Helping Todays Youth Essay Research Paper In free essay sample

Helping Today? s Youth Essay, Research Paper In today? s society, a troubled adolescent or arch stripling is labeled a juvenile delinquent. Yet the current definition of a juvenile is based entirely upon, most of the times, on stereotypes. A delinquent may be a troublesome adolescent with complicated jobs at place, school, or with friends. He may hold utmost physical and/or emotional demands, or he may merely be a kid who committed a simple error. ? Was he luckless to acquire caught making something foolish? Did he run off from place because of household problems or to show independency? What sort of aid does he necessitate and precisely how much? ? ( Erickson 126-127 ) . At this point, a probation officer helps in doing determinations that have an of import and good impact on the lives of those called? delinquents? ( Erickson 7 ) . Probation can be defined in two different ways: as an organisation or a procedure. As an organisation, probation is? a service bureau designed to help the tribunal and execute certain services in the disposal of condemnable justice. ? As a procedure, probation is? an probe for the tribunal and the supervising of individuals in the community? ( Carter and Wilkins 77 ) . Sing the diverse definitions on the topic of probation, the myths and truths about the juvenile justness system can besides be found. Although juvenile offense is a serious national job, Marcia Satterthwaite, a societal worker, criticizes the effectivity of the legal system as a whole. She claims that the system has been losing its confidentiality between the officer and the client, that it does non deter offense efficaciously, that penalty should be more rigorous, and that there is a? deficiency of focal point? on the demand to protect society from the juvenile ( 61-63 ) . Harmonizing to Satterthwaite, unsafe kids are released to perpetrate even more Acts of the Apostless of offense. Ron Boostrom, a probation officer working for the metropolis of Los Angeles, agrees that in the terminal, ? the delinquent is dumped back into the same household, the same community, and the same jobs that existed before the? rehabilitation? ? ( 246 ) . Boostrom believes that the juvenile system teaches these childs the trade of offense, to hatred, and even go dedicated to acquiring even with the society that excluded them in the first topographic point ( 238 ) . The truth is that the major cause of low self-pride is due to the juvenile? s milieus. In most instances, subject, supervising, and fondness tend to be losing in the place itself ( Satterthwaite 180 ) . If probation officers would non be able to communicate to others about the juvenile, the officer would hold no beginnings of information and would be left without an thought as to how to near a end for the kid. If penalty were to be harsher and juveniles were to be treated and sentenced as grownups, taxpayers? disbursals would increase. Longer sentences for juveniles cost taxpayers more but do non needfully give better consequences, while bar plans work more expeditiously than imprisonment and cost much less. To maintain a adolescent locked up for a twelvemonth cost more than $ 30,000. Harmonizing to Mike Males, this sum of money is able to cover 10 striplings? part-time occupations, a probation officer to work with 25 juveniles, coach one hundred kids falling behind in their surveies, or supply ? recreational options? for two hundred kids with nil to make after school ( 1 ) . Delinquents are kids who? have been pushed beyond the bounds of their abilities, desires, and outlooks? ( Erickson 127-129 ) . Normally, they seem to desire and necessitate subject and way and perpetrate the offense either for attending, wonder, exhilaration, retaliation, or peer force per unit area and credence ( 137 ) . Over clip, these juveniles tend to mature and turn out of their delinquent stage to be able to acquire off from a life of offense ( 140 ) . Although probation can be exciting and carry throughing for the probation officer, Erickson states that it can besides be really frustrating and detering because of the clients and the system ( seven ) . At the beginning of the occupation, officers are committed and really dedicated to assisting troubled kids become successful grownups. They visit the wrongdoer? s household, they interview and communicate with school decision makers, and they go highly involved in the mundane lives of those juveniles ( Satterthwaite 53 ) . With one client, officers have a great sum of work to take attention of, but when the probation sections assign an mean caseload of about 40 juveniles per officer, it becomes more hard to give a sufficient sum of attending to each person kid. ? While most probation officers have maestro? s grades and can supply both household and group therapy # 8230 ; probation sections are grossly short-handed and underfunded? ( Satterthwaite 57 ) . After reaching a client, talking to persons who know the wrongdoer, doing an lineation as to how to travel approximately in order to assist the juvenile, fixing studies on informations of tribunal, school, constabulary apprehension sheets, and old probation studies, doing determinations as to whether the kid should travel to tribunal or whether an understanding can be reached between the student nurse and probationee, sing places, doing tribunal visual aspects and a great sum of telephone calls, a probation officer is frequently worn out and disillusioned ( Whitehead 37-39 ) . In some instances, some probation officers become convinced that societal work is an business that has no wages or significance, some return to more traditional casework scenes, and some remain in this field. Those who decide that they will stay in the juvenile justness system, are most normally criticized for being uneffective. Three major phases describe the procedure of a probation officer? s occupation: one, ? toughening-up? , two, ? mellowing? , and three, ? burning-out? . Burn-out is one of the most common jobs of probation caused by? big caseloads, low wage, small preparation, and unequal community resources? ( Whitehead 3-9 ) . Though officers effort to give equal sums of supervising to each kid and supply good impact on a juvenile, the instability of excessively many clients and either excessively much or non plenty contact with them can do emphasis for the officer and a deficiency of motive for the client ( 41 ) . When an officer can non look to divide his or her personal jobs from those of a client, imbibing dependences, emphasis, and other occupational jeopardies seem to ensue in their lives ( Erickson 33 ) . Along with the probation officer losing control of his ain life, the delinquent, excessively, appears to perpetrate more condemnable Acts of the Apostless because of the deficiency of attending and subject. In order to extinguish the most common troubles that exist in the probation business, alterations are necessary in non merely the system itself, but besides in the attitudes and behaviours of the juvenile and officer. One of the most of import ends is to forestall kids from go againsting any farther so they can go responsible and successful grownups. The 2nd most of import end is to protect society from the condemnable Acts of the Apostless of kids. Parents need to learn kids self-control by supervising the kid? s behaviour, acknowledging the different behaviours when they occur, and penalizing those which are unacceptable ( Boostrom 181 ) . Through instruction, intervention, and fondness, bar of condemnable Acts of the Apostless reaches juveniles and assists them into a healthier and better life. To be able to utilize these constituents at the earliest phase possible, is to maintain these adolescents off from of all time come ining the juvenile justness system in the first topographic point. With the aid of instruction, preparation, and support for the staff, probation officers can be better prepared to take on diverse instances of all types ( Anonymous 1-2 ) . The juvenile justness system demands betterment. Probation officers, Judgess, and household members need to do effectual determinations about who should truly be incarcerated and/or receive probation. If an discourtesy made is non highly serious and the client and officer can hold on a penalty, the kid does non necessitate to show himself upon a justice. If either the client or officer want to do an visual aspect in tribunal, an understanding can non be reached, or menaces have been made affecting either parties or others, a tribunal determination is most suggested ( Carter and Wilkins 142 ) . In add-on, to doing the right picks, good community plans are besides necessary to put delinquents in a better environment to be able to win. Though juveniles tend to steal, trespass, battle, imbibe, take drugs, usage profanity, run off from place, and miss school, many solutions were being thought about to forestall these defects ( Erickson 125 ) . The first has already been mentioned and trades with? toughening up? and puting juveniles in grownup tribunals. Harmonizing to Satterthwaite, taking wrongdoers from society for longer periods of clip will cut down offense. Those who have non committed a serious offense will come to the realisation of the possible penalties ( such as life in prison, the decease punishment, etc. ) . Violent wrongdoers would be less likely to reiterate their offenses by larning from their first lesson ( 64-65 ) . Nationally, 38 % of juveniles are charged with a violent offense, 41 % are charged with offense against belongings, and the staying 15 % on drug charges. Fifty-seven per centum of those arrested for the first clip did non reiterate an act of offense, 27 % got arrested one time or twice more, and 16 % went on to go? chronic wrongdoers? ( See Appendix ) . Though these figure figures may demo a measure to success, it is five times more likely for a juvenile to be sexually assaulted, two times more likely to be beaten by staff, and a 50 per centum opportunity that they will be attacked with a arm in an grownup installation. When released, juveniles turn into violent felons because of the insensibility they suffered in prison ( Satterthwaite 67-69 ) . A 2nd solution was so proposed in which immature wrongdoers would be rehabilitated, to put them in community organisations. Boot cantonments, for illustration, are school-based ambiances that teach childs self-discipline, increase self-pride, supply exercising and guidance chances, and aid develop them for a G.E.D. Angstrom plan called High Impact emphasizes teamwork, provides life and occupation accomplishments, and physiques a sense of personal and community achievements ( Satterthwaite 70-71 ) . The Girls and Boys Clubs of America aid young person? take part in stru ctured recreational and instruction activities, concentrating on personal development, communicating sweetening, job resolution, and determination devising accomplishments? ( Thornberry 5 ) . With this plan, 1990 statistics prove that 90 % of the young person attended one time a hebdomad or more, 26 % attended on a day-to-day footing, 48 % showed betterment in the academic country, 33 % showed improved classs, and another 33 % had much better attending ( 6 ) . Juvenile hall is besides another option. Although it includes school attending during the twenty-four hours, educational plans, and voluntary services, this method is excessively expensive. In 1996/97 entirely, 5,967 bush leagues had been locked up, 5,024 were males and 943 were females ( Anonymous 1-3 ) . Costing an norm of $ 108 per twenty-four hours, per kid, taxpayers are paying $ 644,436 mundane. Alternatively of utilizing so much money inefficiently, a bigger solution can be reached. A Young person Aid Panels plan helps to make kids before they commit offenses in the first topographic point. This specific plan is made from a group of citizens who are trained to manage instances affecting first-time wrongdoers or juveniles who have committed minor offenses. These trainers act as probation officers when seeking to work out declarations with the wrongdoer, but alternatively, they get the kid involved with the community, and the community with the kid ( Satterthwaite 73-74 ) . The people of this organisation non merely look at the safety of the populace, but they attempt to assist adolescents recognize where they stand and what they demand to make to better. When these juveniles are eventually released from probation, aftercare is needed. Still, more monitoring and support has to take topographic point by working with household, by maintaining a better oculus on the juvenile at school, and by forestalling hereafter jobs. Satterthwaite provinces, ? America? s success # 8230 ; depends non so much on specific jobs for penalizing # 8230 ; but on our overall willingness to put in the state? s young person? ( 75 ) . In truth, the success or failure rate of the juvenile justness system depends entirely upon the attempt put in by both the probation officer and client. The officer can state the offender what to have on, who he can and can non speak to, what clip he has to be place at, and what regulations he has to populate under ( Satterthwaite 57 ) . If the wrongdoer decides to disobey, subject is required. In 1948-1950 a survey was done on 5,020 juveniles who had been placed on probation and had been antecedently convicted. The figure of male childs was more than nine times that of misss, 4,586 males versus 434 females ( See Appendix ) . In the procedure, surveies proved that non merely were the bulk of juveniles convicted for community discourtesies against belongings, but that towards the terminal of the test and mistake experiment, the success rates were by and large higher for females than those for males, and for those who were older instead than younger ( Radzinowicz 4-5 ) . Wrongdoers were released and normally tend to be released from probation in two ways. The first is early expiration based on good advancement and the 2nd is expiration based on completion of the full period of supervising originally given ( Radzinowicz 44 ) . The 2nd instance survey was performed in November of 1975 for a period of three old ages. The survey was used to compare the effectivity of traditional probation processs and analyze the consequences. Often, consequences were encouraging, particularly when there was a good relationship between the social worker and client. The Concerted Behavior Demonstration Project ( CBDP ) was designed for behavior alteration and transactional analysis ( TA ) intervention. It was used to analyse the sum of intervention given to the client, compare the probation system to other methods of intervention, better the result of social worker and client, and develop a manner to assist probation sections aid juveniles ( Jesness 1-3 ) . In order to be able to carry through these ends, a great sum of information was needed to be collected. The social worker needed to be observed, background, psychological, and behavioural informations needed to be analyzed and carefully evaluated. From the clients, there was a broad scope of factors that influenced statistics of the rates of success and the rates of failure. Although the theoretical account age for this experiment was 16 old ages of age, clients were every bit immature as eight and every bit old as 22. Ethnicity besides varied. Fifty-two per centum were white, 30 % were black, 13 % were Mexican-American, and the staying 5 % were other groups. Of all the juveniles, 81 % consisted of males while a really low 19 % were females. Covering with economic system and household position, 13 % were found to have aid from the public assistance plan, 90 % were already populating with a household of their ain, 54 % with both parents, and 36 % with lone either the female parent or male parent. The balance either lived in surrogate places or with a relation. After much survey, the group of officers found that 69 % of the striplings had a job with being awol from school, 84 % were sent to the principal? s office for misbehaviour, 73 % were suspended, 50 % had run off from place, 39 % vandalized edifices, 45 % fought in pack related activities, and 60 % were involved with drugs. Along with the clients runing in everything from age to instruction position, the officers involved in the experiment besides varied. Military officers were anyplace between the ages of 23 to 25 old ages old. Seventy-eight per centum were male and 22 % were female. Eighty-seven per centum were white, 7 % were Mexican-American, 4 % were black, and 2 % were Oriental. Education degrees for these officers ranged from 16 % holding a maestro? s grade, 38 % traveling beyond the unmarried man degree, 44 % holding a four-year grade, 2 people with a biennial grade, and overall, the mean length of experience was five and a half old ages ( Jesness 6-9 ) . Out of 152 juveniles, 56.2 % expressed a high positive respect by holding their job behaviour remitted and 36.5 % expressed a low positive respect without rectifying their behaviours. After a six month follow-up, of 71 wrongdoers, 11 % had failed with a high positive respect and of 60 wrongdoers 33 % failed with low positive respect. In cases where at that place existed a common liking and high positive relation, merely 19 % of the officer? s instances failed. In cases where at that place existed a common disfavor, 40 % of the instances failed ( 21-22 ) . Data proved that it was non needfully the social worker? s personality or attitude that helped the clients, but the fact that he did or did non make ? equal eventuality undertaking? with a peculiar client that made the greatest difference ( 21 ) . Caseloads of more than 50 clients were ever on call from school principals, constabularies, Judgess, attorneies, and parents to be able to vouch effectual intervention, but basic services were performed ( 28 ) . In truth, job behaviour remittal was made possible by holding more concerted parents, instructors, and equals, irrespective of the type of intervention provided. The job with the juvenile justness system is genuinely a major issue when covering with the United States. As seen over clip, the juvenile delinquency rates have increased, traveling anyplace from 100s of kids to the many 1000s recognized today. Although more and more kids are being placed on probation, in most instances, a lesson is non learned and the juvenile merely goes back to the same bad wonts. Through the many solutions being proposed, the procedure is a? test and mistake? based experiment. When one solution seems to neglect, another is thought about to assist do a difference in a juvenile? s life. Money and control are two factors that do non impact the behaviour alteration. Males provinces, ? Merely by assailing the conditions that lead childs to crime-social ailments: poorness, force, drug maltreatment, dysfunctional households, and neglecting schools-can the state genuinely protect its most cherished resource, its kids? ( 75 ) . Talking with Ceasar Arambula, a Los Angeles county healer, he states that out of all the delinquents and kids placed on probation, merely approximately 15 % really win. Although the figure figure is really low, the condemnable jurisprudence field is? the field of the hereafter? and more probation officers will be needed to help in doing a kid? s life that of a successful grownup. WORKSs Cited Anonymous. ? Juvenile Institutions. ? Probation Department. 30 June 1997: 3 pp. On-line. Internet. 11 June 1999. Available World wide web: hypertext transfer protocol: //www.co.alameda.ca.us/probation/detail009.htm. Anonymous. ? Statement of Juvenile Officer? s Philosophy. ? 3 pp. On-line. Internet. 11 June 1999. Available World wide web: hypertext transfer protocol: //www.slnedu.com/sites/16circrt/philsphy.htm. Arambula, Caesar. Personal interview. 16 June 1999. Boostrom, Ron. Digesting Issues in Criminology. San Diego, CA: Greenhaven Press, Inc. , 1995. Carter, Robert M. , and Leslie T. Wilkins. Probation, Parole, and Community Correctionss. 2nd erectile dysfunction. New York: John Wiley and Sons, Inc. , 1976. Erickson, Charles L. Introduction. Perils of Probation. By Erickson. Springfield, Ill: Charles C Thomas, 1980. Erickson, Charles L. Perils of Probation. Springfield, Ill: Charles C Thomas, 1980. Jesness, Carl F. , et Al. ? An Evaluation of the Effectiveness of Contingency Contracting with Delinquents. ? Journal of Research on Crime and Delinquency ( 1975 ) : 1-30. Males, Mike. ? Fact Sheet: Juvenile Justice. ? 2 pp. On-line. Internet. 11 June 1999. Available WWW: hypertext transfer protocol: //www.rt66.com/~nmcc/juv.htm. Radzinowicz, L. LL. D. The Results of Probation. Vol. X. New York: St Martin? s Imperativeness, 1958. Satterthwaite, Marcia. Juvenile Crime. Philadelphia: Chelsea House Publishers, 1997. Thornberry, Terence P. , and James H. Burch II. ? Gang Members and Delinquent Behavior. ? Office of Juvenile Justice and Delinquency Prevention. May 1997: 9 pp. On-line. Internet. 11 June 1999. Available World wide web: hypertext transfer protocol: //www.connect.more.net/lists/mo-caring/1998.11/0008 # 8230 ; Whitehead, John T. Burnout in Probation and Corrections. New York: Praeger Publishers, 1989. Plants Consulted ? No. 353. Juvenile Apprehensions for Selected Discourtesies: 1980-1996. ? Statistical Abstract of the United States. 118th erectile dysfunction. Austin, Texas: Hoover? s Business imperativeness, 1998. ? Motion of Youth Authority Parole Population, California, 1990-1997. ? California Statistical Abstract. Sacramento, CA: State of California, 1998. Appendix Age and Sex of Offenders Put on Probation The Results of Probation. Chart. New York: St Martin? s Press, 1958. 331

College Essay Sample on Implicit Associations

College Essay Sample on Implicit AssociationsThe College Essay Sample on Implicit Associations is an assessment tool, which is utilized by high school teachers to measure students' ability to understand and apply the principle of positive social influence. The test itself measures the students' ability to make quick and accurate assessments of various emotions, feelings, and attitudes.This test is also referred to as the the 'Explicit Task.' It consists of twelve tasks that comprise an activity that requires a student to make a decision regarding a situation. Each task is divided into two parts: the first part includes one-word descriptions of the situations; the second part consists of hypothetical situations.There are two different types of tests; one is the 'Stroop Test' and the other is the 'Reading the Mind in the Eyes Test.' Both of these tests measure the students' intelligence. The students will be asked to read an expression, then rate how much they agree with it on a scale of one to five. They will also be asked to rate the level of agreement with a statement, about the intensity of the feeling that they experienced while reading the expression.However, the College Essay Sample on Implicit Associations is much more than just one test. The test has several parts. These parts include short essays, a critical writing exercise, an independent-group activity, and the Test for Implicit Association.The Test for Implicit Association consists of twelve questions and the content of the questions varies depending on the type of test that the student has taken. The test is administered by providing the test-taker a large number of adjectives, some of which have negative connotations that are favorable.The Test for Implicit Association is not directly related to the meaning of the words. However, it focuses on the students' ability to make quick and accurate assessments of various emotions, feelings, and attitudes. It can be used as a way to see if the students' p erformance in the first section of the exam is indicative of their ability to determine the appropriate courses of action for the second section.The College Essay Sample on Implicit Associations is a great way to gauge the performance of the students. Students will find out whether they can make quick and accurate assessments of their own emotions, feelings, and attitudes.

Best College Acceptance Calculator Learn Your Admission Chances

Best College Acceptance Calculator Learn Your Admission Chances SAT / ACT Prep Online Guides and Tips Anyone who’s applied to college remembers the fear of getting that dreaded rejection letter. (For the record, I got two- and they both stung. A lot.) But what if you could calculate your chances of college acceptance before you applied? The good news is that you can! Ourcollege acceptance calculator uses your GPA and SAT/ACT score to estimate your likelihood of getting accepted to a particular school.But aside from GPA and test scores, what other critical factors affect your chance of admission?Read on to learn what schools look for during the admission process as well as how you can raise your chance of acceptance by submitting a strong application. What Factors Affect Your Chance of Acceptance? College applications have several components, with each part playing a crucial role in determining whether or not you'll be admitted. But just how important a role one part plays ultimately depends on where you're applying. Below, we go over the major factors that can influence your chance of admission to college, starting with the most important ones. #1: GPA and Rigor of Coursework Many experts agree that your GPA and the rigor of your course load are the most important factors in the college admission process. According to theNational Association for College Admission Counseling's (NACAC)2017 State of College Admission report, 77% of the schools surveyed rated grades in college prep courses, as well as grades in all courses, considerably important, and52%said the same for the overall strength of a student's high school curriculum.As these statistics indicate, most colleges consider grades and rigor of coursework extremely significant factors in admission. Good grades are so important because they emphasize your overall diligence as a student. But it'snot always just about getting straight As; rather, schools want to see that you're consistently challenging yourself to learn complex concepts. Your ability toperform well in upper-level classes indicates your preparedness for college-level coursework. So for some colleges, a B in an AP class might be viewed just as highly as, if not higher than, an A in a regular class. #2: SAT/ACT Test Scores Another critical factor for admission- ranked considerably important by 54% of schools in the NACAC survey- is SAT/ACT test scores. Generally speaking, admission test scores are just as, or nearly as, important as grades and rigor of coursework. But according to a US News interview with college-admission experts, the overall significance of SAT/ACT scores varies depending on the school. Some schools, particularly highly selective ones, largely emphasize test scores during the admission process. As a result, being able to hityour goal score on the SAT/ACT is often necessary for admission to these schools. Nevertheless, not all schools believe SAT/ACT scores are that important. In fact, many liberal arts colleges and national universities (even some highly ranked ones!) are test optional, meaning you are not required tosubmit test scores. #3: Personal Statement/Essay Next up is the admission essay, or personal statement.This essay is a critical component of your application, as it offers a personal glimpse into who you are as a person- something your transcripts and test scores can’t do alone. By allowing you to address and explain specific challenges you’ve overcome and accomplishments you've made, either in your personal life or academic career, the personal statement gives you the opportunity todistinguish yourself from your peers. This is especially helpful as many applicants often look alike on paper, with similar grades and test scores. In the NACAC survey, 55% of schools rated the personal statement either moderately or considerably important for admission. Clearly, you'll need to write a great essay if you hope to raise your chances of admission! Extracurriculars? Well, for one, I was the slowest runner on my cross-country team. #4: Extracurricular Activities/Resume Most schools will require you to submit a resume or evidence of any extracurricular activities (e.g., sports, clubs, etc.), volunteer work, and/or part-time work you’ve completed outside of school. What this resume does is introduce to schoolsyour general interests and non-academic accomplishments. As you create your resume, remember the key motto: depth over breadth.Basically, you’re far more likely to stand out as an applicant if you're deeply focused on honing a certain skill or contributing to a certain cause than if you're simply jumping from one activity to another. More than anything, schools want a resume that highlights your ongoingpassion and commitment. According to NACAC, nearly half of the schools surveyed considered extracurricular activities moderately or considerably important.So hopefully you've got a couple of interesting hobbies or experiences you can add to your resume! #5: Letters of Recommendation Letters of recommendation are often a vital component of college applications. If required, you'll usually need to submit two letters.However, many large state schools, such as the University of Washington and the University of Texas, do not require letters of recommendation, so make sure to check your schools' application requirements to see whether you'll need to submit any. Your letters should come from teachers whose classes you've taken (core classes, such as math and English, are preferable) and/or your school counselor. Althoughyou won't be able to read what your teachers have written about you, a good letter will positively address key aspects of your personality and work ethic in a detailed and thoughtful manner. You should always choose letter writerswho know you well enough to comment on specific accomplishments you've made.Teachers who don’t know you that well are more likely to write lukewarm letters that don’t say anything unique about you and don't mention anything that isn’t already explicit on your transcripts and resume. Letters of recommendation can play an important role in the admission processbut are generally secondary to transcripts, test scores, and resumes. According to the NACAC survey, alittle more than 40% of schools considered both teacher recommendations and counselor recommendations moderately important, while less than 20% considered them considerably important. #6: Additional Test Scores (AP, IB, SAT Subject Test) Subject-specific tests, such as AP tests, IB tests, andSAT Subject Tests, differ from the SAT/ACT in that they showcase your mastery of particular skills and subject areas. The NACAC survey reports that 61% of schools said AP and IB tests were oflimited ormoderate importance. So whileAP and IB test scores aren’t usually requirements for admission, scoring highly on them could give a small boost to your application. Fewer students take SAT Subject Tests, however, which are only required by certain (selective) schools for admission. NACAC states that 70% of schools rated SAT Subject Test scores as having no importance at all, indicating that most schools do not ask for these scores. But for the schools that do require (or strongly recommend) SAT Subject Test scores, you should aim to get high scores on them, particularly if you’re taking any Subject Tests in the field in which you’re planning to major. Our guide offers a complete list of schools that require or recommend SAT Subject Test scores. I wasn't ranked No. 1 at school, but I'm always No. 1 in Mario Kart. #7: Class Rank Class rank is an admission factor that’s actually decreased in importance over time, as fewer high schools are beginning to calculate it. In 2006, 23% of schools surveyed by NACAC regarded class rank as considerably important, but by 2016 this number had dropped to just 9%. Despite this, if your school doescalculate class rank, your rank will likely be fairly important to your colleges. Even with its drop in importance over the past decade,33% of schools still consider class rank moderately or considerably important. #8: Other Factors Several additional factors can influence your chance of getting accepted to college. These factors vary with different schools, but here are some of the most common ones: Supplemental essays:Some schools might ask you to supply a supplemental essay detailing why you want to attend this particular school(we call this a â€Å"Why This College† essay). Portfolio: A portfolio is generally only required if you’re applying to an art-oriented program or school. For example, Champlain College in Vermont requires portfolios for undergraduate applicants in certain BS and BFA programs. Interview: Not many schools require interviews, but those that do want to see that you’re enthusiastic about the school and are as strong a candidate in person as you are on paper. Most Ivy League schools require evaluative interviews, while other selective schools might require or strongly recommend them. Legacy: Many schools, such as Harvard and Brown, will take into consideration whether you are a legacy student. (In most cases, "legacy" means that one or both of your parents attended the school for undergrad.) Legacy can be a tipping factor for schools trying to decide between two equally qualified candidates. Ethnic background: Many schools practice affirmative action and will therefore take into account your racial and/or ethnic status with the intention of increasing student diversity. Geographic location: Schools might also take into account where you come from so as to create a diverse class of students from a variety of states and countries. Athletic skills: Yourathletic skillsmight play a role in admission at certain schools. Some schools even recruit highly successful student-athletes based on their high school athletic careers. First-generation college student:Being afirst-generation college student means that your parents did not attend or complete college (regardless of whether your siblings did). Much like legacy, this can be a tipping factor in your favor during the admissions process. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Feeling lucky? College Acceptance Calculator: What Are Your Chances? While you can’t know for sure whether you’ll get into a school or not, you can use our college acceptance calculator tool, along with what we know about admission factors, to roughly calculate your college acceptance chances. First, go to Google and search for â€Å"[School Name] PrepScholar† or â€Å"[School Name] PrepScholar admission requirements.† You’ll want to find your school’s admission requirements page in our PrepScholar database. For example, here’s what came up when I searched for â€Å"pomona prepscholar†: Once you've clicked the link to your school’s admission requirements page, scroll down to the section titled â€Å"Admissions Calculator.†You can also use ctrl + F to search for â€Å"calculator† to jump to the section more quickly. On Pomona's admission requirements page, here's what the admissions calculator section looks like: As you can see in this screenshot, our calculator takes your SAT/ACT score and (weighted or unweighted) GPA to give you a percentage estimating your chance of acceptance. Note that this percentage, though helpful, is based only on your GPA and test scores anddoesn't take into account other critical admission factors, so itcan't be considered 100% accurate. The default SAT score and GPA on the calculator will be whatever the averages are for your particular school. (The default SAT score uses the old 2400 SAT scale, but you can change this to the current 1600 SAT scale by clicking "New SAT.") In my example above, the average (old) SAT score for students admitted to Pomona is 2160, and the average GPA of admitted students is 4.05. To calculate your chances of college acceptance, choose your test (old SAT, new SAT, or ACT) and then toggle the calculator so that it shows your test score.You can also type your score directly in the box to the right. Next, repeat these steps for your GPA. Note that the GPA scale here goes up to 5.0 to account for weighted GPAs. Input your GPA exactly as it is, regardless of whether your school uses a weighted or unweighted scale. So if your school uses unweighted GPAs (i.e., out of 4.0) and you have a 3.5, input 3.5 on the calculator. If, on the other hand, your school uses weighted GPAs and you have a 4.2, then you'd input 4.2. Let’s say I took the (current version of the) SAT and got a relatively high score of 1430. In addition, my (weighted) high schoolGPA is 4.5. According to our tool (and based purely on GPA and test scores), my chance of admission to Pomona would equal about 15%: As you can see, it'd be particularly tough for me to get into Pomona based on my current GPA and SAT test score alone. Even though my GPA and SAT score are quite high in this example, Pomona is an extremely selective school with only a 10% admittance rate. Therefore, in orderto increase my chances of admission,I'd need an extremely impressive SAT score and GPA (not to mention quality letters of recommendation, a strong personal statement, and a great resume!). Despite my low chance of admission, there's no guarantee that I couldn't get into Pomona with my current SAT score and GPA. What our college acceptance calculator shows is thatit's simply unlikelyfor me to get accepted with my current stats. As you use our college acceptance calculator, be aware thatyour test scores and GPA are not the only factors schools will consider during the admission process. Unfortunately, no college acceptance calculator can take into account the strength of non-quantifiable application components, such as your personal statement and resume. The best thing to do, then, is towork on ensuring that the rest of your application is equally strong, if not stronger, than your GPA and test scores. What's worse than a low chance of acceptance? A constant low battery. What If Your Chances of College Acceptance Are Low? What's considered a low chance of admission will vary depending on where you're applying. As we saw above, with highly selective schools- even if your SAT/ACT scores and GPA are quite high- your chance of admission could be low due to the low acceptance rate of the school. If you've used our college acceptance calculator but discovered your chances of admission aren't as high as you'd hoped they'd be,you’ll need to put extra effort into your application to increase your chances of getting accepted. Here are five ways you can improve your applicationand give yourself a better shot at admission: #1: Retake the SAT/ACT Though you can't change your GPA all that much, you can make big gains on your SAT/ACT test score with a little- OK, a lot- of elbow grease. Let's look back at myexample with Pomona. You can see that my initial chances of admission- with a 1430 SAT score- are about 15%.But let’s say I retake the SAT and score far higher the second time around. How much would my chances of admission increase as a result? The answer to this depends on how big of a point improvement I'm able to make. If I were to improve my SAT score by 100+ points and get a near-perfect score of 1580, my chance of admission, according to our calculator, would increase by a whopping 32%! Ultimately, what this means is that you might be able to dramatically increase your chances of admission by simply retaking the SAT/ACT and scoring higher on it. This is partly because SAT/ACT test scores are such an important part of college applications. (Remember, as the NACAC survey revealed, test scores are usually one of the most important factors, along with GPA and coursework difficulty.) But getting a higher SAT/ACT score isn’t always easy. To help you out, we offer completely customizable SAT and ACT prep programs. You can also read our guides on how to improve your SAT orACT score, and on how to get a perfect SATorACTscore. #2: Get Feedback on Your Essay Sometimes an excellent personal statement or â€Å"Why This College† essay can sway an admission committee’s decision in your favor, so it’s imperative you write acompelling and technically correct essay. Getting separate pairs of eyes to analyze your writing is key to ensuring your college essay is high quality. Ask yourteachers, parents, and/or counselor to look over your essay and offer detailed feedback on how you could improve it and what you could change to make it more impactful. Make sure you, too, meticulously check your essayfor any glaring errors in grammar, spelling, or punctuation before submitting it. For additional help,our guide offers 100+ samples of stellar personal statements. These essays will give you ideas as to what you should discuss in your essay and how you might want to organize your thoughts. #3: Get Letters of Recommendation From Teachers You’re Close With For your recommendations, askteachers who know you well and who are guaranteed to write passionately and enthusiastically about you in their letters. Ideally, you’ll have already pinpointed the teachers with whom you get along best and have forged a solid relationship. You should also have received consistently high marks in their classes. The best letters are those that can speak to positive qualities you possess and achievements you’ve made- in other words, elements about you that aren’t evident in your transcripts and test scores.You should aim to obtain letters from primarily (if not only) core-class teachers, including one whose field you're interested in studying in college. Remember, although letters of recommendation won't necessarily be the most important part of your application, they still play a valuable role in showcasing your accomplishments to colleges. In the end, a glowing letter can really boost your application and might even help get you into some of the toughest schools out there, such as Harvard. The teachers you're close with = those whom you can take cool, hipster, Inception-y photos with. #4: Get High Scores on AP, IB, and/or SAT Subject Tests If your SAT/ACT test scores aren’t as impressive as you would've liked, you can try to make up for them by submitting high AP, IB, and/or SAT Subject Test scores. Most schools do not require AP scores but will view them if submitted. You’ll usually self-report these on your application, whichallows you to select the specific AP scores you want (and don't want) to report to your school. For example, if you scored 5s on AP US History andAP English Literature and Composition but only a 2 on AP Bio, reporting only your highest scores- and omitting your AP Bio score- will let you present yourself in a more flattering light. On a related note, if you scored relatively high on an AP or IB test whose field is related to the major you want to do, definitely report this score on your application.This score will indicate to your school that you have the basic knowledge and skills necessary for success in your chosen field of study. As for SAT Subject Tests, only certain (selective) schools will require these scores. Schools that want SAT Subject Test scores usually require (or strongly recommend) you to take two or three tests. If you’re already taking AP courses, it might be easier to opt for Subject Tests in the same fields as your AP classes. Doing this should give you a higher chance of securing solid SAT Subject Test scores since you’ll already be studying the material full-time in school. #5: Ace Your Interview (If You Have One) As is the case with SAT Subject Tests, most schools do not require evaluative interviews. But if your school is one of the few thatrequires or strongly recommends an interview, doing well on it can strengthen your application and produce a clearer, more well-rounded picture of who you are and what you hope to accomplish in college. Treat the interview as an opportunity to showcase your demonstrated interest in the school. According to NACAC, half of respondents ranked â€Å"Student’s Demonstrated Interest† in a school as moderately or considerably important for admission. So as youanswer questions during the interview, be clear about how the school will help you attain your academic goals and why you’ve chosen this particular school. Most of all, be sincere. Recap: What Are Your Chances of Getting Accepted? There are many factors that affect your chances of getting accepted to college. Generally speaking, the most important factors are your GPA, the rigor of your coursework, and your SAT/ACT test score. Secondary factors include your personal statement, extracurricular activities, letters of recommendation, and class rank. To (roughly) calculate your college acceptance chances, look for your school’s â€Å"Admission Requirements† page in our PrepScholar database and use its â€Å"Admissions Calculator† to see what your chances of getting in are, based on your current GPA and SAT/ACT score. Note, though, that our college acceptance calculator can only give you a rough estimate of your chances of acceptance. Because there's no way to take into account non-quantifiable factors such as your personal statement and letters of recommendation, no college acceptance calculator can ever be100% accurate.That said, you can use our calculator to help determine whether you might need to work on strengthening other areas of your application. If your chances of admission are low, try to improve your application as best you can. Some options to consider are retaking the SAT/ACT and aiming for a higher score, obtaining strong letters of recommendation from teachers who know you well, and getting feedback on your essays. In the end, it's impossible to know for sure whether you’ll get accepted to a certain school or not.But by putting forth your best application possible, you can give yourself a far higher chance of acceptance- not to mention the satisfaction that you gave it your all! As Tim Allen once said, "Never give up, never surrender." What’s Next? Need help applying to college? Start by reading our extensive guide onhow to apply to college. After,get tips onhow to build a versatile college application so that you can apply to a broad range of colleges without getting overwhelmed. What's a good SAT score for college? A good ACT score?A good GPA?Our guides offer tons of information on how high you'll need to aim in order to get into the schools you wish to attend. Aiming for a super selective school?Get expert tips in our guide to getting into Harvard- written by an actual Harvard alum! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Leaving Out That

Leaving Out That Leaving Out â€Å"That† Leaving Out â€Å"That† By Maeve Maddox Some members of my critique group often return my submissions having circled every that I’ve used to introduce a noun clause. NOTE: A noun clause is a subordinate clause that answers â€Å"what?† after a verb in another clause: â€Å"I feel that you are mistaken.† Main clause: â€Å"I feel.† Noun clause: â€Å"that you are mistaken.† Most of the time, I agree with their judgment and remove the offending that. Sometimes, however, I choose to leave it in, even if it’s not strictly necessary. The modern mantra of â€Å"leave out needless words† is one to observe in a general way, but it shouldn’t lead a writer to slash mindlessly at every word that can be left out just because it can be. Plenty of guidelines are given for the inclusion or omission of that when introducing a noun clause. The recommendations of the AP Style Guide are often quoted: Omit that after the verb to say–â€Å"usually.† Do not omit that when a time element intervenes between the the verb and the dependent clause. Include that after the verbs advocate, assert, contend, declare, estimate, make clear, point out, propose, and state–â€Å"usually.† Include that before clauses beginning with conjunctions such as after, although, etc. Recognizing the impossibility of laying down hard and fast rules for the use of that as a conjunction, the AP entry concludes with this sensible remark: When in doubt, include that. Omission can hurt. Inclusion never does. Fowler mentions some additional verbs that usually require a that: agree, assume, calculate, conceive, hold, learn, maintain, and suggest. Even if a verb appears on some guide’s â€Å"OK to omit† list, writers need to be alert to the possibility that omitting a that could force a reader to stumble, as in these examples: â€Å"The accountant has learned fractions must not appear in the totals.† â€Å"Do you know Mary Smith has left the firm?† â€Å"The doctor feels your leg will soon be better.† Here are some that and non-that examples from two popular and respected modern writers. Elizabeth George, In the Presence of the Enemy: within minutes it seemed that she hadn’t been able to hold up her head our esteemed MP from East Norfolk declared that his constituency is solidly behind him MP Larnsey’s wife swore yesterday she’d stick by her man, but I’ve a source who’s told me she’s moving out tonight. I’ve had a call from someone inside the association who says Larnsey’s going to be asked to stand down. Laurie King, Justice Hall: One might wish he’d stuck with badgers and squirrels At Marsh’s door she said politely that she’d see me at dinner You have to admit that his observations [] are quite perceptive I felt again that he’d have put it together as soon as he knew Iris better. The Darlings might hear that we had failed to board the trainThis means that most of the actual tailing exercise will fall to Russell and myself. both knew that if they were to dine with Mme Hughenfort, they could not be following her through the streets. Even when that is not needed for clarity, it may be the right stylistic choice for a writer’s intended tone. When it comes to using that as a conjunction, the best advice is to be aware of the â€Å"rules,† but don’t be afraid to deviate from them if the sentence doesn’t sound right to your writerly ear. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?15 Great Word GamesThe 7 Types of Possessive Case

Is a universal concept of Human Rights possible Essay - 1

Is a universal concept of Human Rights possible - Essay Example The Commission, under the chairmanship of Eleanor Roosevelt, drafted the Universal Declaration of Human Rights which was officially adopted by the UN representatives from all over the world on 10 December, 1948. The Declaration emphasized that human rights are universal regardless of person’s nationality, religion, race, cultural, economic, and social background. However, since the adoption of the Universal Declaration of Human Rights, the world has significantly changed. The Cold War era, rise of Taliban, radical Islamism, Gaza conflict, the Middle-east War, North Korean dictatorship, recent Ukraine and Syria crisis, Charlie Hebdo attacks, constant tensions in African and south Asian regions, growing global poverty, homelessness, unemployment, violence, crimes, pollution, and the increasing North/South gap in the access to resources and wealth have regularly highlighted the failure of the UN Council and its Commissions in protecting human rights of common people around the world. The end of the Cold war led to the number of desperate attempts to establish â€Å"a new world orders.† But, such attempts have caused more social conflicts than solutions. The introduction of advanced technologies, fast transport means, and globalization began to bring people from various ethnic, social, cultural, and religious backgrounds together involunt arily and voluntarily. In the process of adjusting to pluralism, the tensions, conflicts, and confusion between people from different culture have significantly intensified. As Samuel Huntington have states, the clash of civilizations is the most visible and bitter truth of today’s world. The universality of human rights declaration has caused a stir in a political and social field since its proposal in 1947. The ideas of right and wrong, good and evil that exist in one society may not match with the

Curriculum in a Learning Institution Assignment Example | Topics and Well Written Essays - 500 words

Curriculum in a Learning Institution - Assignment Example According to Freire (2014), most the curriculum fails due to lack of consideration of the learners in the process of designing curricula. This, in turn, serves to exclude some of the students from the positive learning process. The main need of education in providing knowledge to transform the society remains left out. For a curriculum to be inclusive, the students ought to have an opportunity of dialoguing with their teachers or mentors. Nevertheless, the act of dialogue must have love, bravery, and critical thinking. Designing curricula that allow students to have a dialogue with their teachers are fundament in transforming learning process. This kind of education from humanist educator allow for the transformation of both educator and students. Students need to be oppressed in to love what they are being taught. Learning is the fundamental right to any child and I had the privilege of attending a public school. In my personal learning experience, I knew early enough what I had to in school. Being in the old classrooms for hours did not bother that much. I had a passion for education with an aim of becoming a better citizen to build the nation. I spent hours perfecting my knowledge in various subjects except for mathematics that proved torturous to my brain. I tried to spend lesser time in trying to understand the formulas and concept. I had completely lost interest in the subject and perhaps it was due to my arrogant teacher. He had least humility to discuss any difficulty we experienced in his subject imposing fear among us. I developed the negative attitude towards the teacher and lost interest in the subject he taught. Assessing the effect of my mathematics teacher to my learning influence, it is clear to me that teachers and school leader have roles in the impact of students’ atti tude towards learning. If the teachers embrace, the dialogue in their teachings and enable interaction rather than imposing their knowledge on the students (Freire, 2014).  

Divergence approach to IHRM

Divergence approach to IHRM Introduction Since the globalization emerged in the 1950s, it has exerted profound effects on the development of businesses around the world. The rapid growth of internationalization and the introduction of advanced technologies have facilitated the expansion of industrialized organizations, resulting in an increase in the number and significance of multinational companies (MNCs). Research on MNCs, especially on how they have managed their people in different countries to improve economic performance and the implications of this on managerial behaviour, as a consequence, have been of interest to many academics and practitioners. This has led to the emergence of international human resource management (IHRM) as a branch of management studies that investigates the design and effects of organisational human resource practices in cross-cultural context (Peltonen, 2006 cited in De Cieri et al., 2007, p. 283). Although the recognition of the importance of human resource management (HRM) to the success or failure in international business has been growing quickly overtime, there is still a lack of consensus about whether there is one best way to manage human resources in international context or not. Several researchers advocating convergence approach claimed that HRM would be converged and universalized under the impacts of environmental changes such as globalisation and technological improvement while others following the divergence approach stated that there were many variables acting as constraints on implementing best practice. This paper firstly will critically discuss these two perspectives. Then, it will analyse a case study of the transfer of HRM practices from a UK retail firm StoreCo to its Chinese subsidiaries to answer this question. Convergence approach to IHRM Convergence theory, so-called universalist paradigm (Girgin, 2005), has its roots in the standpoints of management practices in the middle of the twentieth century, and has gained widespread acceptance in the United States (US). One of the earliest contributions to the thesis of convergence was the theory of bureaucracy and rationalization of Max Weber. However, the convergence perspective was actually propagated until the book entitled Industrialism and the Industrial Men: The problems of labour and management in economic growth written by Kerr et al. was published. According to Kerr et al., the technological and economic forces, as a logic of industrialism, would result in greater similarities in structures and work organization, therefore, produce progressive convergence towards the most efficient pattern of management practice, namely the US model (Girgin, 2005; Gooderham et al., 2004). It was because the widespread adoption of advanced technologies into operations required firms to seek a more effective way of management and labour organization. Meanwhile, the US was the industrial and technological leader, currently being considered the best in management practices. Consequently, it could be inferred that other nations would attempt to imitate the US and thus patterns in other countries were viewed as derivative of, or derivations from the US model (Locke et al., 1995 cited in Gooderham et al., 2004, p.19). Since the convergence point of view was introduced, it has gained much support from both globalization and transaction economic theories. Based on convergence thesis, the proponents of the globalization perspective also claimed that under the forces of globalization, a borderless world was created, which in turn made international firms become transnationals and separated from their original nationalities (Girgin, 2005). When nationality elements are overshadowed, MNCs would then tend to apply a new best model and as stated even stronger by transaction economic theorists, there would be one best way to manage people at any period of time (Williamson, 1975, 1985 cited in Gooderham et al., 2004). Although convergence thesis appeared to be reasonable especially in the international economic integration process, the fact that it laid too much stress on the impact of technology and market, and only sought similarities in business in general and IHRM in particular made it strongly criticized. As Rowley and Benson (2000) asserted, such views were too simplistic to assume that all organizations can produce competitive advantage to compete with each other by operating in the same way. Furthermore, the fact that Japanese MNCs with different organisational structure and management method have operated successfully in the world market and challenged the industrial leader position of those in the US, have led to the development of another viewpoint divergence approach. Divergence approach to IHRM Contrary to convergence point of view which assumed that the differences of local practices in HRM were only the reflection of different stages of development and will be ultimately replaced by one best way, advocates of divergence outlook agreed that there were significant gaps in the context acting as constraints on convergence trend. They were mainly argued and examined by two strands of divergence approach culturalist and institutional perspectives. The culturalist perspective The culturalist approach is mostly based on Hofstedes concepts of national culture and its dimensions, and focuses on the influences of culture when explaining the distinction of MNCs managerial behaviors. In the book Cultures consequence: International differences in work-related values, Hofstede (1984, p.21) defined culture as the interactive aggregate of common characteristics that influence a human groups response to its environment. Therefore, in order to manage personnel effectively in international scale, MNCs must be aware of the effects of various cultural-based norms and social values, existing learning styles and response styles and attempt to adapt management practices from one culture to another (Ferris et al., 1999). This has been substantially supported by a variety of comparative studies conducted by several experts such as Tayeb (1994, 1998), Nam (1995), Gill and Wong (1998). For instance, in a case study research of Japanese multinational subsidiary in Britain, Taye b (1994) found that the differences in perception of leadership style of British and Japanese employees were consistent with their cultural backgrounds. Consequently, in order to successfully transfer Japanese practices in the United Kingdom (UK) subsidiaries, Japanese managers had to be very selective in the adoption of the original management systems and had to modify some of them to adapt to local conditions. As Kamoche (1996) insisted, it was the cultural differences between countries that produce a degree of differentiation in the management of human resources in international context. Although there is no doubt that the variations in national cultures are currently more or less influencing the variations in managerial behaviours, there are several convincing reasons why this theory needs to be assessed. Firstly, the literature of Hofstede, the cornerstone of the culturalist approach, was criticized to have methodological flaws and weak conceptualization of culture, which simply attributed national level actions/ institutions to national culture without any theoretical grounding (McSweeny, 2002). Secondly, this approach, because of concentrating too much on history and individual perceptions, merely viewed national values and norms as deep-seated factors and overlooked any changes in values that may arise over time (Girgin, 2005). Accordingly, it might be difficult to explain a trend towards individualism among younger generation in some Asian countries such as Japan and Korea, which usually emphasise on collectivism, and its effects on HRM of MNCs (Sano, 1998 cite d in Rowley and Benson, 2000). Last but not least, the theory of Hofstede was unable to provide complete explanation for the implications of its behavioural indices, including power distance index, masculinity and long-term orientation, for the change of work organisation and managerial behaviour in various countries (Girgin, 2005). The institutionalist perspective Compared to culturalist strand, the institutionalist point of view is considered to be a more comprehensive approach as it gives a clearer definition of social institutional environment and system as a basis to expound the organisational behaviour. The national (or regional) business system or social systems of production, called by Hollingsworth and Boyer, was defined as a set of interlocking structures and institutions that fundamentally shape the nature of markets, competition and business activity in general (Ferner, 2000). Besides that, this perspective also represents itself as the strongest challenge to convergence theory when it contended that personnel management systems were embedded in their own national institutional environments, including the state, regulatory structures, interest groups, public opinion and norms, rather than driven by the economic and technological forces (Gooderham, 2004). According to Ferner (2000), despite the fact that there has been an increasing trend in borrowing and disseminating practices in MNCs due to the intensified competition in the world market, it would not necessarily lead to convergence. It was because borrowings would be more or less modified to adapt to the existing complex national business systems (Ferner, 2000). Since there are different national development paths, there will be different forms of business organisation and HRM practices respectively. Some opponents might criticise that institutional approach focused too much on the socially constructed organisational forms while downplaying the significance of organisational agency, especially, in the early work ,merely considered institutional contexts as stable elements without taking into account institutional changes (Bjorkman, 2006; Edwards and Kuruvilla, 2005). Nonetheless, articles on this theory published in several famous journals recently have shown that academics and practitioners have begun to lay more stress on the processes of deinstitutionalisation as well as pay more attention to the influences of interest, agency, organisational phenomena, social fields, industries both at the national and international levels (Bjorkman, 2006). Moreover, institutional theorists also stated that they did not regard the evolution of national business system as the determinant of future organisational choices rigidly. Their principle objective, as stated by Ferner (2000), is to prov ide a conceptual framework to the comparative study of distinct social systems of production. Then, understanding of how the behaviours of MNCs in host countries are different from those in their countries of origin will be revealed and analysed. There is no one best way but Based on what stated above, it could be confirmed that there is no one best way in managing human resource in international context. Although no one could deny the increasing convergence trend among national economies because of the pressures of globalization and the widespread adoption of advanced technologies, national business system and culture remain highly significant factors which could greatly hinder the implementation of convergence. In order to clarify this issue, a case study of the transfer of HRM practices from a UK MNC named StoreCo to its subsidiary DecoStore in China will be carefully analysed. StoreCo was a British-owned retailer established in the late 1960s. In June 1999 it built the first purpose-built decorative materials warehouse store in Shanghai named DecoStore. Then, it expanded its operation by opening the second store also in Shanghai in May 2000 (Gamble, 2003). During the process of building up its subsidiaries in China, a basic approach this corporation used was imitating its UK practices in all aspects from supply chain management to marketing, store layout and HRM. The overall business strategy of DecoStore was decided by the parent company in the UK and expatriate managers were sent to DecoStore to facilitate the diffusion of standardized MNC practices. Expatriates were not only in charge of spreading out standard operating processes but also of initiating HR procedures such as selection, recruitment, training and promotion. Additionally, StoreCo organized training courses to improve and standardize training for both shopfloor and managerial staff of its su bsidiaries. Table 1 below starkly illustrates how HRM practices were transferred to DecoStore. Based on the above table, DecoStores HRM practices appeared to be rather similar to the model of its UK parent corporate. Namely, both of them had the same non-hierachy organisational structure and an in-house employee representative consultation system called Grass Roots. However, there remained some remarked differences between StoreCo and its subsidiaries. Firstly, in terms of communication with workforce, while StoreCo tended to be open about supplying employees with detailed information from corporate strategy to daily sales figures, DecoStore seemed to be less communicative to its staff which was fairly similar to Chinese state-owned enterprises. This, according to Gamble (2003), could be caused by the influence of host country nationals, especially DecoStore senior Chinese director who required keeping company secret for security in an intensely competitive marketplace. Secondly, in terms of work pattern, due to the impact of local business system, namely the low-cost labour m arket, DecoStore were able to employ all full-time employees and that were completely contrasted with its UK parent firm where a large proportion of labour force worked part-time. In addition, since there were no tradition of do it yourself (DIY) service in Shanghai and great concern of expartriate managers about poor working habits among older workers, DecoStore preferred to hire younger generation and provided more extensive and systematic training-courses than those of its UK parent-country enterprise. The impacts of national business system were also clearly reflected by the existence of trade union and reimbursement policy of medical care costs and meal subsidy in the reward system of Chinese subsidiary which were not offered in StoreCo payment levels. Consequently, it could be concluded that even though StoreCo tried to apply consistent people management methods it considered the best to its subsidiaries, there remained a divergence in HRM practices between StoreCo and DecoSto re due to the effects of host country nationals, national institutional contexts and cultural factors. This means that although national economies are indeed become increasingly converged under the implications of advanced technologies and globalisation, national differences continue to be major intervening and moderating elements affecting how organizations operate, and therefore, there would be no one best way in managing human resources in international context. Conclusion In conclusion, since IHRM was emerged, there has been a wide debate between convergence and divergence perspectives about whether there is one best way in managing people in international context. Convergence theorists believed that under the technological and economic forces, structures and work organization would become similar and converge towards the most efficient pattern of management practice, namely the US model. In contrast, divergence approach offered several empirical studies to prove that cultural or national institutional business system would act as constraints on the implementation of one best practice across various countries. It might be true that national economies are indeed becoming increasingly converged in the international economic integration process. Nonetheless, based on the analysed case study, this paper has suggested that even though MNCs will seek to apply a controlling method they considered the best to their subsidiaries in order to secure benefits fro m the consistency in human resource (HR) practices in individual MNCs across countries as well as contribute to the implementation of a global business strategy, there would be no one best way in personnel management. IHRM, instead, might be the combination of both model of parent company and particular features influenced by local institutional environment and cultural elements. References Bjorkman, I., International human resource management research and institutional theory. In: G. K. Stahl I. Bjorkman, ed. 2006. Handbook of Research in International Human Resource Management. Northampton: Edward Elgar, pp. 463-474. Edwards, T. Kuruvilla, S., 2005. International HRM: national business systems, organisational politics and the international division of labour in MNCs. 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