Google Case Study Essay Example | Topics and Well Written Essays - 2250 words

Google Case Study - Essay Example Employees at Google work in teams, and are rarely assigned to an independent office.   In fact, even cubicles are frowned upon.   Teams are encourage to work together in what is dubbed ‘cubes, yurts, and huddle rooms’ where each person can share ideas with one another.   There is no competition to do better than the next person, as the teams success is what really matters.   To engage employees, the atmosphere is pleasant and conducive to discussions and conversations taking place everywhere.   Even going from one place to another within the same facility is made a bit entertaining, and time efficient, as bicycles or scooters are provided throughout.   In addi-tion, there are items such as lava lamps, massage chairs, and large inflatable balls to help em-ployees feel comfortable in whatever work environment they may find themselves in.   Google is also different from many large companies in that all levels of staff are really treated equally.   In fact, e ven new employees are encouraged to make decisions that even upper management will buy into.   Upper managers are approachable and do not use titles.   In essence, Google is naturally like any other company in that they have a hierarchy and system of seniority, but it is not utilised in the daily decision making process.   If one individual needs assistance, they will engage the employee that they feel can provide them with the best possible assistance, without considering one’s actual job title or time of service with the company.   This has worked to fully engage em-ployees that work for Google.

Sustainable engineering Essay Example | Topics and Well Written Essays - 2250 words

Sustainable engineering - Essay Example employed schemes are the building research establishment environmental assessment method(BREEAM) and leadership in energy and environmental design(LEED). BREEAM was officially launched by the building research establishment(BRE) and consequently adopted by the United Kingdom as one of its systems. LEED was by us institution United States green building council (USGBC) and officially accepted as the benchmark for green building practices. All these two schemes are based on effective system for collecting credits that are used for a wide of building, both the existing buildings and the new buildings. These systems cover a wide range of issues that include energy, pollution, building site, water indoor environmental quality and materials one of the most important in both the two schemes that is the key sustainable development is energy consumption expressed in another language as resulting to carbon emissions from the buildings. It is therefore clear that robust building environmental assessment schemes will possibly play a very critical role in assessing the building energy performance. According to Lee and Bumet(2008) it is important to understand this schemes interms of their scopes, performance criteria, credit scales and methodologies. Lee et al conducted a comparison of the baseline buildings, their performance criteria, credit scales and their simulative tools between a number of schemes while Asdrubali et al (2008) undertook a comparative study of energy regulations in Spain and Italy based on a semi-detached house. In this study more emphasis is put on the assessment of energy performance of new building within the BREEAM and LEED. For easy assessment of the energy performance of buildings and effective calculation of the corresponding energy rating in BREEAM and LEED schemes, a computational simulation was applied. Even though there are many energy simulation software that are available in the market, there is need to choose the one that suits the aim of

Christian Morals versus Barbaric Customs in Hamlet Essay -- Shakespear

Christian Morals versus Barbaric Customs in Hamlet   Ã‚   Hamlet, by William Shakespeare, is a tragic play set in Denmark during the early seventeenth century. It was written at the same time the Bible was being translated by King James. Like the Bible, Hamlet is full of problems that all humans experience. These problems are best seen through the internal struggle of Prince Hamlet. The source of Hamlet's internal struggle, which is the direct contrast of his Christian education versus Denmark's barbaric customs, is developed throughout the play through the use of imagery, characterization, and theme.    Imagery is used to show how Hamlet's Christian morals differ from Denmark's customs.    Ay, marry, is't; But to my mind,-though I am native here, And to the manner born,-it is a custom More honour'd in the breach than the observance. This heavy-headed revel east and west Makes us traduc'd and tax'd of other nations: They clepe us drunkards, and with swinish phrase Soil our addition; and, indeed, it takes From our achievements, though perform'd at height, The pith and marrow of our attribute. (I,iv,13-22)    Hamlet is referring to Denmark's custom of drinking alcohol just to get drunk. Claudius is whimsically toasting to Denmark while Hamlet tells Horatio that Denmark is known as a country of drunkards. For this reason Hamlet is not proud of his origins. "'Tis given out that, sleeping in my orchard, A serpent stung me; so the whole ear of Denmark Is by a forged process of my death Rankly abused: but know, thou noble youth, The serpent that did sting thy father's life Now wears his crown." (I,v,35) King Hamlet is telling his son that his murderer is wearing the King's crown. Shakespear... ...6.    Boklund, Gunnar. "Hamlet." Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965.    Epstein, Norrie. "One of Destiny's Casualties." Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of The Friendly Shakespeare: A Thoroughly Painless to the Best of the Bard. New York: Viking Penguin, 1993. p. 332-34.    Gooch, Bryan N. S. "Review of The Shapes of Revenge: Victimization, Vengeance, and Vindictiveness in Shakespeare." Early Modern Literary Studies 4.1 (May, 1998): 5.1-6   http://purl.oclc.org/emls/04-1/rev_goo6.html.    Jorgensen, Paul A. "Hamlet." William Shakespeare: the Tragedies. Boston: Twayne Publ., 1985. N. pag. http://www.freehomepages.com/hamlet/other/jorg-hamlet.html    Shakespeare, William. Hamlet. Ed. T. J. B. Spencer. New York: Penguin, 1996.   

Mr. Know All Summary

Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8 . I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock.Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? ill press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- . I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8.I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4.Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't broughtEx. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were   had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. am  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have . If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock. Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  w ouldn't bring  didn't bring  hadn't brought Ex. 1: Conditionals Choose the most appropriate answer. ————————————————- 1. I like this coat. If it  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cheaper, I would buy it. is  would be  were  had been 2. If I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, I would call him. m  would be  were  had been 3. She would write to him if she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his address. knows  would know  knew  had known 4. Even if I had enough money, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  buy this car. could  might  would  would not 5. What would happen if someone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  this button accidentally? will press  would press  pressed  had pressed 6. What would you do if you  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a million dollars? have  had  had had  would have 7. If I had a bicycle, I  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for a ride with you. can go  could go  could have gone  would have gone 8. I hope she  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind if I stayed here. doesn't  won't  wouldn't  would 9. Mrs. Green call, tell her I'll be back around four o'clock.Could  Might  Should  Would 10. She would be disappointed if we  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  her a present. won't bring  wouldn't bring  didn't bring  hadn't brought 1. Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidaysB * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a) she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will bec ome a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in i t. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be un der the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidays B When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he will buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can hel p you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ).Revise clauses of time and condition and match the two parts of the sentences. A * If Jane has free time, a)we win the game * If Nick buys skates, b)she will become a good sportswoman soon * If Tom wins the match, c)she will go in for swimming * If Cristine joins us, d)he will become a member of the national team * If Rachiel starts regular training, e)he will skate a lot during his winter holidaysB * When Andrew becomes rich and famous, a)she will be really tired * When Jane arrives, b)they will go to the swimming pool * When the children finish their homework, c)I will go in for sports * When the classes are over, d)he w ill buy a car * When I am free, e)the students will do a bit of skating Complete the sentences using the ideas from the brackets. The words in the word box can help you.As soon as, after, before, in case, if, on condition that, till(untill) * You’ll be allowed to join the group ( , ). * ( ), you’ll be under the spell of her fascination. * It will take you half an hour ( , ). * I won’t go anywhere ( , ). * ( ), she will be totally absorbed in it. * I won’t say a word ( , ). . How is Tom going to get to work tomorrow? He isn’t sure. If it’s rains, ___________________________ If it’s sunny, __________________________ 2. Where are you going to have lunch today? I’m not sure. If I’m not a hurry, ______________________ If I have some time, ____________________ 3. Where is Patty going to go after school today? She isn’t sure. If she has a lot of homework, _______________ If she doesn’t hav e a lot of homework____________________ 4. What are Mr. nd Mrs. Green going to do tonight? They aren’t sure. If they’re tired, __________________________ If they have some energy, __________________ 5. What’s Jane going to do tomorrow? She isn’t sure. If she still has a cold, _______________________ If she feels better, ____________________ 6. What’s Henry going to have for dessert this evening? He isn’t sure. If he decides to stay on his diet, _________________ If he decides to forget about his diet, _____________

Improving Motivation Among Differing Staff Groups - Free Essay Example

Sample details Pages: 11 Words: 3238 Downloads: 10 Date added: 2017/06/26 Category Management Essay Type Research paper Did you like this example? Introduction The increasing level of competition in the business environment has made people management an important area to be observed by organisations and is considered to be essential for their survival (Panda, Pradhan and Mishra, 2014). This, in effect, gives rise to the need of devising motivational tools for employees (Salmela-Aro and Nurmi, 2004) as they are regarded as the most valuable asset for organisations (Shaharuddin, 2013). Since employees belonging to different groups are influenced by different motivational factors, managers face the challenge of developing separate motivational tools for each group which suit their requirements (Ozlen, 2014). Don’t waste time! Our writers will create an original "Improving Motivation Among Differing Staff Groups" essay for you Create order The motivation level of graduate trainees in influenced by the ease of integration (Harvey and Mason, 1996), opportunity to exercise the skills learnt (Regan, 2010) and the degree of importance of the work assigned to them (Davies and Hertig, 2008), while that of single parents is influenced by the convenience (Crawford, 2009) and financial independence (Wel and Knijn, 2007) they get, the opportunity to socialize (Peacey, 2009) and pursue higher education (Gingerbread, 2012). Older workers are instead motivated by factors such as job and physical security (Kanfer and Ackermann, 2004), interesting and creative work, and a sense of accomplishment (Lord, 2004). The HR department is thus entrusted with the responsibility to devise motivational tools for all employees, which will then lead to higher productivity and outputs. The role and Importance of Motivation at Work The concept of motivation at work is not new and has been studied by many researchers; Kreitner and Cassidy (2011) provide the simplest definition according to which, motivation can be defined as the psychological process which drives the purpose and direction of ones behaviour. Of all the responsibilities of a manager, employee motivation is perhaps the most complexed one (Cong and Van, 2013). The reason behind this is the continuous change in the factors which motivate workforce (Podmoroff, 2005). Many factors underpin employee motivation at different hierarchical levels, among which pay is the common motivator which works for all age groups (Linz, 2004). In the highly competitive job markets, devising motivational strategies for employees has become a part of employer branding for organisations, through which they intend to be the employer of choice for job seekers and work towards retaining the existing employees (Jain and Bhatt, 2015). Motivating Recently Appointed Graduate Trainees Work-related Characteristics of Graduate Trainees Considering the kind of learning and experiences they have had while pursuing their degree, fresh graduates tend to develop leadership skills, whereby they gain the capability of meeting deadlines and producing good quality work with little supervision (Coleman and Glover, 2010). This leads them to an expectation of being empowered at their workplace to do their work on their own, either individually or in groups with in-depth guidance, but little supervision (Wiata, 2006). There are different viewpoints about the work attributes of graduate trainees; while some researchers talk about their enthusiasm to perform their best in their first job (Hogarth et al., 2007), there are others who state that performing a full-time job role in a professional environment may prove to be stressful for a recent graduate, resulting in lower levels of productivity (Jusoh, Simun and Chong, 2011). Factors Influencing Motivation A critical factor influencing the motivational level of graduate trainees is the speed at which they are integrated into the organisation and are given the chance to effectively contribute towards achieving their career goals (Harvey and Mason, 1996). Another important aspect is the opportunity which graduates get to exercise the skills they have learnt throughout their degree (Regan, 2010); if they are provided with work that is irrelevant to their career aspirations, they may be demotivated since the beginning. Because of their enthusiasm and willingness to perform their best at work, the importance of the work given to them greatly influences their motivation to continue working (Davies and Hertig, 2008). Therefore, if they feel that the work in which they are putting too effort is not very important, their commitment to work may fall. Recommended Motivational Tools Managers supervising graduate trainees must ensure that they inform the graduates well about the objectives and value of the work assigned to them, so they have a higher sense of responsibility in completing it, and will also feel valued (Clarke et al., 2015). The HR procedures must include a comprehensive orientation session for all graduate trainees, whereby they would feel welcomed to the company and would also get a chance to know about the broader goals of the organisation as a whole and their relative departments (Williams, 2010). This session should also include an overview of their rotations in different departments during the traineeship program and its purpose (Wiata, 2006); when they are informed that they are hired to be the future leaders of the organisation, they will feel motivated to reach that position from their first day at work. Messmer (2011) suggests that during the first three months, the HR department can take the initiative to assign mentors for all graduat e trainees, who can be approached whenever the trainees have concerns regarding understanding organisational culture or deal with other related issues; this would make them feel valued and cared for, and would help them adapt to the organisational work environment quickly. Motivating Full-Time Working Single Parents Work-Related Characteristics of Single Parents In the literature, there are hardly any contradictory views about the reasons behind employment undertaken by single parents; most researchers agree that the main underlying reason is the financial support they want to provide to their children (Gingerbread, 2012). Single mothers, especially are not only faced with a difficulty in managing the job along with looking after children, but also struggle in obtaining employment; this happens because of the cultural stereotype that women can either be good mothers, or good employees, but cannot be both at the same time (Miller, 2012). Hoggart et al. (2006) further support this view through their theory, which explains the work orientations of single parents; according to that, single parents are more interested in their child-care focused role when their children are too young, whereas they are more inclined to be interested in career progression when their children grow older. This may also impart that single parents may be good workers as they experience the art of prioritising things in their personal life, and Reeleder et al. (2006) identified that setting priorities has become one of the greatest challenges being faced by managers in the competitive business environment. Factors Influencing Motivation Perhaps the most important thing that influences the work motivation of single parents is convenience (Crawford, 2009). Other job aspirations may include getting personal benefits, such as more opportunity to socialise as opposed to staying isolated (Peacey, 2009). Pertaining specifically to single mothers, Wel and Knijn (2007) pointed out that their motivation is also derived from their financial independence. Peacey (2009) explains that the huge number of responsibilities makes single parents lose their passion for work, which can be brought back if a part of their responsibilities is shared. Since the wage rate and promotion prospects are higher with better educational qualifications, Single parents also aspire to receive higher education but cannot do so because of their personal and professional commitments (Gingerbread, 2012). Creating such an opportunity for these workers may boost up their motivational level to a great extent. Recommended Motivational Tools In order to ensure that single parents working full-time are motivated at work, the HR department needs to devise policies which help them in their work-life balance (Harkness and Skipp, 2013). Sims et al. (2010) suggest the introduction of a financial support system that will work well to motivate single parents, which may include benefits schemes such as in-work credit and emergency discretion fund. On the basis of these policies, employees will be relieved from the stress they would have due to their financial problems, and would be able to contribute better in terms of job performance. Since single parents are mostly anxious about a childcare center which is affordable and accessible, organisations should offer this service within their premises (Gingerbread, 2012) along with separate breastfeeding rooms (Kosmala-Anderson and Wallace, 2006), which would in turn make the employees feel motivated, thus resulting in higher productivity. Managers should also make it a point to plac e them in work teams with people having similar interests as them. Because of the two-fold responsibility of single parents, an ideal strategy would be to provide them with flexibility in choosing their work hours as per their convenience (Gingerbread, 2012). The training personnel in HR department may also identify the training needs required for specific staff and may suggest to grant them some time off and send them for company-sponsored training sessions (Summers and Ford, 2012); this will help to boost up the confidence and motivation of single parents, and their new skills will also prove to be beneficial for the organisation. Motivating Older Workers Work-Related Characteristics of Older Workers Understanding older workers who have passed the state retirement age is a difficult task and an even complex task is to motivate them, as there are contradictory opinions about their job characteristics. Some researchers found a negative relationship between age and job performance, stating that older employees are less productive and do not show any motivation to learn new skills (Park and Gutchess, 2000). On the other hand, another research suggests that older workers are characterised by positives work traits, which include reliability, devotion and cooperation (Gonyea, 2013). Factors Influencing Motivation The research conducted by Sinclair et al. (2005) depicts that strong organisational commitment among employees helps them deal well with difficult situations at work, and that older workers with higher levels of commitment towards the organisation perform better than or equal to young employees. Kanfer and Ackermann (2004) found that older workers are greatly motivated if they have a job security along with physical security, as they would not like to be financially dependent on anyone at an old age. Furthermore, older workers remain active and motivated to work as long as they enjoy their work, are satisfied with the usage of skills for performing the tasks, feel accomplished by performing their job, and get a chance of involving into creative work (Lord, 2004). Recommended Motivational Tools With the increasing age of employees, work becomes boring for them, which mostly includes routine tasks; in such a situation, the best motivational tool is involving them in the work that interests them (Leberecht, 2015). The HR should introduce a discrimination-free policy, whereby older workers are given an equal opportunity for training and development which will help them enhance their competencies and learn new skills (Iun and Huang, 2007). Another way to increase their motivation could be to improve their prospects for promotion (Bal, Kooij and Rousseau, 2015). If older workers are not healthy enough to perform all their job roles on their own, their expertise and skills may be used by the organisation to gain optimum benefit, whereby they can be asked to train junior employees (Iun and Huang, 2007). This will make them feel valued and will boost up their morale, and will also be helpful for the organisation as younger workers would then be able to share their workload (Kooij et al., 2008). Even within the same age group, some old workers may be seeking to fulfil the needs in the first two levels of Maslows Hierarchy of Needs (Maslow, 1943), while others may be looking forward to have their higher level needs fulfilled (Shea and Haasen, 2006). In that case, respect is one thing which will motivate older workers belonging to either of these groups (Bal, Kooij and Rousseau, 2015). Even if these workers are not at the highest level of hierarchy in their department, they must be treated with due respect pertinent to their age, which will motivate them to a great extent. Several studies portray the health issues older workers may face due to which they are discriminated against (Jones, et al., 2011), however little research has been done to devise a solution to this problem. The easiest of all could be to introduce specialised health insurance programs for older workers which covers the general health problems they may face (Tishman, Looy and Bruyere, 2012). Conclusion Motivating employees has become challenging since the time the expectations and needs to employees have started changing. Just like other functions in the organisations, this function also needs to undergo continuous improvement, as what motivates one group of employees, may not be a strong motivator for another group. Among graduate trainees, the intrinsic motivation can brought by a thorough orientation session and assigning mentors, which will facilitate their ease of integration into the organisation. Single parents may be very well committed to the organisation if they are provided adequate financial support, flexibility in working hours and childcare facilities at work, whereas the motivation level of older workers may be improved by increasing their prospects for promotion and training, and giving them an opportunity to mentor others to make them feel valued. An organisation may not be able to go far if its workforce is not motivated; managers should therefore use such tools as a means of retaining their valued employees. References Bal, P.M., Kooij, D.T., and Rousseau, D.M. (2015). Aging Workers and the Employee-Employer Relationship. London: Springer International Publishing. Clarke, S., Probst, T., Guldenmund, F., and Passmore, J. (2015). The Wiley Blackwell Handbook of the Psychology of Occupational Safety and Workplace Health. USA: John Wiley Sons, Ltd. Coleman, M., and Glover, D. (2010). Educational Leadership and Management: Developing Insights and Skills. Berkshire: McGraw-Hill Education. Cong and Van (2013). Effects of Motivation and Job Satisfaction on Employees Performance at Petrovietnam Nghe and Construction Joints Stock Corporation (PVNC). International Journal of Business and Social Science, Vol. 4, No. 6, pp. 212-217. Crawford, L. (2009). Parents Laud Convenience of Companys Day Care: Health Agencys Employees take Advantage of On-site Center. St. Joseph News Press. 6th July. Davies, S.J., and Hertig, C.A. (2008). Security Supervision and Management: Theory and Practice of Asset Protection. Third Edition. Burlington: Elsevier, Inc. Gingerbread (2012). The only Way is up? The Employment Aspirations of Single Parents. [Online] Available at: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=3cad=rjauact=8ved=0CDYQFjACahUKEwjvj4jNmcXIAhXC7BQKHeNHDEMurl=http%3A%2F%2Fwww.gingerbread.org.uk%2Ffile_download.aspx%3Fid%3D7866usg=AFQjCNFBkBwLgqaDS3vx6v5xQ7tG-irxFwbvm=bv.105039540,d.d24 Gonyea, J.G. (2013). The Older Worker and the Changing Labor Market: New Challenges for the Workplace. 2nd Edition. New York: Routledge. Harkness, S., and Skipp, A. (2013). Lone Mothers, Work and Depression. London: Nuffield Foundation. Harvey, L., and Mason, S. (1996). A Quality Graduate. In: Tait, J., and Knight, P. (ed.). The Management of Independent Learning. New York: Routledge. Hogarth, T., Winterbotham, M., Hasluck, C., Carter, K., Daniel, W.W., Green, A.E., and Morrison, J. (2007). Employer and University Engagement in the Use and Development of Gradua te Level Skills. IFF Research Ltd. [Online] Available at: https://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/RR835A.pdf Hoggart, L., Campbell-Barr, V., Ray, K., and Vegeris, S. (2006). Staying in Work and Moving Up: Evidence from the UK Employment Retention and Advancement (ERA) Demonstration. Research Report No. 381. London: Department for Work and Pension. Iun, J., and Huang, X. (2007). How to Motivate your Older Employees to Excel? The Impact of Commitment on Older Employees Performance in the Hospitality Industry. International Journal of Hospitality Management, Vol. 26, No. 4, pp. 793-806. Jain, N., and Bhatt, P. (2015). Employment Preferences of job Applicants: Unfolding Employer Branding Determinants. Journal of Management Development, Vol. 34, No. 6, pp. 634-652. Jones, M.K., Latreille, P.L., Sloane, P.J., and Staneva, A.V. (2011). Work-Related Health in Europe: Are Older Workers more at Risk? Dis cussion Paper No. 6044. [Online] Available at: https://ftp.iza.org/dp6044.pdf Jusoh, M., Simun, M., and Chong, S.C. (2011). Expectation Gaps, Job Satisfaction, and Organizational Commitment of Fresh Graduates: Roles of Graduates, Higher Learning Institutions and Employers. Education and Training, Vol. 53, No. 6, pp. 515-530. Kanfer, R., and Ackkermann, P.L. (2004). Aging, Adult Development and Work Motivation. Academy of Management Review, Vol. 29, No. 3, pp. 440-458. Kooij, D., Lange, A., Jansen, P., and Dikkers, J. (2008). Older Workers Motivation to Continue to Work: Five Meanings of Age A Conceptual Review. Journal of Managerial Psychology, Vol. 23, No. 4, pp. 264-294. Kosmala-Anderson, J., and Wallace, L.M. (2006). Breastfeeding Works: The Role of Employers in Supporting Women who wish to Breastfeed and Work in Four Organizations in England. Journal of Public Health, Vol. 28, No. 3, pp. 183-191. Kreitner, R., and Cassidy, C.M. (2011). Management. 12th Edition. M ason: South-Western Cengage Learning. Leberecht, T. (2015). The Business Romantic: Fall Back in Love with your Work and your Life. London: Piatkus. Linz, S.J. (2004). Motivating Russian Workers: Analysis of Gender and Age Differences. Journal of Socio-Economics, Vol. 33, No. 3, pp. 261-289. Lord, R.L. (2004). Empirical Evaluation of Classical Behavioral Theories with Respect to the Motivation of Older Knowledge Workers. Ph.D. Dissertation, The University of Alabama. Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, Vol. 50, No. 4, pp. 370-396. Messmer, M. (2011). Motivating Employees for Dummies. New Jersey: Wiley Publishing, Inc. Miller, G.W. (2012). Stereotypes make Single Parents Job Even Tougher. [Online] Available at: https://child-familyservices.org/stereotypes-make-single-parents-job-even-tougher Ozlen, M.K. (2014). The Role of Human Resource Management in Employee Motivation. European Researcher, Vol. 75. No. 5, pp. 970-979. Pan da, E., Pradhan, B.B., and Mishra, P.K. (2014). 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Cardiovascular Diseases And Strokes And The Filipino...

Cardiovascular Diseases and Strokes in the Filipino Community The American culture is not easily defined. The greatest thing about the American culture is that it consists of multicultural beliefs and accepted norms. One culture that has made a great impact on the American cultural is the Filipino-American culture. As we all may know, some of the major factors that play a critical role in a culture’s identification is food and medicinal practices. Unlike the American practices, persons of the Filipino culture are more drawn to the utilization of spiritual and folk style healing than professional medical treatment (Filipino Traditional Healing, 2012). The diet of those in the Filipino culture are unhealthy to say the least. With these two factors in consideration, the Filipino-American people are at risk for cardiovascular diseases and strokes. Heart Diseases According to a recent national health survey analysis, heart diseases remain the leading cause of mortality among Filipino Americans (FACHIC, 2010). Some common risk factors for heart disease are obesity, high blood pressure (hypertension), diabetes, smoking, poor diet, and lack of exercise (Cherney Higuera, 2016). 47% of Filipino Americans are obese or overweight, according to the national health survey analysis (FACHIC, 2010). This survey also concluded that compared to Caucasians and Hispanics, Filipino Americans had a higher population of individuals with hypertension (FACHIC, 2010). Compared with all otherShow MoreRelatedThe Cardiovascular System Of Atherosclerosis3729 Words   |  15 PagesThe cardiovascular system is composed of thousands of tubes, known as blood vessels that blood travels in. Blood is constantly being pumped to and from the heart through arteries and veins, respectively. 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Essay on A few words on Dantes Inferno - 1063 Words

A Few Words on Dante’s Infernonbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Like in the Inferno, where the gates of Hell begin the journey to the bottom, so life is began by birth, and the journey to Eternity begins. Some lives are more easily lead than others, like some of the punishments in Dante’s version of Hell are worse than others. Although in Hell, there is no hope, not even the hope of hope, the journey that Dante and Virgil take can be compared with the journey of life. Just the fact that Dante has someone to guide him can be comparison, everyone in life has a Guardian Angel assigned to them, as Dante had his own guide in his journey. But to compare all parts of life to the Inferno, one must start at the beginning†¦show more content†¦Like in Dante’s story, it is not always possible to turn around and go back the way one came, one must continue the journey and take the right path after they have done what they needed to do, and seen what they have needed to see. 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Only God is capable of being above reproach and of metering out a just punishment. While Dante s treatment towards the tyrants is fittingRead MoreThe Inferno By Dante Alighieri1367 Words   |  6 PagesDante Alighieri must have been an extremely strict and lecture-loving parent. In the first part of his collection, The Inferno, Alighieri filled his story with subliminal messages within the text to teach a greater lesson to the reader. Dante Alighieri purposefully chooses specific moments to express humankind’s weakness and how human reason can positively influence people to react in the correct manner in the eyes of God. Through the interaction of two of his main characters, Dante, who representsRead MoreAnalysis Of Dante Alighieri s Inferno 1556 Words   |  7 Pagesliterary analysis on is Inferno by Dante Alighieri. What was this book about and what message does this particular ancient poem aim to expl ain? This epic poem was written in the fourteenth century and there were a lot of commentary involved in the story itself. Dante’s Inferno is widely seen as one of the greatest epics to ever grace textbooks. The text itself throughout this story speaks much to the concept of life and death and what the afterlife is like according to Dante and this is an epic thatRead MoreThe Inferno Of Dante Alighieri1647 Words   |  7 Pagesâ€Å"The Inferno of Dante Alighieri† translated by Ciaran Carson, originally written by Dante himself is a classical piece of literature. It is the first part of Dante’s three part epic poem entitled, â€Å"The Divine Comedy†. â€Å"The Inferno of Dante Alighieri† transports the reader into a gradual ride, going from an familiar and earthly land, to descending the depths of Hell in the search of salvation. The imagery conjured up while reading this book is plentiful as Dante’s writing is impeccable. NaturallyRead More Essay on A Critique of Lines 46-57 of Dantes Inferno706 Words   |  3 Pagesfeet’ passage is a famous excerpt from Dante’s Inferno. It is quite inspirational, for good purpose; the passage is half directed at Dante the pilgrim, and half at Dante the poet (his self). He needed just as much inspiration to finish writing the dang thing as his fictional self needed inspiration to make it through hell. That is where Virgil’s brief monologue comes in. Through his words, he is able to hype Dante up enough to want to finish writing Inferno, and make it through hell. But what does heRead MoreHow Dante Achieves a Synthesis Between Narrative and Cultural Elements in His Writing1565 Words   |  6 Pageshow if at all Dante achieve a synthesis between narrative and cultural elements derived from paganism and his intentions as a Christian author writing for a Christian audience. Medieval literature in general attempted to do this and Dante was no different with regard to t his in his copying of Virgil and the Aeneid in their depictions of hell in pagan mythology. Analysis There are a host of specific examples from pagan mythology in the Inferno. For instance, in Canto 15, we see Dante leaving theRead MoreThe Tragedy Of Dante s Inferno1016 Words   |  5 PagesDante’s Inferno is heavily based on the social and political downgrade of Rome in the 14th century. The poet recognized that civilians in his own city-state were idolizing corrupt politicians and giving into their sinful temptations. Political and religious stability were crumbling and as a result order disintegrated, many started to claim to be the Pope, people were idolizing wealth and corruption, and a majority of relationships were stemmed from adultery. As a result, throughout his cantos, DanteRead More Inferno as a Manifestation of the Pain of Dante Alighieri Essay1502 Words   |  7 PagesInferno as a Manifestation of the Pain of Dante Alighieri Dantes Inferno was a great epic poem of the early Renaissance. It was known for its astute commentary on political and religious levels, both deeply woven into the work through allegory. Inferno, written in 1314 by Dante Alighieri, was the first canticle of the Divine Comedy. Dante called it a comedy both because of its happy ending and its style, which lies between that of the tragedy and that of the elegy.(Vossler, 665)