C ++ Language :: essays research papers

C++ Programming Language C++ is a universal programming language, which considerably eases and comforts the work of a professional programmer. Roundly, C++ is an enhancement of C programming language: C++ offers flexible and effective tools of determination of new data types, which help programmer to split up his work into a number of easily controlled parts. Custom data types can be composed into some objects (called classes), specified by the programmer. Such objects are simple and reliable to be used in the situations, when data types are hard to be defined on the stage of compiling. Programming by using such objects is called Object Oriented Programming, and C++ is one of the most popular OOP languages. Origin of C++ takes source from programming languages of â€Å"C with Classes†, which have been developing during early 80th at the AT&T Bell Labs. â€Å"C with Classes† has been used for big projects of modeling and testing of opportunities in programming, which required minimum of process memory and time. But â€Å"C with Classes† was not satisfying with its lack of virtual functions and links, and that is why the specialists borrowed some features and tools (like classes) from another programming language, Simula. The name â€Å"C++† has been invented by Rick Mascitti in autumn 1983; it indicates an evolutional transformation from C to C++, because â€Å"++† symbolizes the function of increment in C. Since C++ must be classified as an extension of C programming language, it did not receive a name of a higher level group of languages, â€Å"D†. Early versions of C++ proved to be efficient for solving of growing complexity of the programming problems. Standard version of C++, released in 1998, includes the Core of the language and Standard Template Library, a modified version of C Library. C++ presented a lot of new functions and opportunities for a programmer. First of all, those are features of managing with the classes, like constructors, virtual functions, or implementation of encapsulation, abstraction, polymorphism, and inheritance. Besides, C++ offers some improvements in the very programming operations, like using declarations, namespaces, function overloading, default arguments, function-like casts, run-time type identification, inline functions, and many others. Design of C++ is modern and convenient, besides, C++ supports various programming styles (like OOP, data abstraction, etc.). The main advantage of C++ is its object orientation. Strategy of OOP helps to develop a great variety of software and to satisfy growing needs of modern programming.

Clash of Culture Essay

Even though the â€Å"New World† had already had 115 years of contact, the year 1607 is often regarded as the first year of American History. In the year 1607 the English established their first lasting colony. This colony would later become the United States. Jamestown, which is present day Virginia begun by the Virginia Company of London. In the beginning Jamestown consisted of 104 colonists, some of who favored the plantation model of settlement others of whom favored the conquistador model. Due to the English gentlemen’s lack of motivation to work the land, or build fortification, failure was upon them. The Natives who were living in the area where Jamestown was established were unsure of the newcomer’s arrival. The Natives first reaction to the newcomers was hostile, due to their previous experience with Spanish explorers along the coastline. The English settlers had not only the Natives to worry about, but they also had to worry about the Spanish that were along the coastline. The first years of the settler’s time in the â€Å"New World† were difficult and trying. They were faced with disease, lack of food, and poor management. Historians refer to this time as the â€Å"starving time†, when food and supplies were almost nonexistent, and at least one colonist resorted to cannibalism. The only thing that kept the colony functioning was the continued arrival of colonist. As the colony deteriorated during its first two years, Captain John Smith’s leadership saved the colony. Part of this leadership involved exploring the area and making he risky decision to approach the Natives and attempt to trade with them jewels for food. John Smith unfortunately was injured by gunfire, and left Jamestown and went back to England. The first setters were in many ways dependent on Powhatan Confederacy for food. Powhatan and his tribe saw the English as allies who would trade their  weapons for the Natives food. The Powhatan saw this opportunity of trading food for weapons as a way to help Chief Powhatan his confederacy against other tribes. Because the Natives knew little about what the colonist had in mind as far as how the settlers wanted to to develop the New World, or how they intended to go about doing it, the Natives found it somewhat difficult to go into trade with them. The relationship of the Jamestown colonist and Powhatan’s tribe were difficult at times, and sometimes violent, but though there were trial and tribulations between the two cultures, the Powhatan Confederacy assisted the settlers throughout the trying early years. Around 1610 , the English settlers caught a break, they successfully cultivated tobacco. The Spanish had first introduced the crop to Europeans back in the late 1500’s, after coming across it in the Caribbean. Tobacco had been a great success in the European markets. By 1612, the Virginia settler John Rolfe had successfully cultivated an imported strain of tobacco in Jamestown. The Jamestown settlers shipped the first crop to England in 1617, and within a few years they were shipping around 1.5 million pounds. The success of growing tobacco made Jamestown more desirable, but growing tobacco was a laboring job. To meet the demands early, and not fall behind, the colonist tried to force the Natives to work their tobacco fields. The Jamestown colonists were met with objections from the Native people. The Natives wanted no part in growing surplus crops for monetary reasons, and the colonist didn’t have the force to enslave the Natives. In 1619 Dutch traders imported a small number of Africans to Jamestown, who were forced to do most of the hard work of growing the tobacco and establishing the town. Jamestown continued to grow, and the growth was causing Jamestown to have to deal with increased hostility with the Natives and also the introduction of African slavery. Local Native tribes began to become leery of the growth of Jamestown because the growth was infringing on lands that had been open to them before the colonist arrived. After the death of Powhatan in 1618, the new chief Opechancanough began planning attacks to get rid of the colonist. One of these attacks in 1622 resulted in 357 English colonist dying, which was about one-quarter of the Jamestown population. The attack caused the colonist to feel that retaliation was in order, and they set to kill every Native they came in contact with. Hostilities grew between the colonist and the Natives. The  Natives felt threatened by the fact that their way of life and the land they new was being taken over by these new comers. The colonist of Jamestown success has greatly to do with the help they received from the Native people. Though their relationship began in a somewhat peaceful fashion, it soon became a hostile relationship. The question is did it have to end the way it did? Could they bo th have come to mutual agreement, and even helped one another and cohabitated peacefully? Or were the two cultures so different that they were destined to clash at some point in time? References Scham, S. (2006). A Native Take on Jamestown. Archaeology, 59(1), 24. Tarter, B. (2007). Making history in virginia. The Virginia Magazine of History and Biography, 115(1), 3-55. Retrieved from http://search.proquest.com/docview/195928212?accountid=458 ZONGKER, B. (2013, May 02). Scholars find cannibalism at jamestown, va., settlement. Spartanburg Herald – Journal Retrieved from http://search.proquest.com/docview/1348619236?accountid=458 Schultz, K. M. (2014). HIST3, volume 1: US history through 1877 (3rd ed.). Boston, MA: Wadsworth.

Confidence Intervals

The confidence intervals represent upper and lower bounds of variation around each reference forecast. Values may occur outside the confidence intervals due to external shocks, such as extreme weather, structural changes to the economic system, geopolitical events, or technology development. The confidence intervals increase in width throughout the forecast period due to the increasing level of uncertainty in each subsequent year.The upper and lower bounds were based on one to two standard deviations of the historic values, indicating at least a 68 percent probability that future values would be expected to fall within the confidence interval. The confidence interval for the first forecast year is based on one standard deviation and grows linearly until it reaches two standard deviations, or a 95 percent probability. =====================================================================================For example, if we have polled a number of respondents from the home owners let†™s say 3500 respondents, and from those only 1190 are using electricity to heat their homes, this means that 34. 0% are using electricity to heat their homes, p? = 1190/3500 = 34. 0%. And we know that a second sample of 3500 home owners wouldn’t have a sample proportion of exactly 34. 0%. If another group of home owners has taken and we found that they have a sample of proportion of 38. 0%, So the sampling proportion will be the key to our ability to generalize from our sample to the population.Now, we know that the sampling distribution model is centered at the true proportion, p, of all home owners who use electricity to heat their homes. But we don’t know p. it isn’t 34. 0%. That’s the p? from our sample. What we do know is that the sampling distribution model of p? centered at p, and we know that the standard deviation of the sampling distribution is SE(p? ) = v p? q? /n = v(. 34)(1-. 34)/3500 = 0. 008 Because our sample (3500) is large, we know tha t the sampling distribution model for p? should look approximately like the one shown below The sampling distribution model for p? s normal with a mean of p and a standard deviation we estimate to be v p? q? /n. because the distribution is normal, we’d expect that about 68% of all samples of 3500 home owners taken in a specific time would have had sample proportion within 1 standard deviation of p. and about 95% of all these samples will have proportions within p  ± 2 SEs. But where is our sample proportion in this picture? And what value does p have? We still don’t know! We do know that for 95% of random samples, p? will be no more than 2 SEs away from p. so let’s reverse it and look at it from p? ’s point of view. If I am p? there is a 95% chance that p is no more than 2 SEs away from me. If I reach out 2 SEs, or 2 x 0. 008, away from me on both sides, I am 95% sure that p will be within my grasp. Of course, I won’t know, and even if my interva l does catch p, I still don’t know its true value. Now, We don’t know exactly what proportion of home owners using electricity to heat their homes, but we know that it’s within the interval 34. 0%  ± 2 x 0. 8%. That is, it’s between 32. 2% and 35. 6%. † this is getting closer, but we still can’t be certain. We can’t know for sure that the true proportion is in this interval-or in any particular range.We don’t know the exactly the proportion of home owners that use electricity to heat their homes, but the interval from 32. 4% to 35. 6% probably contains the true proportion. † We’ve now fudged twice—first by giving an interval and second by admitting that we only think the interval â€Å"probably† contains the true value. That last statement is true; we can tighten it up by quantifying what we mean by â€Å"probably. † We saw that 95% of the time when we reach out 2 SEs from p? , we capture p, s o we can be 95% confident that this is one of those times, after putting a number on the probability that this interval covers the true proportion,We are 95% confident that between 32. 4% and 35. 6% of home owners using electricity to heat their homes, this is now an appropriate interpretation of our confidence intervals. It’s not perfect, but it’s about the best we can do. Level of Confidence = 95% =1- ? = 0. 05 Sample size (n) = 3500 Sample proportion (p? ) = 0. 34 P complement (q? ) = (1-0. 34) = 0. 66 Sample standard error of a proportion = SE(p? ) = v p? q? /n = v(. 34)(1-. 34)/3500 = 0. 008 Z Score(1 – ? ) = Z Score95% = NORMSINV (1 – ? /2) = NORMSINV (1 – 0. 025) = NORMSINV (0. 975) = 1. 96 Width of Half the Confidence Interval = Z Score(1-? *  S(q? ) = 1. 96 *  0. 008 = 0. 01568 Confidence Interval Boundaries = p? +/- Z Score(1-? )*S(p? )= 0. 34  ± (1. 96) * (0. 008) = 0. 34  ± (0. 01568) = 0. 32432 to 0. 35568 = 32. 43% to 35. 57% We can be 95% certain that the percentage of home owners using electricity to heat their homes is between 32. 43% and 35. 57% 0. 01568 0. 01568 0. 316 0. 3243 0. 332 0. 34 0 . 348 0. 3557 0. 364 0. 316 0. 3243 0. 332 0. 34 0 . 348 0. 3557 0. 364

Joseph Conrad was ‘a bloody racist Essay

This is the quote – ‘The conquest of the earth, which mostly means taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much’ This, I believe effectively tars conlonialism and conquest with the same brush as he is describing colonialism while saying conquest. I feel he is saying that the two are indestinguishable and that anybody who can define them is stuck on ‘the idea’ he goes on to mention – ‘†¦ belief in the idea – something you can set up, and bow down before’ I think he is saying that as long as people can hide behind the idea of colonialism and tell it apart from conquest they are happy but in essence the two are the same. Conrad might be saying that although we live in a civil age we are no different to the Roman conquerors. I believe this shows that Conrad is not racist as he is saying that ‘taking away’ the earth ‘from those who have a different complexion or slightly flatter noses than ourselves’ is wrong. This is a very anti-racist statement and Conrad would have been saying something way ahead of his time. Marlow is a mouthpiece for Conrad in the sense that they have experienced the same things to the extent where even the characters names are the same – When in the Congo, Conrad took over a steam boat formerly captained by a man called Frieslieben (Fresleven in the book), and he had to go and retrieve a man called Kurtz (same name, also in the book). – In another book when asked of the likenesses between him and Marlow he said. ‘It is experience pushed a little (and only very little) beyond the actual case for the perfectly legitamate†¦ ‘ I think that any reader thinking that Marlow and Conrad are one and the same would be virtually correct. This means in my view that any likenesses and quotes that Marlow does or says can be directly linked to what Conrad believes in, therefore it is not a factor of how similar the two are as I see them as one entity. When Heart of darkness first come out in 1899 (serialised in Blackwood’s magazine) it was in an age where the western world was scrambling to colonise many African countries, where England was fighting a second Boer war and were supreme in North Africa, and it was a time when Joseph Conrad was putting his reputation and respect as an author on the table. His contemporaries could easily have dismissed his book as modernistic drivel and slated him for his uncontemporary views. In this light we see that Conrad’s book was way ahead of its time, exploring racism and both physical and mental journeys – into the congo and into one’s self. I believe it could be said that Conrad was not racist even if there is an inkling of racist assertions in Heart of darkness because this racist view was accepted at the time, this can be said of his usage of the word ‘nigger’ in his novel (one of his earlier novels even had the word â€Å"nigger† in its title – â€Å"the nigger and the narcissus† 1897) but as this was regularly used at the time it can be wavered as it didn’t have the effect it does in today’s society when spoken. Apart from this I think it is clear that Joseph Conrad did not conform in a racist society and had seen the horror and pure incorrectness of colonialism first hand. I have shown that Conrad and Marlow are one and the same and have been led to the conclusion through close reading of the opening of heart of darkness that Conrad is not, as Chinua Achebe states, ‘a bloody racist’. In fact I believe the opposite statemen could be made – â€Å"Conrad was a minority voice speaking out against racism through his character Marlow in a time where racism was rife†. I believe I am right because the evidence against Conrad is scarce and what little textual evidence there is can mostly be put down to ignorance which in my opinion can be let go, due to the fact that his overall message is an anti-racist one. I feel people who think that Joseph Conrad is racist based on Heart of darkness is wrong because of the reasons stated. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Joseph Conrad section.

How to meet the learning needs of mixed age groups in the home-based setting Essay

One of the biggest advantages of mixed age groups is that they make us really analyse the individual needs, interests, and temperaments of each child in the group. We can then plan and provide for the next steps in learning, by getting to know our group of children very well, and making careful observations on them, as individuals, what they do and how they interact with others. This knowledge can then be mapped to the EYFS Practice Guidance over the six areas of Learning and Development and used to devise individual learning plans by assessing activities, opportunities and experiences based on their individual development, interests and needs. Careful planning and organisation are critical factors in meeting the learning needs of different age groups. Each play area, including outside, must provide the maximum of learning opportunities for all ages in your care, using barriers e.g. gates and big cushions only where needed for safety so that infants and toddlers feel included whenever possible. A good idea is to go through the house looking at the room from the child’s level. What would the baby see first, what would the toddler or pre-schooler see first? What appeals to the school-age child? You can create small play areas for special activities, e.g. using a sturdy playpen or hallway as an â€Å"office† for older children when they want to colour, do a puzzle, play a board game or do something without â€Å"help† from toddlers. The little ones can then watch without interfering with the activity. A range of open-ended multiple-use resources should be used, that can be played with in different ways according to stage, such as balls and bricks and Lego. Toys that are safe for children of all ages can be kept on low shelves easily accessible, e.g. blocks, board books, dressing-up clothes,  dolls, stuffed animals, materials to play house, and a collection of heuristic play items (plastic containers, measuring spoons, funnels, etc.), which should be changed round frequently. It is possible to use the same activity to support the learning of mixed age groups, with modifications. This is differentiating the curriculum, by extending or adapting the original play into more specific areas of learning, as per the aims and targets set for each child. For example, younger children can handle gloopy paint to explore colour and texture, while older children use the same paint materials to express their feelings and ideas. Each child does the bit of the activity that he is ready and keen to do. If one child in the group is using a schema e.g. ‘Enveloping’, this can be used as the basis of a plan for the whole group e.g. to make a den, dress up or wrap up some ‘presents’. It is important to set up these activities for shared learning, as children develop socially when they have opportunities to observe and play with those who will play differently due to being older or younger. Being at different stages of their learning journey should mean that all will be able to share other viewpoints and richer experiences. This will help them be co-operative, and for the group to ‘gel’. NEC 733.000 08/516573 Ruth Dickerson The older members of the group can help to meet the younger ones’ learning needs, e.g. by ‘communicating’ pulling faces with babies, reading to preschoolers, putting on a play or a puppet show, or teaching a board game. They do often enjoy being valued for their input, but their help should be volunteered, not relied on, and they should have lots of opportunities away from the babies, since being your ‘assistant’ can be a way for older children to avoid their own age group, and a way to escape peer conflicts. Unplanned opportunities are also very useful as they can often spark off the kind of conversations and reminiscences about other experiences, and sharing of ideas, that just wouldn’t have happened unless that event had occurred.  They encourage communication and social skills which the smaller ones can pick up on and everyone can share. We can also help children to think about ways to include each other in their play, e.g. if the older children are playing house you could ask â€Å"As you are the daddy, could you read Tom and me a book?† (710)

Analysis Managing Dynamic New Melbourne Team

One of the essential activities of manager is forming a team to execute the task and managing the team effectively to achieve the goal and objective of the company. Effective team management is directly related with cohesive leadership, effective communication, common goal and defining roles and responsibilities of team members (Meredith, 2011). The major barrier in team management is the lack of trust, fear of conflict, lack of commitment, lack of accountability and not paying attention to results. In the context of Dynamic, the team management of the new team at Melbourne is examined by task interdependence, importance of team cohesion and recommendation to manage the issue by Jeff at company. Task interdependence can be defined as a functional approach that explains the sharing of information, material and expertise between team members working to achieve the common goal of the team (Cannella, Park, and Lee, 2008). In the process of defining the task interdependence in some cases there is accelerated chance of conflicts between team members and it impacts the team cohesion. Team cohesion is the common bond between members of team and their joint effort to contribute to success of the team.   Thus team cohesion results in better cooperation and effective performance by achieving set goal. Lack of cohesion is harmful for the health of the team and impact the performance negatively by enhancing stress and non cooperation on the part of team members (Cannella, Park, and Lee, 2008). Thus in the long run cohesion in the workplace signifies success of team while lack of cohesion signifies failure of the team thereby impacting the performance and goal of the company. In the context of Dynamic the digital strategy director Jeff formed a team of eight members to execute the Burnfit account. The team is mix of members from Dynamic and MediaHype, the new acquisition of the former in Melbourne to expand the business in Australia (Dyer, 2007). As the project was crucial, team members were assigned roles and responsibility and three deliverables identified to be achieved by month end. The reporting structure of the team members was also clarified as they were directly reporting to the director to avoid waste of time by creating additional line of reporting (Dyer, 2007). Thus every step taken to make the team perform such as effective communication, common goal and defining roles and responsibilities of team members. But the problem was team cohesion among the members of the team. The problem associated with the lack of team cohesion within the Dynamic is outlined below As the team was formed by combining the staff from two different company namely Dynamic and MediaHype, there is difference in the culture and work approach resulting in lack of trust on each other and fear of conflict. Thus in first weak every member expressed positive feedback as part of formality (Mackin, 2007). Even Jeff found flow of mails between team members indicating the team is working towards goal as is evident from the case study. The first team meeting also exhibited the same with no team members raising any issue and problem. From the cash study analysis it was evident that the team from MediaHype and Dynamic did not coordinate and support each other effectively. In the second week meeting Anjana Singh –the web editor and content strategist complained that she did not get the feedback regarding the progress of new website from the Yuchou and Wen – the senior digital strategy consultant (Mackin, 2007). Similarly Mike –the social media manager also complained about Yuchou and Wen and stated that they were not serious about the project and informed to proceed as he feels without contributing their opinion. Similarly from the case study analysis it was evident that the Dynamic team Sydney and Dynamic team Singapore also exhibited lack of cohesion In the third week Yuchou and Wen complained that team of Sydney Franz and Amanda – Junior digital strategy consultant were not fit for the job and need to be replaced (Simsek et al., 2005). They also stated both of them lacked the confidence for executing the task and disturb them by asking questions all the time. Thus it is evident from the case study analysis that there is no bonding between the team members and it resulted in lack of communication and cooperation and it is root cause of the problems associated with the lack of team cohesion within the company (Simsek et al., 2005). Organizational behaviour (OB) is part of human resource management and it deal with the behaviour of people at workplace with regard to their act, feeling and thought process. It explains the leadership style and motivation to address problem and solve team conflict to improve cooperation thereby promoting team effectiveness (Wright, and Nishii, 2007). OB has many theories to handle the problem of team in the workplace and they can be classified into five major theories. They are explained below This theory of OB identifies the personality of individuals such as dispositional trait and behavioural dynamics to improve the team work in the workplace (Wright, and Nishii, 2007). This theory of OB identifies the inner urge of indiviaul and uses them to improve team work in the workplace. The theory of motivation has number of sub theory such as common sense theory, expectancy theory, goal setting theory, fundamental attribution theory, Herzberg’s two factor theory and Maslow’s hierarchy of needs theory (Burke et al., 2006). Based on the team requirement, the manager can select the appropriate theory to motivate members of team. This theory of OB identifies the Gestalt principles that shape the perceived though of an individual. It helps to address such as lack of trust, and fear of conflict in team members (Burke et al., 2006). This theory of OB identifies aims to adjust the attitude and behaviour of individual to develop common bond (Edwards, 2009). It uses organisational behaviour modification, single and double loop learning, reinforcement theory and social cognitive theory. In the context of Dynamic where the eight members team belong to three different category namely Dynamic Singapore, Dynamic Sydney and MediaHype leading to diverse attitude and behaviour owing to the earlier workplace practice (Bowditch, Buono, and Stewart, 2007). Thus using OB theory to analyse Dynamic’s problems it was identified that the attitude and behaviour of team members of three different work culture was the main issue responsible for lack of team cohesion (Rollinson,   2008). It is is resulting from the lack of trust, fear of conflict, lack of commitment, lack of accountability and not paying attention to results (Bowditch, Buono, and Stewart, 2007). It resulted in no cooperation and coordination between team members impacting task and performance as evident from the case analysis of problem outlined above. To formulate solution to Dynamic’s problems, the Theories of attitudes and behaviour is helpful. In specific organisational behaviour modification theory can be used to change the attitude and behaviour of eight individuals and cultivate a common bond and shared goal towards the Burnfit account so that they coordinate and cooperate with each other by communicating effectively and providing feedback on time to make progress in the work and achieve the target set for the job (Mullins, 2007). The manager can also use the Theories of motivation to be more specific common sense theory that not supporting each other is failure of the team and it affects every individual in the team Thus it can be concluded form the above discussion problem associated with lack of team cohesion within the new team of Dynamic is outlined. It is mainly related with different work culture practiced by eight team members from three different group and lack of trust and fear of conflict that resulted in poor team cohesion (De   and Den ,2008). Based on the OB theory, the problem identified is attitude and behavioural aspect of team members and the solution suggested is using the organisational behaviour modification theory, their attitude and behaviour changed to develop common bond and shared goals related with Burnfit account. Bowditch, J.L., Buono, A.F. and Stewart, M.M., 2007. A primer on organizational behavior. Wiley. Burke, C.S., Stagl, K.C., Salas, E., Pierce, L. and Kendall, D., 2006. Understanding team adaptation: A conceptual analysis and model. Journal of Applied Psychology, 91(6), p.1189. Cannella, A.A., Park, J.H. and Lee, H.U., 2008. Top management team functional background diversity and firm performance: Examining the roles of team member colocation and environmental uncertainty. Academy of Management Journal, 51(4), pp.768-784. De Hoogh, A.H. and Den Hartog, D.N., 2008. Ethical and despotic leadership, relationships with leader's social responsibility, top management team effectiveness and subordinates' optimism: A multi-method study. The Leadership Quarterly, 19(3), pp.297-311. Dyer, W.G., 2007. Team building. John Wiley & Sons, Ltd. Edwards, M.R., 2009. An integrative review of employer branding and OB theory. Personnel review, 39(1), pp.5-23. Mackin, D., 2007. The team building tool kit: tips and tactics for effective workplace teams. AMACOM Div American Mgmt Assn. Meredith Belbin, R., 2011. Management teams: Why they succeed or fail. Human Resource Management International Digest, 19(3). Mullins, L.J., 2007. Management and organisational behaviour. Pearson education. Rollinson, D., 2008. Organisational behaviour and analysis: an integrated approach. Pearson Education. Simsek, Z., Veiga, J.F., Lubatkin, M.H. and Dino, R.N., 2005. Modeling the multilevel determinants of top management team behavioral integration. Academy of Management Journal, 48(1), pp.69-84. Wright, P.M. and Nishii, L.H., 2007. Strategic HRM and organizational behavior: Integrating multiple levels of analysis. CAHRS Working Paper Series, p.468.

International human resource management Assignment

International human resource management - Assignment Example An organization’s management should clearly state the job description and design before embarking on recruitment. Each job should have various requirements or essentials. These inherent requirements are the responsibilities and chores that should be undertaken to get the job done. These requirements stipulate achievement of the result rather than how to achieve them (Banfield & Kay, 2008, p. 124). The changing business world has made the world operate like a small village. The world is indeed a small global village where managers and other workers are required to work in different countries. This has brought about international business managers. Arguably, escalating globalisation has brought about widening of the functions of an international business manager. Their obligations not only cover a particular region but also other foreign regions (Bauernberger, 2007, p. 67). For this reasons, international managers need to embrace and adapt quickly to different cultures. These in ternational managers have experienced short terms in different countries due to the short lived foreign projects and assignments. Recruitment and selection Recruitment process of any organization is often the first contact an individual has with the organization; bearing in mind that all participants are already or might also become customers of the organization (Arthur, 2006, p. 102). A successful recruitment is dependent upon finding the right people with the necessary skills, expertise and knowledge to deliver organizational objectives and the ability to make a positive contribution to the values and aims of the organization. The selection process should only be based on the ability of the individual to do the job, ability to make a contribution to the organization’s effectiveness and potential for development (Compton & Nankervis, 2007, p. 145). It is imperative to be fully aware of equal opportunities legislation and to understand how discrimination can occur both direct ly and indirectly in the recruitment process. Managers need to ensure that their recruitment and selection processes are valid and nondiscriminatory (Cornelius, 2001, p. 34). The primary purpose of the recruitment and selection process is to achieve one desired end: appointing the right person to the right job. This is a critical task for any manager, and one that is difficult when there is a shortage of the needed skills and experience in the labour market (Dale, 2004, p. 87). Authors and scholars have argued that appointment decisions are the most significant decisions of a manager. This is because they affect the manager’s ability to achieve targets, the quality of services or products delivered to the customer and the well-being of the whole company team (Denerley & Plumbley, 1968, p. 107). For organizations to survive, let alone flourish in the future, increasingly their perspective must be global. It has been argued that global skills and perspectives cannot be viewed a s a specialty or segment of business but should be an integral part of an enterprise. A key question concerns, what the successful business organization will look like in the near future and what competencies and qualities will be needed by managers and executives to run an international organization (Lonner & Berry, 1988, p. 143). Effective global managers see the need to manage cultural