William Tyndale :: essays research papers

The smell over whelming in the air. The brunt flesh cast a shadow with the dark smoke that the fire created. Some people cheered, some people cried, and yet others smiled greedily under hidden cloaks. The people of England had decided to burn one man that stood up and translated the bible from the original manuscripts into what we have today. William Tyndale cried out with his last breath, " O Lord, open the King of England's eyes." The executioner first strangled Tyndale in order to keep him quiet about "his" word of God. William Tyndale has since become known as "The Father of the English Bible." Without Tyndale and his translation of the original manuscripts later versions of the English bible would not be available. William Hutchinson, later changed to Tyndale, was born around the date of 1494 AD. Tyndale had an exceptional gift of speaking over seven known languages. Tyndale attended Oxford University and in 1512 he received his Bachelors Degree. After another three years at Oxford University Tyndale graduated with a Masters Degree. In order to support his education William Tyndale tutored students from the higher class society. Tyndale joined the group called "the White Horse Society." This group gathered together in order to discuss the teachings of Erasmus and Luther. Then Tyndale was learned and well practiced in God's matters, spared not to show unto them simply and plainly his judgment, and when they at any time did vary from Tyndale in opinions, he would show them in the Book, and lay plainly before them the open and manifest places of the Scriptures, to confute their errors, and confirm his sayings. And thus continued they for a certain season, reasoning and contending together divers times, until at length they waxed weary, and bare a secret grudge in their hearts against him. As this grew on, the priests of the country, clustering together, began to grudge and storm against Tyndale, railing against him in alehouses and other places, affirming that his sayings were heresy; and accused him secretly to the chancellor, and others of the bishop's officers. After a few short years Tyndale left "the White Horse Society" and moved back home to teach children. Tyndale preached at Saint Austen's Green which resided in front of the Cathedral of Bristol. During Tyndale's stay at home he caused a commotion that consisted charging him with heresy. All of this was due to the teachings of the "Lollardry.

Death Through Sacrifice :: Greek Culture Traditions Papers

Death Through Sacrifice Death is one of the most terrible things we humans have to go through. Where do we go after death? Is there a Hell or a Heaven? These are questions that still remain without answers. Since remote times, men have wondered about this, but not even technology has helped us to find answers. Some people are said to have answers; it is true they do have answers, but answers that mainly fix their religious beliefs. Almost all religions have a theory about death, but they vary from one to another, and sometimes the difference is big. But have we ever wondered: How long have cultures and religions proposed theories for life after death? The answer is, since millions of years ago. If we go to ancient cultures, like the Greek or the Aztec cultures, we can recognize their theories to be really close to our own. The idea that there is a hell and a heaven, and after death you are judged --if you were good during your life you go to heaven; if not, you are punished in hell-- still remains in present cultures. Even though the theories may have many similarities, there are a few aspects related to death in ancient culture that we see as obsolete and horrifying. An example of this is sacrifice. In today?s society, sacrifice is not legal, and it is considered cruel and barbarian. This is the way most people view animal sacrifices because we do not even consider human sacrifices to be possible. In ancient cultures, both animal and human sacrifices were normal. For many cultures it was an absolute necessity for human survival because if food was not offered to the gods then they could not keep the world going. If we analyze some of the oldest cultures like Greece and the Aztecs, we can see that even though they both practiced sacrifices, the way they did it and to what extent, varies considerably. For example, the Greek practice both animal and human sacrifices, but not so often; while in the other hand, the Aztecs practiced mainly human sacrifices and very often. The Greeks have a long history with sacrifices: "We see in Greece a society in which the basic ritual acts in daily practice are of a sacrificial type. For nearly ten centuries, guided by immutable cultic statutes, the Greeks never failed to maintain relations with the divine power through the highly ritualized killing of animal victim, whose flesh was consumed collectively according to precise strictures" (Detienne and Vernant 1).

Rabies: Closer Than You Think :: science

Rabies: Closer Than You Think Rabies, a virus of the nervous system and salivary glands is a fast moving killer; it’s not something to mess around with. Rabies comes from the Latin word â€Å"to rage†. Rabies is easily associated with rage. When people think of rabies, they usually think of a mad raccoon or dog, foaming at the mouth and running around crazy; dying soon after. The thought of going crazy is a pretty reasonable guess for how rabies torments its victims. The virus enters through a bite or transfer of infected saliva and makes its way through the nerves toward your spinal cord and brain. Obviously, rabies is an extremely deadly virus that affects the nervous system. Immediately after being bitten, you need to seek medical attention or death will come within a week. Rabies is a very fatal virus that, without proper medical attention, will kill its victims very swiftly, but there are ways to help. There is a vaccine for people who are likely to get rabies, and there is a vaccine that, if used immediately after the exposure to the rabid animal, can save the victim of rabies. These vaccines have saved the lives of many. Medical technology at its finest is what saves victims of these horrible diseases, but if you are too late and do not receive the proper treatment in time, well, death is a lot closer than you think. Rabies is a disease that requires fast treatment. Go too slow and all you can do is wait until death comes; painfully and tormenting you until you draw your last breath. Most often the cause of contamination is through the bite of a rabid animal. The virus then spreads through the nerves until it reaches the central nervous system (CNS) which is the spinal cord and the brain. Then the virus incubates in the infected creature’s body for approximately 3-12 weeks. The victim shows no signs of illness during this â€Å"incubation period†. When the virus reaches the brain, it multiplies rapidly, passes to the salivary glands, and the infected creature begins to show signs of disease. The infected creature usually dies within 1 week of becoming sick. Within four or five days, the victim my then either slip into a months long coma ending in death or die suddenly of cardiac arrest. Rabies is extremely dangerous. It’s important to treat the wound when you have been bitten, but the disease isn’t always transmitted through a bite.

Naked Body and Death in The Unbearable Lightness of Being Essay

This paper will argue that Teresa’s dreams in The Unbearable Lightness of Being foreground the character’s suppressed fear of uniformization and her alternative representation of Tomas, as the Apollonian, reasoning masculine figure par excellence. This argument will be developed alongside the lines of the interpretation of dreams provided by Sigmund Freud and by Carl Gustav Jung. In his Interpretation of Dreams, Sigmund Freud argued that dreams are manifestations of the unconscious and that their imagery is a combination of motifs drawn from reality and distortions operated by suppressed feelings like fear and sexuality residing in the subconscious: the strict seclusion or isolation of the dream from real, true life on the one hand, and on the other the continual encroachment of the one on the other, the constant dependence of the one on the other. —The dream is something altogether separate from the reality we experience when awake; one might call it an existence hermetically closed within itself, cut off from real life by an unbridgeable chasm. It frees us from reality, extinguishes our normal recollection of it, and places us in another world and in a quite different life-story, which has fundamentally nothing to do with our real one (Hildebrandt, quoted in Freud, 1976). The notion that dreams bring to the fore an alternative life story is quite significant for our analysis of the presence of dreams in Kundera’s novel. Teresa’s dreams represent a parallel life story in the novel, which compliments and explicates the character’s manifest life. As compared to Tomas, who strives for the obliteration of the differences between spirit and matter, Teresa recognizes the importance of individuality as translated by one’s awareness of the body. However, her relationship with her body is a problematic one because her mother had imposed a wholly different corporeal philosophy on her in her childhood. The exposure of the naked body, devoid of any reticence or libido represents, in the eyes of adult Teresa, the uniformization of the self. It is also a mark of endless anonymous sexual intercourse which is epitomized in the novel by Tomas’ illicit love affairs. In one of her recurrent dreams, which she recounts to Tomas, the fear of corporeal aneantization, which she suppresses while awake, surfaces with a vengeance: I was at a large indoor swimming pool. There were about twenty of us. All women. We were naked and had to march around the pool. There was a basket hanging from the ceiling and a man hanging in the basket. The man wore a broad-brimmed hat shading his face, but I could see it was you. You kept giving us orders. Shouting at us. We had to sing as we marched, sing and do knee bends. If one of us did a bad knee band, you would shoot her and she would fall dead into the pool. Which made everybody laugh and sing even louder. You never took your eyes off us, and the minute we did something wrong, you would shoot. The pool was full of corpses floating just below the surface. And I knew I lacked the strength to do the next knee bend and you would shoot me! (Kundera, 1999, p. 18). Corporeal sameness signifies, as the narrator explains, the anonymity of sexuality and individuality which Teresa fears intensely. As in Freud’s interpretation, the fear of homogenisation translates the fear of death, which Teresa clearly expresses in this dream in contrast to the other women whose laughter and song seem to celebrate the approaching absolute sameness in death. The particular instantiation of Tomas, wearing a hat is highly significant too. According to Jung, â€Å"the hat, as a covering for the head, has the general sense of something that epitomizes the head. [†¦] a stranger’s hat imparts a strange personality† (p. 120). Tomas appears in this dream as a conductor and murderer because, on the one hand, because of his philandering in real life, he forces Teresa into the anonymity of sexual bodies and, on the other hand, his â€Å"strangeness† could signify his equation with absolutism. Teresa’s dream therefore draws a parallel between unrepressed sexuality and death, the bodies’ nakedness ambiguously alluding either to sexuality or to the death camps. These dreams express Teresa’s fear of the obliteration of individuality (and ultimately, her fear of death) through Tomas’ infidelities which undermine her self-image as a wonderful accumulation of contingencies which she values so much. References: Freud, Sigmund. The Interpretation of Dreams. Penguin Books, 1976. Jung, Carl Gustav. Dreams. Routledge, 2001. Kundera, Milan. The Unbearable Lightness of Being. trans Michael Henry Heim, New York: Harper Collins, 1999. Porter, Laurence M. The Interpretation of Dreams: Freud’s Theories Revisited. Twayne Publishers, 1987.

How to Write Book Review

How to write a book review Perhaps the best way to offer guidelines on how to write a book review is to give you an example of the kind of instructions and guidelines we (i. e. the academic staff) would be given by journals who invite us to review books for them. So, here are the instructions given to authors by the ‘Journal of Autism and Developmental Disorders’. â€Å"A book review should be an objective and tactful evaluation of a book. The review should offer logic and fact in support of its evaluations.Without being just an abstract of the book, the review should indicate the nature and scope of the book’s content. It should indicate the goals of the author, the techniques used to achieve those goals, and the success of those techniques. You may also discuss how the book relates to its field and how it compares to other books in the field. It is important for your review to discuss what audience the book or other media best serves and to state whether the re viewer recommends it.The review should attempt to place the book within a context (e. g. , Is this a new approach? One that builds on an earlier one? ). Reviews should attempt to convey a flavor of the book overall (i. e. , not just summarize the table of contents. Quotes (see below – AQ: are there examples to be provided? ) can often help in this process. If you feel that the book does not merit a review in the Journal please let us know – there is no requirement that we review every book received and it is perfectly acceptable to do a negative review! † †¦. nd here is an example of an actual review written by Dermot Bowler and published in the European Journal of Disorders of Communication (Volume 31, pp 210-213). Note, however, that this review is somewhat longer than your word-limit permits. SAMPLE REVIEW (reproduced with permission of the author): Review of Baron-Cohen, S. (1995). Mindblindness: An Essay on Autism and Theory of Mind. Cambridge, MA. : MI T Press. The integration of a range of theoretical perspectives to provide a coherent scientific account of a natural phenomenon is an easy task only for those who have never had to do it.In this volume, Simon Baron-Cohen has attempted such a difficult exercise by integrating currently fashionable modularist cognitive science accounts of the social dysfunction found in people with autism into neuropsychological and evolutionary frameworks. In the first three Chapters of the book, he aims to persuade us firstly that the explanation of the behaviour of other people using the mentalistic language of folk-psychology (John took his umbrella with him because he thought it might rain) is both highly efficient and evolutionarily advantageous to a species such as ourselves that relies heavily on social organisation for survival.In Chapter 4, he generates a model of development which can account for the emergence of the capacity to mindread in non-autistic children and, taking the well docume nted deficits in autism of lack of protodeclarative pointing, lack of symbolic play and the failure to understand that another person can act in accordance with a belief that the observer knows to be false, their failure to develop in children with autism. His account draws heavily on Fodor's (1983) notion that the mind is made up of independent domain-specific modules, the outputs of which interact to yield mental life and behaviour.He also develops earlier accounts such as that of Leslie and Roth (1993), which posit a specific modular mechanism that enables people to understand minds. Specifically, Baron-Cohen outlines four modular systems that are necessary for the process he calls ‘mindreading'. The first of these he terms an intentionality detector (ID) which is triggered by stimuli exhibiting self-propelled motion and computes desire- or goal-based dyadic representations. The second is the eye direction detector (EDD) which is fired by eye-like stimuli and generates repr esentations of the contents of agents' visual fields.Mechanism number three is called the shared attention mechanism (SAM) which takes input from IDD and ED to compute triadic representations of the kind ‘Daddy sees I see the cat at the window'. Finally, there is the theory of mind mechanism (ToMM), a term borrowed from Leslie's work, which takes inputs from SAM and knowledge of mental states and their consequences which can be used in a hypothetico-deductive way by someone possessing a full ‘theory of mind'.I n Chapters 4 and 5 of the book, Baron-Cohen marshals a considerable body of evidence in support of the existence of these modules and of their selective breakdown in autism. Briefly, he argues that ID and ED are functional in autism, although he acknowledges that there are still considerable gaps in the evidence. By contrast, SAM and ToMM are severely impaired. In Chapter 6, he draws together evidence from neuropsychological and neurological studies on humans and o ther species to attempt to localise these modular systems in the brain.In the final two Chapters, he develops the theme that the capacity to read minds depends crucially on the ability to decode information from the eyes of others, and returns to the theme that this capacity can best be understood within an evolutionary framework. As I said at the outset, Mindreading is a tour de force, in that it draws together evidence from a variety of fields with the aim of providing a coherent picture of the phenomenon of how homo sapiens can account for and predict the behaviour of her conspecifics by means of reference to hypothetical internal mental states.Baron-Cohen's account is worthy of our admiration not just because it describes the current state of scientific play, but also because it permits us to generate propositions which, when tested against data, will refine and improve our understanding. Nevertheless, admirable as this attempt at integration of a range of perspectives might be, a reviewer is duty bound to point out unstated assumptions, weaknesses in analysis, un-expressed counter-arguments and problems of interpretation in an author's exposition.To this end I will now try to clarify what I see as the three major areas of weakness in this book. The first concerns Baron-Cohen's overall modularist orientation. Although accounts of psychological functioning that see behaviour as caused by discrete mental processes that are self-contained, domain-specific, automatic, impenetrable to conscious analysis and localised in specific brain sites has a respectable history, it is not, as its originator, Jerry Fodor would have us believe, the only game in town.It is quite possible to argue that the relationship between the categories we use to analyse behaviour and categories of brain state may be more subtle and more complex than a simple one-to-one correspondence, and that localisation of function may be the result either of anatomical happenstance or may not be a se rious contender, given the global and integrated manner in which some neuroscientists think brains work. Readers who might be tempted to call a child ‘SAM-impaired' or ‘IDD-but-not-EDD-impaired should read Bates et al. s (1988) critique of modularism, as well as of what she termed in a 1993 talk ‘thing-in-a-box neurology', before forming such opinions. My second problem with the book concerns the way in which evidence is presented in support of the argument. Baron-Cohen draws on a wide range of evidence to support the four main planks in his argument; evolutionary, cognitive, neuropsychological/neurological and cultural. Evolutionary evidence is notoriously difficult to assess, since it inevitably has a post-hoc element to it.This is all the more true of the evolution of behavioural adaptations, since they do not leave fossil records that can allow us to detect non-advantageous changes that have died out. I am also worried by arguments that infer survival value and evolutionary success on the basis of the widespread use of a particular behaviour. Baron-Cohen attributes the survival of Homo Sapiens to the fact that we have developed mindreading skills. But many other organisms – from a-social HIV through bees to the social great apes – are evolutionarily successful without mindreading skills.Moreover, I am suspicious about evolutionary accounts that argue that increasingly complex social organisation in primates led to the development of mind-reading skills. This is as if the behaviours called forth by the survival demands of living in complex societies produced a gene that coded for a brain structure that made a particular social behaviour possible. In my view, there is a worrying circularity about all this, not to mention a whiff of Lamarckianism. On the cognitive front, there is undoubtedly an impressive amount of evidence that supports Baron-Cohen's case, evidence which he presents cogently and skilfully.Indeed, this is the s trongest and most closely-argued section of the book. However, there are worrying instances where counter-evidence is either glossed over (e. g. Ozonoff et al's, 1991 evidence on the possession of mindreading skills in high-functioning individuals with autism) or relegated to footnotes (Ozonoff et al's, 1991 failure to replicate Baron-Cohen et al's, 1986 picture sequencing task). There are other instances where evidence appears to be presented where none exists – for example in his discussion of non-autistic people's use of mental state terms when describing Heider and Simmel's (1944) cartoon sequence.At the time the book was written, no published data existed on the use of this instrument with people with autism (but see Bowler ;amp; Thommen, 1995), although a less than careful reading of this text might lead one to conclude that there had been. My third set of reservations centre on often inconsistent or imprecise use of terminology. For example, is it justifiable to speak of a module such as ID as ‘interpreting' stimuli, rather than just generating output when such stimuli are present and not when they are not?On pp126-127, the discussion slides from ‘psychopathology' to ‘neuropathology' without explanation. In this section also, I am certain that blind people would not welcome being labelled as having a psychopathology. Examples can also be found of references cited in the text but not in the reference list at the back. All these shortcomings suggest a hasty compilation of the volume. A little more time spent on reflection, exposition and the more technical aspects of production would have paid dividends here.Most of the reservations I have expressed so far all seem to stem from the most major problem of this book, namely its length, or rather the mis-match between its length and the aims the author has set himself. Baron-Cohen acknowledges that he faced a difficult task in trying to write for experts in biological and cognitive sc iences, students of psychology and the general reader. Trying to please this four-faceted audience is a difficult enough task; it is even more difficult when the debate has to be engaged at several levels of academic discourse. It is well-nigh impossible in an essay of about 120 pages of printed text.Its very length constrains the book to contain a little, albeit very important, knowledge. However, a little knowledge can be a very dangerous thing. Although I would recommend this book to anyone with a personal, scientific or clinical interest in autism, to avoid danger, I would also recommend that it be consumed with some complementary material. The best I can suggest is a paper by the author himself (Baron-Cohen, 1994), which is accompanied by several commentaries and a reply by the author that gives a better flavour of the subtleties of the field than does the volume under review here.

Bullying Program

The issue of conflict and violence in the school is of considerable importance to students, staff, parents, school administrators, school district administrators and the community at large. By being aware of the behaviors, the communication, and the philosophical perspective a particular school adopts, these stakeholders can appreciate and understand the overall school culture that they create. Within the context of this culture, interactions occur and the potential for conflicts exists. The chosen community can be described in many ways.There are old buildings that look run down and there are new buildings in the neighborhood. There are restaurants around like the big daddy’s restaurant, spiro’s restaurant and baxter’s restaurant. The area has changed because new homes and town houses are being built in the community. The city of Norfolk have changed the names of some of the school who had the name park for example Richard Bowling Elementary school used to be ca ll Bowling park elementary school. The reason behind this name change is that most of the areas around these schools that had the name park in them were populated by lower income people.When the city of Norfolk started rebuilding these neighborhoods with diverse incomes, the names of the schools were changed also to meet the rebuilding of the area. Most of the people in the community have lived in this area for their whole life. This community is a diverse community so there are young, old, homeless, people who are single and people who have a families. Most of the population is African American making up 97% of the community, 2% of the community is Hispanics and Caucasians. 1% of the community is of another origin.In the community there weren’t any mosques and temples. In a three miles radius from Richard Bowling Elementary school there were three Baptist churches like the Unity Lutheran church, Temple of God, and St. Mary Pentecostal. So, the overall theme was that the cult ure was a positive, caring, and consistent environment. The community generally is a group who were committed to setting up a culture that was a safe, positive environment for the students. III. Subsystems The community around the school looks nice. There are new homes being built.There are still a few building that look run down and but for the most part they are trying to make the area around school look good. Across the street from the school there are mixers of homes being built which include town homes and houses. These same mixers of homes are being built in the back of the school too. There are health and social services available in the community. One shelter where most homeless people go is called the Union Mission. At the Union Mission they can only accept a certain amount of homeless people because they are limited on the amount of space provided to the homeless.The Salvation Army and habitat for humanity helps the homeless by giving them clothes for interviews. In the Sc hool there aren’t any homeless children who attend the school. Most of the families in the community go to the hospital id they have any problems with their health. In the community there are three clinics in the area called New Walk and Hunterville community center, and Parkplace community center. These clinics are limited on what they can offer the community and resources. At this clinic they see a variety of people from pregnant women to people with diabetes.Most of the people who are sick go to the emergency room because there are more hospitals in the area then local clinics. Some of the hospitals in the area include Norfolk General Hospital, Sentara Leigh Hospital and Depaul Hospital. The home health agency that is most common in the community is provided by the Sentara hospitals. In the area around the school there is only one nursing home called Norfolk Healthcare. There are resources outside the community such as WIC, Medicaid, and Famis from social services. Most of the resources can be accessible to the community by the health department.The health department makes these resources available but it is up to the community if the take advantage of these resources. Hence, this community seems like more of a thriving community because of the reconstruction they are doing with the neighborhoods and renaming the schools. Also, people in the community shop at the common stores such as Wal-Mart, Farm Fresh, Food Lion and the Spartan Market. Most of the people in the community use a variety of ways to travel such as bus, cabs, Hampton roads transit, walk, and a few ride their bike.90% of the children in the school ride the bus and the other 10% of the children walk to school because they live close to the school. There are sidewalks that they can use in going to school but there aren’t any bike trails. There are also private transportation that is available to the community like personal vehicles. The public transportation that is available to t he community include: buses, taxes and Hampton roads transit. There are also protective services that are available to the community are police, fire department and sanitation.But still there are crimes committed like robbery, thief, murders, stealing, and people doing and selling drugs. But in general, most of the people in the community feel safe because they have lived here so long that they have learn to adapt to the neighborhoods. Various forms of communication, formal and informal is also available like the door to door, email, and cell phones. There are also news papers such as Virginia pilot, apartment guides, trade post, USA today, and magazines. Most people also have TVs and radios.Most of them like to watch cartoons, music videos, sports, and realty shows. During the summer the children play at the park and basketball courts. In the winter time the children go to other recreation activities such at skating or boys and girls club. Their major forms of recreation are basket ball, football, and cheer dancing. Parents may sponsor and participate in events their children are in. Other recreations are the boys and girls club, Skating rings, but most of the children in the area participates in school activities. IV. PerceptionsMost of the people love this community and refuse to leave it. The only thing they would like is for their community to be more diverse. Most residents find their community`s strength is their older people. They considered the older people as the strength in the community because they have been in the community the longest and seen the way things use to be. They are the people who stand their ground and enforce change. Problems in the community that can be identified are gang violence, violence in general, discipline from parents, and obeying the city of Norfolk curfew regulations.V. Project The researcher is interested in selecting the elementary school in this community as I see that it has a positive reputation. The selected school was suggested through an extensive consultative process involving the principal of various elementary schools who were aware of the reputation of their feeder schools. Also used as criteria for the selection of the school was the responses that were collected from the community dwellers during the community assessment process.Insight and guidance were also sought from specialized personnel in the district`s central office who worked in the elementary school as their major role in their job description. The researcher then visited the school. The school was old, constructed of brick. The student population was approximately 200. It was located in a low to medium socio-economic area, as determined by the perceptions of the respondents. The researcher visited the school principal where she discussed the proposed program, the method of conducting the program.The principal of this school expressed enthusiasm for the proposed program and offered to take this idea to the staff. The respon se from the staff was overwhelmingly positive and the entire staff agreed verbally to be involved. It is believed, by the researcher, that this particular staff was proud of the school they worked at and subsequently were interested in further insights. The proposed program is a modification of the â€Å"Bully Proofing Your School† program developed by Garrity and her colleagues (1997), which , in turn, was modeled after Olweu`s core intervention program (1978).This program is unique in its emphasis on clinical support to victims and bullies in the form of individual and group counseling, as well as its collaboration with community services. The major goals of this program are to reduce bullying behaviors and create safe and secure school environments. The main components include the following: 1. VI. References Garrity, C. , Jens, K. , Porter, W. , Sager, N. , & Short-Camili, C. (1997). Bully proofing your school. Longmont, CO: Sopris West. Olweus, D. (1978). Aggression in t he schools: Bullies and whipping boys. Washington, DC: Hemisphere (Wiley).

Hrm, Performance Mgmt.

HR03 Performance Management Assignment No. I Assignment Code: 2013HR03A1Last Date of Submission: 15th April 2013 Maximum Marks:100 Attempt all the questions. All the questions are compulsory and carry equal marks. Section-A Ques. 1Discuss the role of Performance Planning in setting performance criteria for achievement of goals of an organization. Explain with an example how an organization attempts to synchronize individual performance targets with organizational goals. Ques. 2â€Å"Performance Management –It’s about performing not just appraising† comment on the statement using theoretical concepts to support your answer. Ques. Elucidate the role of HR departments in the successful implementation of performance appraisal system in organizations. Ques. 4Explain why KPAs and performance targets form the building blocks of any good performance planning system? Section-B Case Study In response to an advertisement Murali Dhar Yadav applied for the post of an assistan t supervisor at Kanpur unit of Manorama Industries (P) Ltd. , leading manufacturers of telephone cables. He was 22 and had passed the intermediate examination in science from Uttar Pradesh Board securing a second class as well as a three-year Diploma in mechanical engineering from Allahabad Polytechnic.The selection was made in the last week of December, 2005 through scientific procedures including screening, psychological tests, group discussion, interview and medical check-up and as Yadav was found to be the most suitable person among 34 applicants, the management was pleased to offer him the position. Yadav joined the company and after completing six months’ training successfully he was formally placed as an assistant supervisor on Rs. 8000/- p. m. in the extrusion section dealing with the coating of polyvinyl chloride on copper or bunched cables. He supervised approximately 60 workers and reported to the general supervisor.His duties and responsibilities in this position included planning, training new operators, chasing schedules, developing new methods, inspection and quality checks etc. etc. Yadav’s performance as assistant supervisor from the very beginning was found to be uniformally efficient. His general behavior in the company towards his superiors, fellow-supervisors and workers was highly appreciable. He used to participate actively in informal get-togethers and parties in the canteen of the company. He inspired confidence, respect and enthusiasm in his subordinates.He was instrumental in increasing production and did not hesitate to work with his own hands. He welcomed responsibilities and did not pass on the buck. On the recommendation of the general supervisor, he was confirmed in his position. Later on, Baldev Prasad Sinha, an assistant supervisor in the cabling section, took three months’ leave, and Yadav was transferred to this section for the specified period of time. Yadav again demonstrated his ability and leadership qualities while handling responsibilities of the new section. Then, he was placed again in the extrusion section. In course of time, Rakesh Kochar, a production supervisor (shift n-charge) of the extrusion section was transferred to Kolkata unit of the company and to fill-up the vacancy thus created the general supervisor recommended the name of Yadav on the following grounds: 1. He had fair knowledge of extrusion, cabling and tinning. 2. He could get things done and had a control over the workers. 3. He was the senior most diploma holder in the extrusion department. 4. He took responsibilities willingly. 5. He had potential for leadership. The management was pleased to accept the above recommendation and promoted Yadav as a Production Supervisor (shift in-charge) at a salary of Rs. 5,000/- p. m. Gradually the factory expanded, more workers were employed and more machines were brought. However, it was found that despite the expansion, the production in cabling section was not incre asing proportionately as expected because of low motivation among workers. Yadav was transferred to this section to get the expected results. He attempted to motivate the workers by providing them good facilities for work, valuing their ideas, recognizing good work, and by changing the programmes and schedules according to the capacity of each individual.He also tried to inject team spirit among the workers by encouraging competition between the two shifts of workers. His techniques proved to be very effective and consequently production in the section increased 1. 35 times. Besides this, he also made useful suggestions for cooling the cables at the die for getting a mat finish which was implemented and since then being practiced. Later on, his services were rendered to the wire drawing section where production was suspected to suffer because of poor personal relations among the workers as well as between the supervisors.He attempted to create a healthy atmosphere in the section, to settle the disputes among workers through mutual understanding and to inject a sense of brotherhood and respect for each other. He succeeded in his attempts to build-up good relations and consequently, production increased 1. 2 times. Then, he was again placed in the extrusion section and by the end of the year, the general supervisor and the works manager appraised his performance as almost â€Å"outstanding†. Subsequently, Yadav was promoted as a general supervisor in production planning and control department.He was to be paid a salary of Rs. 17000/- p. m. The duties and responsibilities in this section included the following: 1. Coordination of wire drawing, extrusion and cabling sections. 2. Assessment of target requirements of raw materials. 3. Programming, coordinating and controlling the processes for machines. 4. Assessment of customer requirements 5. Delivery scheduling 6. Export order execution. Yadav showed mixed reactions to his promotion as a general supervisor in production planning and control department.On the one hand, he was glad to acquire the status of the general supervisor as well as accompanying financial benefits. On the other hand, he felt uneasiness for he was completely removed from the shop floor team of workers, which he enjoyed to supervise. He put his best efforts to perform his functions in the new position. However, despite his efforts, next month, 70 km of wrong colour-coded twisted wires worth about Rs. 22,000 were produced because of his incorrect planning for which he was warned to be careful in future.Again after 3 weeks, he was responsible for wrong twisting of 75 km of switch-board wire for which he was asked to submit an explanation by the works manager. Though since then such mistakes did not occur in his planning, a number of different kind of mistakes crept in because of miscalculations. Next, considerable work accumulated in the coiling section due to his incorrect planning. Again, the process was held up b ecause he planned 200 kg of 0. 4mm wire for cables but only 185kg of the wire could be actually available for it.The works manager reprimanded him privately several times for such inaccuracies in planning and did not know what to do. It was extremely surprising why Yadav’s performance tended to fall substantially below the standards expected of him by the company. Questions 1. Discuss critically performance appraisals of Mr. Yadav. 2. What are the reasons for declining performance of Mr. Yadav in the context of his performance appraisals? HR03 Performance Management Assignment No. II Assignment Code: 2013HR03A2Last Date of Submission: 15th May 2013 Maximum Marks:100 Attempt all the questions.All the questions are compulsory and carry equal marks. Section-A Ques. 1Write a note on ‘Improving managee performance in rapidly changing organization’ Ques. 2Performance management is a critical final element of the performance appraisal process. Explain how effective mana gers help employees improve performance. Ques. 3We are living in a world of teamwork and collaboration, so much so that even, the Government at the Center and that in a number of states are being sustained through coalition politics. In such a scenario can you suggest any new way of measuring erformance of employees so that they are better performers in the new organizational context. Ques. 4Explain why in any performance appraisal form the appraisees are required to fill up much more than the appraisers? Section-B Case Study – SGM Education Enterprises is a company in Noida, which came into existence in 1986 but implemented 360 degree feedback only four years ago. However, owing to immense resistance, had to discontinue its implementation. It so happened that CEO of the company was earlier given a powerful demonstration by a vendor of 360 degree feedback and the CEO was quite impressed by it.Consequently he decided to implement it in SGM Education Enterprises as well. Once t he CEO decided to implement the 360 degree feedback, he took the initiative to appoint the vendor as consultant to ensure its implementation in the company. Towards this end, an e-mail was sent highlighting its benefits and the rationale for changing to the new system. It was informed as to how the ratings collected utilizing the new system will be linked to bonuses as well as the importance of finishing the On-line training and familiarization course on the system.Later, the consultant also imparted online training to all those who showed keenness to learn as well as provided links to various documents on how to observe, assess and record performance behavior. In case any employee had a doubt or needed clarification, he could contact HR personnel to resolve any problem. Question: Discuss in detail the method adopted by the CEO to implement 360-Degree feedback in the company. As per your opinion what could have gone wrong in this regard.