Edition: McGrawHill McLeod, S, A. (2010) Kolb Learning Styles. Retrieved from http://www.simplypsychology.org/learning-kolb.html McShane, S. L. and Von Glinow, M. A. (2012) Organisational Behaviour: Emerging Knowledge, Global Reality, 6th Edition: McGraw-Hill Rollinson, D Broadfield, A, (2002).Organisational Behaviour and Analysis: An Integrated Approach. Financial Times Prentice Hall. Schà ¶n, DA, (1987),Educating the reflective practitioner, Jossey-Bass. San Francisco. Tuckman, B, (1965). Development sequence in small groups. Psychological Bulletin 63: 384-399. APPENDIX 1: Log-book / Diary The aim of this is to give you guidance as to how to plan working together in your team for your first assignment. Develop an action plan by answering the following questions: What are we supposed to be doing? What action needs to be taken? By whom? What time scale? What support is needed from the rest of the team? What to do if a team member has a problem in completing his/her task? What to do with someone who will not do any work or will not work as part of the team? Time chart Team Members: a) Nisbah Marta Mohammed Lucio James If the following sheet is not enough – please use additional notes on black page per week – example is available on page 7 (The titles of the columns will be explained in the lecture/seminars.) Reflective ReportPage 1

Considering Culture in the Selection of Teaching Approaches for Adults :: Adult Education Learning Cultural Essays

Considering Culture in the Selection of Teaching Approaches for Adults Adult educators are increasingly committed to designing learning that takes into account cultural differences. We are discovering that â€Å"valuing† diversity is not enough to enable educators from the dominant culture, particularly European Americans living in the United States, to recognize difference and know how to change instruction so that learners who have felt marginalized feel visible and valued. This Digest examines the different dimensions of culture that are relevant to the adult learning context, speaking primarily to the case of the United States, including both the personal cultures of learners and educators, and the culture of the larger social political environment. It explores how cultural values permeate instruction and looks at several approaches that take culture into account. What Is Culture, Anyway? The simplest definition of culture includes those values, beliefs, and practices shared by a group of people. Social scientists and anthropologists vary on their definitions of what comprises a culture, subculture, or microculture, but for practical purposes, the notion of sharing a common worldview is often enough for individuals who find themselves moving between multiple cultures. Culture can be subtle, and what is considered cultural can evolve over time. For example, gender, religion, disability, sexual orientation, and age might not have been considered dimensions of culture 25 years ago. But today we study gender communication differences, the influence of religious views on decisions and behaviors, and the assumptions that can or cannot be made depending upon a person's physical ability, sexual orientation, or age. Educators need to be mindful that they cannot assume they know the cultural background of their students; even the seemingly homogenous classroom necessitates an e xpectation and active exploration of multiculturalism. Culture is an attribute of individuals, of small groups, of organizations, and of nations; a single person can belong to a multiplicity of cultures, any one of which may be important at any given time (Brislin 1993). For example, the most salient dimension of culture for a 50-year-old woman named Emma enrolled in a course to learn a new software program may be age, as she observes the ease with which her 22-year-old classmates negotiate the intricacies of the program. When Emma participates in a racial dialogue experience, she is very aware that her ethnic/racial identity as a European American is preeminent. And if Emma were Deaf, considering a graduate degree, it would be critical for her to find a program that actively facilitated her use of American Sign Language interpreters.

The Fall Of Quebec :: Canadian Canada History

The Fall Of Quebec The fall of Quebec was a turning point in Canadian history, changing it from a French colony to a British colony. Had this battle gone the other way, English might be the second language, not French. The battle of Quebec was one of many battles during the 'Seven Year War'. They called it the Maritime War. It was officially declared in May 1756. Britain and Prussia were on one side and France, Spain, and Austria on the other. The war moved across the Atlantic Ocean from Europe because the French and the British were fighting over furs and land. Britain, while subsidizing and aiding Prussia, its only European ally, sought victory in America and sent what was for that century an overwhelming number of regular troops in order to stiffen the military of the American colonies. The French Colonists were very angry. The English were slowly moving over the Appalachian Mountains. Thereby invading the French fur trapper's land. In September 1758, General Jeffery Amherst attacked Louisburg, the frontier fortress of Canada. Major General James Wolfe was second in command. There was only two years difference between the too men. The Fort on Cape Breton Island was the key to the gateway of the St Lawrence River. (Britannica vol. 8) Whoever held the fort had the key to the heart of Canada. After the British captured the fort, Quebec was the next military target. The following June, Major General James Wolfe led the British up the river. Helping Wolfe were Brigadiers General Robert Monkton, James Murray, and George Townsend. The flotilla had forty-nine men-of-war, fully one-quarter of the entire Royal Navy, two hundred transports, storage vessels and provision ships. (digitalhistory.org) The fleet was commanded by three admirals, Saunders, Holmes and Durrel. The chief navigator was Captain James Cook. He would later explore the Pacific Ocean. Forty miles below Quebec at Isle aux Coudres the river becomes narrow, making it extremely swift and treacherous. Submerged rocks, sandbars and shallows became a hazard for ships. The French navy feared this, so they placed pilots on the island to guide the ships through the cannel safely. The colours of France were raised on the British ships as they passed through the dangerous point. When the pilots rowed out to help guide the ships, they were captured. These men were given the choice of helping the British or being hung.

Hrm Ulrichs Model Essay

?Briefly describe the major features you would expect to find in an HR function which has adopted the Ulrich Model as the basis for its structure. The HR model as defined by Ulrich (1997) states that HR function should be: 1. Strategic Partners: Sit at the managerial table and contribute to the organisations strategy and alignment of HR strategy. Communicates efficiently with line management. Understands the business environment and drives key business processes and activities2. Change Agents: Support, facilitate and initiate change,act as a stabilising force for employees in times of change 3. Employee Champions: Takes action to protect the interests and well being of the employees and ensuring they are the voice of the employee. 4. Administrative Experts: Ensures polices and procedures are up to date, they are legally compliant and have the ability to deliver innovative HR practices in HR recruitment, employee development and communication In the 1990’s Dave Ulrich moved to the three legged stool model for the organisation of the HR Function, this provided – Centres of excellence This is a HR unit or an outsourced facility that provides HR services to a number of parties within the organisation. HR experts provide high level advice and solutions on key services and hr activities such as training and development, recruitment, reward and employee relations. Strategic Business Partners Senior HR Managers work closely with business leaders and line managers to contribute to the overall organisations strategy and align with HR strategy. They understand the business environment and drive key business processes and activities. HRM are expected to be creative Shared Services centres Large organisations provide a centralised HR function which deliver routine HR administration such as payroll, recruitment administration or absence monitoring.