Staffing and Recruitment of the United States Military Term Paper

Staffing and Recruitment of the United States Military - Term Paper Example Determining staffing needs and recruiting the best employees to fill these needs is the first step in effective HRM. If the first step is appropriately performed i.e. getting the best employees, the remaining functions are facilitated because of it. Every field has different staffing requirements as per the nature of the job. Recruitment in the military is not just a ‘jobs program.’ It’s a very serious business which includes the security and national interests of any nation. In this report, we discuss the staffing and recruitment requirements in military with particular emphasis on the US Military’s recruiting in light of human resource management. ______________________________________________ Introduction Human resource management has gained a lot of importance in the past few years. The concept of managing your company’s most valuable assets i.e. the people to get maximum results has gained a great deal of momentum and has become one of the integ ral functions of any organization (Schuler & MacMillan, 1984). An effective human resource system has various functions. Staffing and recruiting is first and very important function of effective HRM. This includes understanding the appropriate hiring needs of a particular organization and sector and appointing the best personnel according to these needs. Research shows that organizations which use sophisticated recruitment and selection strategies have positive effect on labor productivity (Koch & McGrath, 1996). Along with the respective education, various other criteria are present for each different job. The more difficult the nature of the job, the more complicated its recruiting requirements; Military is one these fields, and therefore it is not a simple business with simple job descriptions. It involves the defense of a country and a lot of care is required in military recruitment. Taking the U.S. Military as an example, let us discuss in detail about military staffing and rec ruitment. Overview of United States Military The military organizational structure of the United States Military, first known as the ‘War Department’, and later restructured as the ‘Department of Defense’, is headed by a civilian, The Secretary of Defense. Under this, there are three military departments, namely: The Department of the Army The Department of the Air Force The Department of the Navy These three departments are also headed by civilians. The secretary of defense and the three department heads, all are appointed by the President of the United States. The military has five branches, The Army, Air Force, Navy, Marine Corps, and Coast Guard. The first three are commanded by four star generals who report to their secretaries’ respectively. The Marine Corps also commanded by a four star general report to the Secretary of Navy as well. Now for the Coast Guard; these did not fall under the Department of Defense until recently, but now it is cons idered as a military service. This is because during periods of conflict, the President can transfer any or all assets of the Coast Guard to the Department of Navy. This is also commanded b

Neuroscience and the Theory of Multiple Intelligences Essays -- Biolog

Connections Between Neuroscience and the Theory of Multiple Intelligences: Implications for Education The old paradigm of students as empty vessels waiting to be filled with knowledge has given way to the constructivist belief that students continuously build understandings based on their prior experiences and information. The idea of a fixed intelligence has given way to a more flexible perception of gradual intellectual development dependent on external stimulation (6) Our intelligence, therefore, is our singular, collective ability to act and react in an everchanging world (1) In my first two web papers I researched two defined disorders, ADHD and Autism, following a train of thought which began with a question: given that the apparent bottom line concerning the human nervous system is that each of us is unique in our neural patterns, where do we draw the line between defining something as a disorder versus simply a difference? This has led me to think more generally about the notion of human variability, particularly with regards to learning abilities and intellectual achievement. I believe that our society has too narrowly defined these phrases, with the negative result that people who do not learn or achieve within these proscribed boundaries are considered lacking. This is true even with regards to the earliest days of schooling, and is reflected in traditional methods used to teach children. The ultimate, destructive result is that children who fall outside our educational protocols are at risk for feeling useless, worthless and unappreciated. Recent decades have seen a dramatic rise in our understanding of the neurobiology behind the way the brain works. The common denominator in brain research is variability... ...m the 21st Century Learning Initiative http://www.newhorizons.org/ofc_21clicaine.html 13)Principles of Multiple Intelligence Theory by J. Keith Rogers http://www.harding.edu/USER/cbr/WWW/midemo/prin.html 14)The Theory of Multiple Intelligences http://www.cogs.susx.ac.uk/users/zahraar/mil.htm 15)Matters of Style by Richard M. Felder http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Pri%20sm.htm 16)An Interview with Howard Gardner by Ronnie Durie http://www.newhorizons.org/trm_duriemi.html Other Sources: Armstrong, Thomas. Multiple Intelligences in the Classroom. Virginia: Association for Supervision and Curriculum Development, 1994. Delcomyn, Fred. Foundations of Neurobiology. New York: W.H. Freeman and Company, 1998. Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, Inc., 1983.

A.C Bradley’s Definition of Tragic Hero Essay

A famous Shakespearean scholar, Andrew Cecil Bradley, who was born in England, in 1851, wrote a book called The Shakespearean Tragedy (1904). This book is recognized as a classic Shakespearean criticism, which presents a psychological analysis of Shakespeare’s characters. The Article, The Shakespearean Tragic Hero (p.687-691) explains Bradley’s definition of tragedy and tragic hero. According to Bradley, the tragic hero must be of a person of high degree or of public importance with exceptional nature, which raises person, in some respect much above the average level of humanity. This trait will acts as double-edged sword as it is his greatness but also his fatality. The fatal trait, joining with hero’s tragic flaw or flawed act, brings catastrophe; that is, his downfall and ultimately his death. The tragic hero must be good or admirable, or at least recognized by person’s high degree or greatness; so we may be vividly conscious of the possibilities of human nature. Tragedy builds, as hero endures calamity and faces fate. The hero’s fate is determined by the existence of moral order. Therefore, to restore the mortal order in a tragic world, one must go through struggle between good and evil. According to Bradley, the tragic hero with Shakespeare is generally good and therefore at once wins sympathy in his error; but the hero’s imperfection or defects are considered evil and they contribute to the conflict and catastrophe. When the evil in him masters the good and has its way, it destroys other people and ultimately destroys him. The pity and fear, which are stirred by the tragic story, unites with profound sense of sadness and mystery gives impression of waste, and this impression of waste makes us realize the worth of that is wasted. Thus, Bradley ends with the conclusion, that the inexplicable fact or appearance of a world travailing for perfection, which brings birth to glorious goods and evil that is only able to overcome only by self-torture and self-waste is tragedy. Work Cite Bradley, Andrew Cecil, et al. Viewpoints 12. Toronto, ON: Prentice Hall, 2002, Print

Using French Semi-Auxiliary Verbs

The most common  auxiliary verbs  are  avoir and à ªtre. These are the conjugated verbs that stand in front of another verb in compound tenses to indicate mood and tense. In addition to these two, French has a number of semi-auxiliary verbs, which are conjugated in order to express various nuances of time, mood, or aspect. These verbs are followed by an infinitive. Some semi-auxiliary verbs are equivalent to modal verbs in English and some are verbs of perception. Here are the uses and meanings of some frequently used French semi-auxiliary verbs. Aller In present or imperfect tense, aller means to be going to. Je vais à ©tudier. Im going to study. Jallais à ©tudier. I was going to study. In any tense, aller means  to go to/and. Va chercher les clà ©s. Go and look for the keys. Je suis allà © voir mon frà ¨re. I went to see my brother. In any tense, aller is used to emphasize the verb that follows. Je nirai pas rà ©pondre à   cela. Im not going to dignify that with a response. Je vais te dire une chose. Let me tell you something. Devoir In any tense, except conditional and past conditional, devoir indicates obligation or necessity. Jai dà » partir. I had to leave. Tu dois manger. You must eat. In conditional form, devoir means should. In past conditional, devoir means should have. Je devrais partir. I should leave. Il aurait dà » nous aider. He should have helped us. Faillir Fallir indicates that something almost happened. Il a failli tomber. He almost fell. Jai failli rater lexamen. I nearly failed the test. Faire Causative construction:  to make something happen, to have something done, to make someone do something. Jai fait laver la voiture. I had the car washed. Il me fait à ©tudier. Hes making me study. Laisser To let something happen, to let someone do something. Vas-tu me laisser sortir? Are you going to let me go out? Laisse-moi le faire. Let me do it. Manquer   Followed by optional de, manquer indicates that something was about to happen or nearly happened. Jai manquà © (de) mourir.   I almost died. Elle a manquà © (de) pleurer.   She nearly cried. Paraà ®tre   Paraà ®tre means to appear/to seem to. Ça paraà ®t à ªtre une erreur. That appears to be an error. Il paraissait à ªtre malade. He seemed to be sick. Partir Partir means to leave, in order to, to go to. Peux-tu partir acheter du pain? Could you go out and buy some bread? Il est parti à ©tudier en Italie. He went to study in Italy. Passer Passer means to call/drop in on, to call for, to go to. Passe me chercher demain. Come pick me up tomorrow. Il va passer voir ses amis. Hes going to drop in on his friends. Pouvoir Pouvoir means can, may, might, to be able to. Je peux vous aider. I can help you. Il peut à ªtre prà ªt. He might be ready. Savoir Savoir means to know how to. Sais-tu nager? Do you know how to swim? Je ne sais pas lire. I dont know how to read. Sembler Sembler means to seem/to appear to. Cela semble indiquer que†¦ That seems to indicate that†¦ La machine semble fonctionner. The machine appears to be working. Sortir de Sortir de means to have just done something  (informal). On sort de manger. We just ate. Il sortait de finir. He had just finished. Venir Venir means to come (in order) to. Je suis venu aider. Ive come to help. venir à   To happen to. David est venu à   arriver. David happened to arrive. venir de To have just done something. Je viens de me lever. I just got up. Vouloir Vouloir means to want to. Je ne veux pas lire à §a. I dont want to read that. Veux-tu sortir ce soir? Do you want to go out tonight? When Avoir  and  ÃƒÅ tre  Also Act as Semi-Auxiliary Verbs When followed by à   infinitive, avoir means to have to. Avoir  Ãƒ   Vous avez à   rà ©pondre. You have to respond. Jai à   à ©tudier. I have to study. Être Être à   To be in the process of. Es-tu à   partir? Are you leaving? Être censà © To be supposed to. Je suis censà © travailler. Im supposed to work. Être en passe de To be about to (usually indicates something positive). Je suis en passe de me marier. Im about to get married. Être en train de To be in the process of, to be doing something right now. On est en train de manger. Were eating (right now). Être loin de To not be about/going to. Je suis loin de te mentir. Im not about to lie to you. Être pour To be ready/prepared/willing to. Je ne suis pas pour voler. Im not willing to steal. Être prà ¨s de To be about to, ready to. Es-tu prà ¨s de partir? Are you about to leave? Être sur le point de?   To be about to (positive or negative). Il est sur le point de tomber.   Hes about to fall. French Helping Verbs Any verb that can be followed by an infinitive may be a semi-auxiliary, including (but not limited to): adorer: to adore doingaimer:  to like, love doing(s)arrà ªter de:  to stop doingchercher à  :  to look to dochoisir de:  to choose to docontinuer à  /de:  to continue to docroire:  to believe (that one) doesdemander de:  to ask todà ©sirer:  to desire todà ©tester:  to hate doingdire (à   quelquun) de:  to tell (someone) to dosefforcer de:  to endeavor to doespà ©rer:  to hope to doessayer de:  to try doingfalloir:  to be necessary to dohà ©siter à  :  to hesitate to dointerdire (à   qqun) de:  to forbid (someone) to dopenser:  to be thinking of, to consider doingpermettre:  to allow to dopersister à  :  to persist in doingpromettre:  to promise to doprà ©fà ©rer:  to prefer doingrefuser de:  to refuse to dorisquer de:  to risk doing, to possibly dosouhaiter:  to hope to dotà ¢cher de:  to try doingtenter de:  to attempt doingvoir:  to see (someone) do, to see (something) done Word Order with Semi-Auxiliary Verbs   Semi-auxiliary verbs are used in what I call  dual-verb constructions, which have a slightly different word order than compound verb tenses. Dual verb constructions consist of a conjugated  semi-auxiliary verb, such as  pouvoir,  devoir,  vouloir,  aller,  espà ©rer, and  promettre, followed by a second verb in the infinitive. The two verbs may or may not be joined by a preposition. Agreement with Semi-Auxiliary Verbs In semi-auxiliary verb constructions, any direct object belongs to the infinitive, not the semi-auxiliary verb. Therefore, the past participle never agrees with any direct object.   Its a decision that I hated to make.RIGHT: Cest une dà ©cision que jai dà ©testà © prendre.WRONG: Cest une dà ©cision que jai dà ©testà ©e prendre. Here are the books that I wanted to read.Right: Voici les livres que jai voulu lire.  Wrong: Voici les livres que jai voulus lire. However, there may be other kinds of agreement: With the subject of the sentence, if the auxiliary verb of the semi-auxiliary is à ªtre (e.g., Nous sommes venus aider).With the subject of the infinitive.