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Файл:Английский язык для аспирантов. English for Post-Graduate Students. Учебно-методическое пособие по английскому языку для аспирантов
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Retaining talented women in corporations is more critical than ever.
Successful organizations know that developing individuals who can truly lead in
the global economy gives them a competitive advantage. My interviews with high
achievers of both genders in Fortune 500 companies and universities have revealed
much about leadership today. For the first time in history, the attraction, retention,
and development of talented women has become an important issue for many
American corporations.
Demographic trends inform us that when the large number of baby boomers
(born between 1946 and 1964) in the U.S. begin to retire, there will be a shortage
of trained, experienced people who can fill key positions. The smaller Generation
X (born between 1965 and 1979) will serve as the replacement group and will need
to be ready to move into leadership roles. The most likely candidates to be
promoted into those leadership roles in the U.S. are those who are now earning the
majority of college and graduate education degrees. This majority happens to be
female.
Research has shown that women leaders are good for business. Companies
with the highest representations of women in leadership roles show better financial
performance. What companies must do is make the organizational climate more
hospitable to women to allow greater flexibility in the way women are perceived
and allowed to act. Organizations may implement programs and policies that can
support diversity and inclusion, women's leadership, and work-life integration.
Furthermore, some of the evidence on generational differences suggests that
both men and women from Gen X and Gen Y are more likely to be family-centric
or dual-centric, that is, placing a high priority on family or on work and family
equally. Issues that were once considered “for women only” now apply to both
men and women in the workforce, leading to greater job satisfaction for both
genders. Here are the essential principles companies can implement to develop
women leaders:
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Communicate the commitment to diversity. The commitment to diversity
starts with the CEO and the board of directors. It needs to be obvious throughout
the organization, starting with the top leadership team and cascading outward.
Find placements for women on boards. Norway is meeting a goal set in a
2003 law for 40% of board seats to be held by women. CEOs can recommend
women candidates to their boards of directors and recommend women candidates
for other companies' boards.
Generate diverse candidate nominations. Starting with their direct report
team, CEOs can demand and insist that selection teams generate gender-diverse
candidate nominations, emphasizing that the quest for well-qualified candidates be
made a priority.
Measure performance on gender-related issues. Surveys can be designed
to measure results at all levels in an organization. They can be a useful tool to
provide detailed analyses of outcomes and trends, and CEOs can use them to track
the effects of diversity and inclusion initiatives, help them determine annual
strategic objectives, and allocate resources for leadership development initiatives.
Sponsor women's networks and leadership forums. Encourage mentoring
and provide opportunities for mentoring relationships to evolve that are based on
natural affinities between people and “chemistry”. Women need to learn more
about how other women were successful in achieving their professional goals.
Provide external coaches and internal mentors for high-potential
women. Coaching also accelerates the learning process and can be helpful for
high-potential women by providing them with more feedback about their
performance and how they are perceived within the organization.
Hold decision makers accountable for distributing advantageous
assignments. In most organizations there are key jobs and experiences that are
critical to future success in leadership roles. Often these are line jobs with profit
and loss responsibility, and they may even be “must haves” for candidates being
considered for leadership positions.
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Provide external development programs. Sometimes managers learn
valuable lessons about leadership from roles they assume outside the workplace.
External “stretch” assignments enable leaders to gain experiences not available
within the organization. Loaned executives may work with volunteers to manage
employee campaigns in businesses, government, and professional companies.
These experiences expand women's networks and give them valuable feedback
about their performance. Stretch experiences also include roles requiring public
speaking and serving on boards.
Create international development programs. At one time, you could “get
your ticket punched”, literally and figuratively, by doing a stint at a company's
overseas office. Rather than spend the time and money associated with selecting
candidates, relocation, training, and repatriation, assignments may be structured for
three- to six-month periods with visits home. Both men and women find this less
disruptive to their personal lives.
Allow greater work flexibility. Technology now erases the time barriers
around the globe and allows speeds of human communication never before
experienced by previous generations. While this has had both advantages and
disadvantages for individuals, it also permits us to restructure and reevaluate how
we work. The measurement of tangible results and the overall value of an
employee's contributions may now trump “face time” at work as a criterion for
performance. Since the 1980s many companies have had flexible work
arrangement policies: flextime, telecommuting, reduced/compressed hours, and job
sharing.
For CEOs and their organizations to remain resilient in the face of both
technological and social change, they may consider taking a more holistic,
systemic strategy by redesigning how careers are built. There are specific ways in
which organizations can encourage their managers, both men and women, to play a
greater role in developing talented women in their organizations. Having a better
understanding of how to create organizations that flourish in these difficult times
benefits management, male and female employees, and all stakeholders.
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Exercise 3. Write a summary of the text in 220-250 words.
UNIT 2.2 INTELLECTUAL PROPERTY PROTECTION
Before reading Text1 say what the following terms mean: intellectual
property, patent, trademark. When can we speak about the violation of the
intellectual property rights?
Text 1.
Intellectual property
Intellectual property is something you create that’s unique. It includes
copyright, patents and trademarks, and can be:
something you invent, like a new product
a product’s design or appearance
a brand or logo
written work, like content on a website or in a brochure
artistic work, like photography or illustrations
film recordings or musical compositions
computer software
If you create something, you or your business usually owns the intellectual
property. If someone you employ or subcontract creates something for you, their
contract with you should clarify who owns the intellectual property.
Protecting your intellectual property allows you to:
stop others using what you’ve created without your permission
charge others for the right to use what you’ve created
Patents
You can protect something you’ve invented by patenting it. A patent
registers your invention and stops anyone making, using or selling it without your
permission.
Your invention has to be:
new
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genuinely inventive (not just an obvious modification to something
that already exists)
something that can be physically made or used
Things you can’t patent include:
literary, dramatic, musical or artistic works
schemes, rules or methods (including medical treatment methods)
anything that’s solely an idea (eg a way of thinking, a scientific or
mathematical discovery)
new types of plants, seeds or animals
In the UK a patent can last for 20 years from the date you apply for it.
After you’ve held a patent for 4 years, you must renew it every year if you want to
keep it. A patent only protects your invention in the country where the patent is
registered. You can apply for patents in the EU or other countries around the world
through the IPO.
Copyright
Copyright protects original:
literary and written work, like published novels or content on websites
dramatic, musical and artistic works and their performances
television, film, sound and music recordings
computer software
illustration and photography
But before making your work public, you should mark it with:
the copyright symbol (©)
the copyright holder’s name
the year the work was created
This gives you more protection, as it shows others that it’s covered by
copyright and who owns it. To be protected by copyright, your work must:
be original (you’ll need to be able to prove that you’ve made a
significant creative contribution to it)
physically exist (it can’t be just an idea)
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Copyright in the UK lasts for the rest of the creator’s life plus 70 years. UK
copyright is automatically valid in countries who have signed the Berne
Convention. How long copyright lasts in these countries varies, but it’s usually a
minimum of 50 years (25 years for photographs).
Trademarks
A trademark is a something that makes your brand recognizable, like a logo
or a sound. Registering a trademark lets you stop other people from using it
without your permission. To register a trademark, it must be clearly different from
any trademarks already registered for the same type of products or services. A
trademark registration lasts 10 years and is only valid in the countr y of
registration. You can renew it every 10 years. Company names and domain names
aren’t automatically trademarks. You register: company names with Companies
House and domain names with domain name registrars. Once you’ve done that,
you may be able to register company or domain names as trademarks.
Getting the right type of protection
The type of protection you need depends on what you’ve created. For
example, artistic works are protected by copyright, while inventions are protected
by patents. You can use more than one type of protection for the same product. For
example, you can patent your product and register its name as a trademark. You
can check which type of intellectual property protection best suits you and how to
make the most of it by using the Intellectual Property Office’s healthcheck.
Answer the following questions:
1. What does intellectual property include?
2. Who owns intellectual property?
3. What does protecting intellectual property allow to do?
4. What can you patent?
5. What can’t you patent?
6. How long does UK patent last?
7. What is copy right?
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Plagiarism
Copy right violation
Nature
Intellectual dishonesty
Legal offence
Who enforces it
Intellectual peers, e.g.
professional society
The courts
How to avoid it
Cite the original author
Get the authorization
from the copyright owner
Threshold of violation
Very stringent
Reasonable fair use
allowed
8. What does it protect?
9. How long does the copy right last in the UK?
10. What is a trademark?
11. How long does a trademark last?
12. How can your intellectual property right be protected?
Text 2
Plagiarism and copy right are both offences liable to punishment. They are
closely related, yet not completely the same. A copyright violation occurs when a
copyrighted work is reproduced, in whole or in part, without the permission of the
copyright holder. This can take many forms, from using characters from your
favourite TV shows in a fan fiction story to pirating thousands of copies of the
Harry Potter films and selling them for profit. U.S. law allows for some
reproduction of copyrighted material, but this defense is available only at a judge's
discretion.
Study the table below:
Plagiarism and copyright
You are going to read two interrelated texts. One of them has been taken
from “New Headway English course. Pre-intermediate student’s book”. After the
text there was a note that the story was based on the “Lamb to the Slaughter” by
Roald Dahl.
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Read the first story.
The perfect crime
Alice Jackson’s husband, Henry, was a man of habit. So it was that at
exactly six o’clock in the evening she was in the kitchen getting a beer for him out
of the fridge and watching him to walk up the path.
She was smiling. Today the routine was going to be different. It was their
tenth anniversary, and some friends were coming round for drinks at 8.00. There
was a big ice statue of a couple kissing in the middle of the table of the living room
with twenty glasses waiting for the guests. Alice was looking forward to the
evening.
She was vey happy. She had a beautiful baby sleeping upstairs, a lovely
home, and a husband who she adored.
Henry opened the door and came into the kitchen. She turned round to kiss
him and give him the beer.
“Sit down,” Henry said. “I’ve got something to say.”
Alice had no idea that in the next two minutes her whole life was going to
change.
“I am sorry.” He said. “And it’s our anniversary as well. But it’s just that
Kathy and I are in love. Bobby won’t miss me, he is too young.”
She didn’t believe her ears. She was in a dream.
“I’ll get ready for the party,” she said.
She walked into the living room. When she returned, Henry was standing
with his back to her, drinking his beer. She was carrying something heavy. He
turned. “What on earth…?” These were Henry Jackson’s last words. His wife hit
him over the head.
At first he didn’t move, then he fell on the floor.
Suddenly Alice began to think very clearly. She took the ice statue back to
the living room, and phoned the police. Then she turned up the central heating, and
went upstairs to put on some make up.
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The police came quickly.
“Is he all right?” he asked.
“He’s dead.”
Alice screamed. “No, not Henry! My Henry! Oh Henry! Through her tears
she told how she put the baby to bed, and came downstairs to find Henry on the
kitchen floor.
“Burglars,” said Detective Parry.
They took her to the living room.
“Sit down, Mrs. Jackson. Sergeant Taylor, get Mrs. Jackson a drink. A
brandy with some ice. Phew! It’s hot in this room. I hope you understand, Mrs.
Jackson, that we have to search the house immediately. We must find the murder
weapon.”
The room was getting hotter. Suddenly the arm fell off the ice statue onto the
table. It was melting. Sergeant Taylor went on o the statue and picked up the
melting arm. He broke it into bits and put some into Alice’s brandy.
“Phew! Can I have a glass of water, Mrs. Jackson? It’s too hot here.”
“I think we all need one,” said the detective. “And with ice.” They were very
hot and thirsty.
Alice’s friends arrived. “Poor Alice! Poor Henry!” They cried and they tried
to comfort her.
“Oh, thank you!, thank you,” sobbed Alice. “Please… stay and have a drink.
Help yourselves.”
They all had drinks – gin and tonic, whisky – and they all had ice. The statue
was now nearly a pool of water on the floor.
“I wonder what the burglar hit him with,” said one of the guests.
“Who knows?” said another, taking a sip of her drink.
Alice heard this conversation, and smiled into her brandy.
Based on “Lamb to the Slaughter” , by Roald Dahl
1. What do you think of the title of the text. Why is the crime perfect?
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Go the Appendix IV and read the original story. Afret readingit answer
the following questions:
1.What is common in two texts?
2.Why do you think the authors of the textbook decided to say where they
have taken the idea for their story?
Practical ideas
How Can Students Avoid Plagiarism?
To avoid plagiarism, you must give credit whenever you use
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings - any pieces of information - that
are not common knowledge;
quotations of another person’s actual spoken or written words; or
paraphrase of another person’s spoken or written words.
How to Recognize Unacceptable and Acceptable Paraphrases
Here’s the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of
Family and Crime in the 1890s by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the
population were the three great developments of late nineteenth century American
history. As new, larger, steam-powered factories became a feature of the American
landscape in the East, they transformed farm hands into industrial laborers, and
provided jobs for a rising tide of immigrants. With industry came urbanization the
growth of large cities (like Fall River, Massachusetts, where the Bordens lived)
which became the centers of production as well as of commerce and trade.
Here’s an UNACCEPTABLE paraphrase that is plagiarism:
The increase of industry, the growth of cities, and the explosion of the
population were three large factors of nineteenth century America. As steamdriven companies became more visible in the eastern part of the country, they
changed farm hands into factory workers and provided jobs for the large wave of
immigrants. With industry came the growth of large cities like Fall River where the
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