Usted buscó: what will you do when it was in the toilet ? (Inglés - Indonesio)

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Inglés

Indonesio

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Inglés

what will you do work or house wife

Indonesio

apa yang akan kamu lakukan

Última actualización: 2021-10-23
Frecuencia de uso: 1
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Referencia: Anónimo

Inglés

i don't know what will you do if i cheat you

Indonesio

मुझे हिंदी धोखा मत करो

Última actualización: 2018-12-21
Frecuencia de uso: 1
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Referencia: Anónimo

Inglés

it was in the angkot, on the way to the swimming pool

Indonesio

waktu itu sedang di angkot, dalam perjalanan ke kolam renang

Última actualización: 2022-02-12
Frecuencia de uso: 1
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Referencia: Anónimo

Inglés

me and my mom were left in the village then my dad had to go home because somehow i kept crying if i stayed there. at the age of 1 year i could already walk. it was funny. when my dad was off work and i was in kindergarten i was often invited to zoo tours in surabaya.

Indonesio

aku dan ibuku ditinggal di desa lalu ayahku harus pulang pergi karna entah kenapa aku terus menangis jika tetap tinggal disana. di umur 1 tahun aku sudah bisa berjalan tentu lucu sekali. ketika ayahku libur berkerja dan aku libur sekolah tk aku sering sekali diajak ke wisata kebun binatang di surabaya.

Última actualización: 2022-04-28
Frecuencia de uso: 1
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Referencia: Anónimo

Inglés

last year, in 2018 before covid-19, my parents and i returned to gorontalo for the first time, which is my father's hometown. i went to gorontalo when i was in 4th grade. i was very happy when it was reported that i wanted to return to my father's hometown. because this is the first time my mother and i went to gorontalo. there my mother and i were really needed by my father's family, i was invited to go for a walk in the gorontalo area, i was there for about a week, it was really fun considering it was the first time doing it with my father's family. if i'm lucky, my parents and i want to go back to my father's hometown again, because we really miss the family there. in my opinion, upon my return to gorontalo, it was the most memorable and most enjoyable experience.

Indonesio

tahun lalu, tepat nya tahun 2018 sebelum covid-19, saya dan orang tua saya, pertama kali mama dan saya pulang kampung ke gorontalo, yaitu kampung halaman papah saya. saya pergi ke gorontalo saat saya kelas 4 sd. saya sangat senang sekali ketika dikabarkan ingin pulang ke kampung halaman papah saya. karena itu baru pertama kali saya dan mama pergi ke gorontalo. disana mama dan saya diperlukan sangat baik oleh keluarga papah saya, saya diajak jalan jalan di daerah gorontalo,saya disana sekitar satu minggu, sangat menyenangkan ketika saya mengingat masa-masa yang baru pertama kali saya melakukannya bersama keluarga dari papan saya. jika saya ada rejeki, saya dan orang tua saya ingin sekali pulang ke kampung halaman papah saya lagi, karena kami sangat merindukan keluarga disana. menurut saya, ketika saya pulang kampung ke gorontalo, itu pengalaman paling berkesan dan paling menyenangkan.

Última actualización: 2022-02-10
Frecuencia de uso: 2
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Referencia: Anónimo

Inglés

a few months ago, i went to one of the natural attractions in pattalasang, saung rindu alam. actually it was my uncle who invited me there. i went there in the afternoon because in the afternoon the tour featured beautiful scenery. after arriving, i immediately looked for a place and photographed objects. the tour is also a restaurant. most people who come there only aim to take photos. when it was late evening, the tour seemed more

Indonesio

beberapa bulan yang lalu, saya pergi ke salah satu wisata alam di pattalasang yaitu saung rindu alam. sebenarnya om saya yang mengajak saya ke sana. saya pergi ke sana pada sore hari karena pada sore hari wisata tersebut menampilkan pemandangan yang indah. ketika saya sampai ke sana, ada banyak pengunjung yg datang. saya langsung mencari tempat dan memotret objek. wisata tersebut juga merupakan rumah makan. kebanyakan orang yang datang ke sana hanya bertujuan untuk berfoto foto. sebenarnya ini sangat membosankan karena setelah berfoto foto, saya hanya duduk bermain hp. ketika sudah menjelang malam, wisata tersebut tampak lebih indah. terdapat permainan seperti bebek bebek air khusus untuk anak anak tapi ada juga orang dewasa yang main. karena telah malam, kamu memutuskan untuk pulang.

Última actualización: 2020-03-27
Frecuencia de uso: 1
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Referencia: Anónimo

Inglés

ari weeks ago my family and i went to sur directive, i left at 08.00, i felt it was a pleasant day, because i was going on vacation. my family and i took the car. the car started running, when it was halfway through, suddenly the car leaked. and that was the beginning of my bad luck. i also had to wait for the tyre in the changing room. while waiting i felt very hungry, i walked towards the car to take the provisions i had prepared while at home. when i was s

Indonesio

ari minggu yang lalu saya dan keluarga saya pergi ke surabaya, saya berangkat pukul 08.00, saya merasa hari itu hari yang menyenangkan, karena saya akan berlibur. saya dan keluarga menaiki mobil. mobil mulai berjalan, saat sudah setengah perjalanan, tiba tiba mobilnya bannya bocor.dan saat itulah awal dari kesialan saya. saya pun harus menunggu bannya di ganti. saat menunggu aku merasa sangat lapar, aku berjalan ke arah mobil untuk mengambil bekal yang sudah aku siapkan saat di rumah. saat aku s

Última actualización: 2022-09-06
Frecuencia de uso: 1
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Referencia: Anónimo

Inglés

in the past, when i was in junior high school, i had an incident that i will never forget. for me it was a painful incident that i will never repeat. at that time i was doing a soccer match in the field. initially the match went normally like soccer in general. however, towards the end of the game while i was dribbling, from behind, the opponent was tackling my leg. i fell and was in pain at that time. i f

Indonesio

suatu hari, saat saya masih duduk di bangku smp saya pernah mengalami kejadian yang tidak akan pernah saya lupakan. bagi saya itu merupakan kejadian menyakitkan yang tidak akan pernah saya ulangi lagi. ketika itu saya sedang melakukan pertandingan sepak bola di lapanga. awalnya pertandingan berjalan normal seperti sepak bola pada umumnya. namun, menjelang akhir pertandingan saat saya sedang menggiring bola, dari arah belakang, lawan menekel kaki saya. saya terjatuh dan kesakitan saat itu. saya berf

Última actualización: 2021-02-03
Frecuencia de uso: 1
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Referencia: Anónimo

Inglés

last year in 2019, at my school, a selection was held for choir singing. at that time, the only one who took part in the selection was my class. the test was done in front of other students, we should be able to sing aloud without a hint of hesitation. when it was my turn to sing, it was when i performed the song 'silent creation' by 'truno prawit'. to be honest i was a little hesitant to sing, i don't know but i didn't feel confident at the time. when my teacher nodded

Indonesio

pada tahun 2019 lalu, di sekolahku di selenggarakan seleksi bernyanyi untuk paduan suara. saat itu yang mengikuti seleksi hanya kelas ku saja. tes itu dilakukan di depan murid lainnya, kita harus bisa bernyanyi secara lantang tanpa sedikit keraguan. tibalah giliran ku untuk bernyanyi, saat itu aku membawakan lagu 'mengheningkan cipta' ciptaan 'truno prawit'. sejujurnya aku sedikit ragu untuk bernyanyi, entahlah tapi aku merasa tidak percaya diri saat itu.

Última actualización: 2022-05-20
Frecuencia de uso: 1
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Referencia: Anónimo

Inglés

my most embarrassing and unwanted experience came back a few years ago, when i was in 1st grade. i went for a walk with one of my generation. it was saturday, when the road was very jammed. in the morning, when i arrived at my school. it turns out there are other school children who are the same as me, they will go for a walk. at that time the color of our bus was the same. when we all got into the bus i was wrong to enter the bus, apparently it was s

Indonesio

pengalaman saya yang paling memalukan dan tidak di inginkan kembali beberapa tahun yang lalu, pada saat saya kelas 1 sd. saya pergi berjalan jalan dengan satu angkatan saya. itu adalah hari sabtu, saat itu jalan sedang macet sekali. pada saat di pagi hari, sesampainya saya di sekolah saya. ternyata ada anak sekolah lain juga yang sama seperti saya, mereka akan pergi berjalan jalan. pada saat itu warna bus kita sama. pada saat kita semua masuk ke bus ternyata saya salah masuk bus, ternyata

Última actualización: 2020-03-27
Frecuencia de uso: 1
Calidad:

Referencia: Anónimo

Inglés

my most embarrassing and unwanted experience came back a few years ago, when i was in 1st grade. i went for a walk with one of my generation. it was saturday, when the road was very jammed. in the morning, when i arrived at my school. it turns out there are other school children who are the same as me, they will go for a walk. at that time the color of our bus was the same. when we all got into the bus i was wrong to enter the bus, apparently it was s

Indonesio

pengalaman saya yang paling memalukan dan tidak di inginkan kembali beberapa tahun yang lalu, pada saat saya kelas 1 sd. saya pergi berjalan jalan dengan satu angkatan saya. itu adalah hari sabtu, saat itu jalan sedang macet sekali. pada saat di pagi hari, sesampainya saya di sekolah saya. ternyata ada anak sekolah lain juga yang sama seperti saya, mereka akan pergi berjalan jalan. pada saat itu warna bus kita sama. pada saat kita semua masuk ke bus ternyata saya salah masuk bus, ternyata s

Última actualización: 2020-03-27
Frecuencia de uso: 1
Calidad:

Referencia: Anónimo

Inglés

strange happenings become frequent. not only mrs. dina, many other teachers are starting to realize this oddity. one of them is mrs. alexa. at that time, mrs. alexa was in the teacher's toilet. after finishing his business, mrs. alexa then washed her hands in the toilet sink. the sink was directly facing the toilet mirror.

Indonesio

kejadian aneh menjadi sering bermunculan. tidak hanya mrs dina, banyak guru lain pun yang mulai menyadari keanehan ini. salah satunya adalah mrs alexa. saat itu, mrs alexa sedang berada di toilet guru. selesai menyelesaikan urusannya, mrs alexa kemudian membasuh tangannya di wastafel toilet. wastafel itu berhadapan langsung dengan cermin toilet.

Última actualización: 2022-04-16
Frecuencia de uso: 1
Calidad:

Referencia: Anónimo

Inglés

this afternoon i was gardening in front of my house. i gardened with my mother and sister. i gardened, planted orchids. the orchid flowers belonged to my father. because the orchid fell and the plant is damaged. then i, my mother, and my sister confirmed it. i didn't know what kind of orchid it was. in the middle, i played land with my sister. we found worms in other plant pots. my sister is very afraid of worms. then i scare him with the worm. kar

Indonesio

tadi sore aku berkebun di depan rumahku. aky berkebun bersama ibu dan kakak perempuanku.aku berkebun, menanam bunga anggrek.bunga anggrek itu milik ayahku. karna anggrek itu jatuh dan tanamannya rusak. lalu aku, ibu, dan kakak perempuanku membenarkannya.aku tidak mengetahui jenis anggrek itu apa. di pertengahan, aku bermain tanah bersama kakak perempuanku. kami menemukan cacing di dalam pot tanaman lainnya. kakak perempuanku sangat takut dengan cacing. lalu aku menakutinya dengan cacing itu. karena ia selalu menggangguku dan menjahiliku.lalu aku kejar ia hingga ia ingin masuk rumah,padahal tangan dan kakinya sangat kotor. lalu ibuku memarahiku karena aku mengganggu kakakku.

Última actualización: 2020-04-04
Frecuencia de uso: 1
Calidad:

Referencia: Anónimo

Inglés

my struggle was in the 400m race when i was still in mtsn 1 tapin, at that time it was probably the first time i joined the competition. it's a struggle i can't forget, because being a policewoman is something i really want. before the day of the race every day after asr prayer i always go to the sports court for training, and to train my physical strength. i once wanted to give up on the practice, but my practice partner said "fight."

Indonesio

perjuangan saya dalam perlombaan lari 400m saat masih sekolah mtsn 1 tapin, saat itu mungkin awal pertama kali saya ikut perlombaan itu. itu perjuangan yang tidak bisa saya lupakan, karena menjadi seorang polisi wanita adalah hal yang sangat saya inginkan. sebelum hari h perlombaan setiap hari setelah sholat ashar saya selalu pergi kelapangan olahraga untuk latihan, dan untuk melatih kekuatan fisik saya. saya pernah ingin menyerah dalam latihan itu, tapi teman latihan saya menggatakan "perjuanga

Última actualización: 2020-11-01
Frecuencia de uso: 2
Calidad:

Referencia: Anónimo
Advertencia: contiene formato HTML invisible

Inglés

2 years ago, when i was in grade 11 senior high school. at that time there was a study tour program to malang. me, friends and teachers went there by bus. the trip there took 2 days and it was very tiring. i was on bus 1 at that time and the atmosphere on bus 1 was very pleasant. while on the way we karaoke together, even watch movies. and in the end after spending 2 days, we finally arrived at the city of malang.

Indonesio

2 tahun lalu, saat saya masih kelas 11 senior high school. saat itu ada program study tour ke malang. saya, teman beserta guru guru pergi kesana memakai bus. perjalanan ke sana memakan waktu 2 hari dan itu sangat melelahkan. saya saat itu ada di bus 1 dan suasana di bus 1 sangat menyenangkan. saat dalam perjalanan kita karaoke bareng, bahkan menonton film. dan pada akhirnya setelah menghabiskan waktu selama 2 hari, kita akhirnya sampai di kota malang.

Última actualización: 2021-09-29
Frecuencia de uso: 2
Calidad:

Referencia: Anónimo

Inglés

wilar the crocodile one day,a long time ago when the world was very young,there were two sister.one was called indra and her younger sister,jippi.they had been walking for a long time and they sat down to have a rest near a river.wilar,the crocodile man;was in the river and he saw them.and he said to himself,"i'm going to have one of those girls."he swarm throught the river,and the girls didn't see him coming.and when he got close enough,hegrabbed indra.jippi was very frightened and ran away screaming for help. wilar took indra back to his cave.he didn't want to eat her yet,so he left her in the cave and he went back to the water where he caught himself lots of fish to fill up his belly. when came back to the cave,indra was asleep.she was very tired and frightened.wilar didn't want to touch her yet,so first he put a lot of mud and stones in the entrance to the cave so that other crocodiles couldn't come in and disturb him.then he said to indra,"you are my wife now,and i am going to stay with you.". wilar didn't leave the cave far several days,but then when his belly was empty and he got hungry again,he had to go out and look for food.before he left the cave he blocked it up again with mud and stones to keep the girl safe,but also to stop her running away. when indra found herself alone,she decided she'd try and break through the entrance,but the stones in the entrance were so heavy and it was hard to shift them.she couldn't do it with her hand;so she tied her hair around the stones and began to pull the stones away from the mud. when she,d made a hole in the entrance,she tried to squeeze her way through.she got her head and her chest through,but her belly was so big,she couldn't get out.she had to came back inside the cave and make the hole bigger.finally she managed to push her way out and run away. of course many people were looking for indra and with them was her sister jippi.jippisaw indra running from the cave and she shouted to others.she said,"look,my sister is comingback!"when indra reached them,jippi noticed she had such a big belly.she said,"sister,why are down near the ground and out of her belly came a big pile of crocodile eggs.well,the men hit the eggs with their clubs,and every time they broke an egg a frog came out and jumped away.some of the frogs went to the water,and some of the frogs went to the country.that was the first time frogs came into the wold,and they can live in both places because their father came from the water and their mother came from the land.the frog doesn't have any hair because indra lost all her hair when she pulled the stones away from the entrance to the cave.

Indonesio

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Última actualización: 2015-08-30
Frecuencia de uso: 1
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Referencia: Anónimo
Advertencia: contiene formato HTML invisible

Inglés

1 00:00:07,280 --> 00:00:12,400 painting of a gothic castle, artist unknown, circa 1920s. 2 00:00:12,760 --> 00:00:17,959 oil on canvas, 20-by-28. miss franklin, where did you say you got this? 3 00:00:18,120 --> 00:00:23,638 i inherited it a few months ago. but it's been in my family for generations. 4 00:00:24,120 --> 00:00:27,157 the composition is so unusual. 5 00:00:27,320 --> 00:00:30,073 the artist used pure colour straight from the tube and then varnished 6 00:00:30,240 --> 00:00:33,994 - each layer over and... - i'm sorry for interrupting. 7 00:00:34,200 --> 00:00:35,997 but do i really need to be here? 8 00:00:36,160 --> 00:00:40,517 no, of course not. it's just that most people prefer to be at an appraisal, 9 00:00:40,680 --> 00:00:42,591 especially when they plan on selling the piece. 10 00:00:42,760 --> 00:00:46,036 - it's just that i'm kind of in a hurry. - say no more. 11 00:00:46,200 --> 00:00:49,272 just sign at the bottom, and you are free to go. 12 00:00:49,440 --> 00:00:53,353 thank you. so how long do you think it'll take to sell it? 13 00:00:53,560 --> 00:00:56,632 well, i'll need to see ownership records before i can do anything. 14 00:00:56,800 --> 00:01:00,076 i'll send you everything i have. so is that all, then? 15 00:01:00,240 --> 00:01:02,071 no, since you definitely wanna sell the piece, 16 00:01:02,240 --> 00:01:05,152 i'll need to confirm its authenticity, its physical condition. 17 00:01:05,320 --> 00:01:07,151 so if you'll just sign at the bottom, 18 00:01:07,360 --> 00:01:09,157 that will let us go ahead and x-ray the piece. 19 00:01:09,760 --> 00:01:11,751 done. 20 00:01:12,240 --> 00:01:14,754 - anything else? - um... 21 00:01:15,320 --> 00:01:18,949 well, yes, miss franklin. i would really like the time to research this. 22 00:01:19,160 --> 00:01:21,037 that way i can get you the best price. 23 00:01:21,200 --> 00:01:26,194 look, i appreciate your professionalism. i really do. 24 00:01:26,360 --> 00:01:28,920 but i'm not interested in getting the best price. 25 00:01:29,080 --> 00:01:33,835 i just want you to sell that painting as soon as you can, all right? 26 00:01:34,840 --> 00:01:37,149 - good night, miss halliwell. - good night. 27 00:01:47,920 --> 00:01:50,832 piper, it was an accident. it's not like i borrowed prue's car 28 00:01:51,040 --> 00:01:53,679 - so i could drive it into a pole. - how bad's the damage? 29 00:01:53,840 --> 00:01:56,638 not bad, but maybe expensive, which is why i need a favour. 30 00:01:56,800 --> 00:01:59,439 if you're calling to borrow money, i don't have any. 31 00:02:00,000 --> 00:02:04,152 no, it's not about money. it's just... i don't want you to tell prue. 32 00:02:04,320 --> 00:02:07,517 she's been so supportive, and i don't wanna lose her trust again. 33 00:02:07,680 --> 00:02:11,116 - you mean you haven't told her? - well, not yet, but i have a plan. 34 00:02:11,280 --> 00:02:12,508 phoebe, you have to tell her. 35 00:02:12,680 --> 00:02:14,955 it's her car, and you don't have the money to fix it. 36 00:02:15,120 --> 00:02:17,759 but i will have the money to fix it. i'm at this company called 37 00:02:17,920 --> 00:02:20,912 web san francisco. it's an interactive network on the internet. 38 00:02:21,120 --> 00:02:22,678 and i faxed them my résumé this morning, 39 00:02:22,840 --> 00:02:24,398 and they wanna meet with me tonight. 40 00:02:24,560 --> 00:02:26,869 i've gotta go, but i don't wanna be in the middle of this. 41 00:02:27,040 --> 00:02:30,077 - just tell her, okay? - if i don't get the job, i will tell her. 42 00:02:34,120 --> 00:02:35,792 [sighs] 43 00:02:47,720 --> 00:02:51,998 hello, i'm phoebe halliwell. i have an appointment. 44 00:02:55,120 --> 00:02:56,439 thanks. 45 00:02:57,080 --> 00:03:00,231 all these people, they're here for the interview too, aren't they? 46 00:03:00,440 --> 00:03:03,034 well, you won't have any trouble with this if you figured that out. 47 00:03:03,200 --> 00:03:06,158 it's an aptitude test. you can finish it at home. 48 00:03:06,320 --> 00:03:08,072 great. great. 49 00:03:12,560 --> 00:03:15,358 applicant 1: you won a fellowship from the national science foundation? 50 00:03:15,520 --> 00:03:17,636 when i was at harvard, yeah. how'd you know? 51 00:03:17,840 --> 00:03:20,912 i saw it on your résumé. i was cum laude also. 52 00:03:21,080 --> 00:03:22,832 applicant 1: except i was a ford foundation scholar. 53 00:03:23,080 --> 00:03:25,389 so then you must have gone to stanford? 54 00:03:25,640 --> 00:03:27,392 stanford? i went to stanford. 55 00:03:29,080 --> 00:03:30,752 applicant 2: intimidating, isn't it? 56 00:03:31,120 --> 00:03:33,350 the good will huntings or this aptitude test? 57 00:03:33,560 --> 00:03:37,189 oh, who cares about linear algebra or differential? and that test is a snap. 58 00:03:37,360 --> 00:03:39,191 i mean, in this day and age, who can't write 59 00:03:39,360 --> 00:03:41,555 in html and numeric languages, right? 60 00:03:41,720 --> 00:03:42,709 [chuckling] 61 00:03:42,880 --> 00:03:43,869 right. 62 00:03:45,840 --> 00:03:49,833 yeah, that's... that's for you. 63 00:04:04,800 --> 00:04:06,631 what? 64 00:04:13,680 --> 00:04:15,352 oh... 65 00:05:41,720 --> 00:05:45,156 at first i just thought that it was a reflection off of something in the room. 66 00:05:45,400 --> 00:05:48,119 but then when i moved closer, i saw a man 67 00:05:48,280 --> 00:05:50,589 inside the painting, in the castle. 68 00:05:50,760 --> 00:05:54,958 right, but the moment i saw him, he backed away from the window. 69 00:05:55,160 --> 00:05:58,436 and then there was this strange glow that went past the window again. 70 00:05:58,600 --> 00:06:00,591 it was just so... 71 00:06:02,320 --> 00:06:03,878 - piper? - what? 72 00:06:04,960 --> 00:06:08,509 - we were talking? - i know, about a man in a painting. 73 00:06:08,720 --> 00:06:12,110 listen to this one. "hallway near club entrance too narrow." 74 00:06:12,280 --> 00:06:14,430 i thought that we had discussed your code violations. 75 00:06:14,600 --> 00:06:15,953 well, i keep finding more. 76 00:06:16,120 --> 00:06:18,509 the plumbing, the electrical, the heating. 77 00:06:18,680 --> 00:06:20,830 - it... none of it is up to code. - stop. 78 00:06:21,880 --> 00:06:24,440 - you're obsessing. - well, it runs in the family. 79 00:06:25,040 --> 00:06:26,678 i don't obsess. 80 00:06:27,480 --> 00:06:32,349 i think intensely. anyway, i can't really help it. 81 00:06:32,560 --> 00:06:35,552 i mean, we've seen so many bizarre things, why not a man in a painting? 82 00:06:35,720 --> 00:06:37,472 at least he's safe from building inspectors. 83 00:06:37,720 --> 00:06:40,109 i can't imagine that castle's up to code. 84 00:06:40,280 --> 00:06:43,556 i'm sorry, but i couldn't find anything in the book of shadows about people 85 00:06:43,720 --> 00:06:46,951 who may be trapped inside paintings. i looked everywhere. 86 00:06:47,440 --> 00:06:51,877 hey, you were asleep by the time i got home. how did your interview go? 87 00:06:54,160 --> 00:06:55,752 it went fine. 88 00:06:56,000 --> 00:07:00,073 actually, it's still going. i have to finish this take-home aptitude test, 89 00:07:00,240 --> 00:07:02,674 which i actually think i will start right now. 90 00:07:02,840 --> 00:07:05,149 so i will see you guys later. 91 00:07:05,360 --> 00:07:06,713 - phoebe? phoebe: what? 92 00:07:06,880 --> 00:07:09,553 aren't you forgetting something? my car keys? 93 00:07:13,400 --> 00:07:15,868 they'd be with your car... 94 00:07:16,880 --> 00:07:20,395 ...which is at the body shop, having an estimate. 95 00:07:20,960 --> 00:07:25,909 - an estimate? - yeah, i bumped... 96 00:07:26,320 --> 00:07:30,598 no, actually i backed your car into a pole last night. 97 00:07:31,440 --> 00:07:33,158 a pole? 98 00:07:34,320 --> 00:07:35,548 you hit a pole? 99 00:07:35,720 --> 00:07:38,314 yeah, you don't even have to say it. i know what you're thinking. 100 00:07:38,480 --> 00:07:41,836 how could i be so irresponsible? how could i be so stupid? 101 00:07:42,240 --> 00:07:46,518 okay, irresponsible, yes. stupid, no way. where is that coming from? 102 00:07:46,680 --> 00:07:48,830 it's coming from the fact that i'm the youngest sister, 103 00:07:49,000 --> 00:07:51,958 the one who always makes mistakes, the one who always causes problems. 104 00:07:52,120 --> 00:07:54,793 i mean, if anybody were gonna back your car into a pole 105 00:07:54,960 --> 00:07:57,030 and not tell you right away, it'd be me, right? 106 00:07:57,880 --> 00:08:00,758 - i think i'll just be going now. - see? even the middle sister, 107 00:08:00,920 --> 00:08:03,912 the one that's supposed to stay neutral when it comes to family problems, 108 00:08:04,080 --> 00:08:06,799 - checks out on this one. - yes, you're right. you're on your own. 109 00:08:06,960 --> 00:08:09,428 well, leave me out of it too. i don't wanna argue with you. 110 00:08:09,600 --> 00:08:12,956 - i just wanna find a cab. - well, whatever it costs, 111 00:08:13,120 --> 00:08:15,680 i will pay for the damages. and whatever the cab costs, 112 00:08:15,840 --> 00:08:17,592 i will pay for that too. 113 00:08:20,760 --> 00:08:23,877 - what just happened here? - i don't know anything about anything. 114 00:08:24,080 --> 00:08:26,150 - i'm gonna go see dan. - piper! 115 00:08:26,320 --> 00:08:29,835 just forget about the car. what about the man in the painting? 116 00:08:30,200 --> 00:08:34,352 well, unless he's real and screaming for help, forget about him. 117 00:08:34,520 --> 00:08:37,353 we shouldn't go looking for trouble. we have enough around here. 118 00:08:37,960 --> 00:08:40,110 i'm going next door. 119 00:08:48,680 --> 00:08:50,671 - dan. - good morning. 120 00:08:50,880 --> 00:08:53,792 - i'm sorry to bother you. - no, you're not bothering me, unless 121 00:08:54,080 --> 00:08:57,550 - you refuse to hand over my paper. - oh, all yours. 122 00:08:57,720 --> 00:09:01,952 - thanks. you wanna come in? - no, no, really, 123 00:09:02,160 --> 00:09:05,232 i just stopped by to ask a quick favour. my club received a visit 124 00:09:05,400 --> 00:09:07,755 - from the dbi last night... - and you got code violations. 125 00:09:07,960 --> 00:09:10,679 i have the war and peace of code violations. 126 00:09:10,880 --> 00:09:14,475 and you were thinking what? neighbour dan, he's in construction, 127 00:09:14,880 --> 00:09:18,031 - maybe he could help, huh? - of course i'd pay you something. 128 00:09:18,640 --> 00:09:21,916 jenny: uncle dan, i'm late. hey, piper. - hi, jenny. 129 00:09:22,080 --> 00:09:26,517 see you later, uncle dan. and don't forget your promise. 130 00:09:27,920 --> 00:09:32,198 okay, then, i'll tell you what i can do. i'll check out the code violations, 131 00:09:32,360 --> 00:09:35,272 see how serious they really are if you will help me with the promise 132 00:09:35,440 --> 00:09:38,159 - i made jenny. - deal. wait, what's the promise? 133 00:09:38,320 --> 00:09:42,199 she needs help with a paper. it's... it's for bio class. you know, something 134 00:09:42,400 --> 00:09:46,473 - with the human reproductive system. - oh, you mean sex. 135 00:09:47,440 --> 00:09:50,477 it's just way too awkward for me to talk to my niece about. 136 00:09:50,680 --> 00:09:54,309 yeah. sure, not to worry, i have plenty of experience. 137 00:09:54,880 --> 00:10:00,398 - really? with sex? - no, i mean, talking about it. 138 00:10:02,880 --> 00:10:04,279 yeah. 139 00:10:07,920 --> 00:10:09,876 so was there a problem with any 140 00:10:10,040 --> 00:10:11,792 of the ownership records that i sent over? 141 00:10:11,960 --> 00:10:13,632 no, everything's in order. 142 00:10:13,960 --> 00:10:15,916 then i'm not sure why you wanted to meet with me. 143 00:10:16,080 --> 00:10:19,550 look, miss franklin, i know that you don't really wanna be here, 144 00:10:19,720 --> 00:10:25,078 so i'll just be perfectly honest. there is something strange about that painting. 145 00:10:26,160 --> 00:10:28,549 - have you seen him? - him? 146 00:10:29,200 --> 00:10:32,590 - that's how it all starts, you know. - what do you mean? 147 00:10:32,760 --> 00:10:36,070 at first, you see him... 148 00:10:37,400 --> 00:10:38,799 ...the man inside the painting. 149 00:10:39,760 --> 00:10:45,039 at least you think you see him, but he just... he disappears so fast. 150 00:10:46,720 --> 00:10:49,951 and you start to think about it, but it doesn't make any sense. i mean, 151 00:10:51,200 --> 00:10:56,035 how could a man be inside a painting? and then you see him again. 152 00:10:56,560 --> 00:10:58,596 this time longer. 153 00:11:01,600 --> 00:11:03,352 and now you're sure. 154 00:11:03,520 --> 00:11:06,318 so you think that the painting is haunted by a ghost? 155 00:11:07,000 --> 00:11:11,312 oh, no, no, i think he's definitely alive. 156 00:11:12,120 --> 00:11:14,588 i think he's trapped inside. 157 00:11:16,120 --> 00:11:19,590 - do you know who he is? - no, i have no idea. 158 00:11:20,600 --> 00:11:22,272 nobody does. 159 00:11:23,960 --> 00:11:27,748 look, all i know is that if i don't get rid of that painting, 160 00:11:28,000 --> 00:11:30,878 i'm gonna end up just like everybody else in my family who ever owned it. 161 00:11:31,080 --> 00:11:33,071 - i'm gonna be completely insane. - miss franklin... 162 00:11:33,240 --> 00:11:35,196 no, you've only seen the beginning, miss halliwell. 163 00:11:35,400 --> 00:11:39,712 just trust me when i tell you it's only gonna get worse. 164 00:11:48,880 --> 00:11:54,318 spirits send the words from all... 165 00:11:54,480 --> 00:11:55,469 [knocking] 166 00:11:55,640 --> 00:11:57,278 piper: it's me. can i come in? 167 00:11:57,440 --> 00:11:59,795 piper, i really just wanna be alone right now. 168 00:11:59,960 --> 00:12:02,633 i won't stay long, promise. 169 00:12:03,560 --> 00:12:05,630 all right, just give me a sec. 170 00:12:10,120 --> 00:12:11,394 okay, you can come in now. 171 00:12:15,880 --> 00:12:19,998 i just wanted to tell you the body shop called. 172 00:12:20,440 --> 00:12:22,351 yeah, i know, i heard the message, 1,200 bucks. 173 00:12:22,520 --> 00:12:25,876 - did you tell prue? - i didn't have to. she already knew. 174 00:12:26,040 --> 00:12:27,473 she called the body shop herself. 175 00:12:27,640 --> 00:12:29,551 that's why i have got to get this job, piper. 176 00:12:29,760 --> 00:12:31,796 it's the only way that i could pay for the damages. 177 00:12:32,000 --> 00:12:33,558 the only way i can make things right. 178 00:12:33,760 --> 00:12:35,637 all the more reason you just should've told her. 179 00:12:35,840 --> 00:12:38,274 okay, well, maybe a smarter person would've figured that out. 180 00:12:38,600 --> 00:12:42,036 then again, a smart person wouldn't have backed the car into a pole. 181 00:12:42,280 --> 00:12:45,272 a smart person would've realised that it was a $1,200 pole. 182 00:12:45,480 --> 00:12:49,837 that's because smart people don't do stupid things, only stupid people do. 183 00:12:50,000 --> 00:12:52,719 - phoebe, i didn't mean to upset you. - i know. 184 00:12:53,080 --> 00:12:56,277 - maybe we should just talk later. - okay. 185 00:12:57,560 --> 00:13:00,677 - you sure you're gonna be okay? - yeah. why? 186 00:13:00,840 --> 00:13:03,479 phoebe, i know you think getting this job is the answer, but please, 187 00:13:03,640 --> 00:13:06,438 - just don't do anything... - what, stupid? 188 00:13:06,600 --> 00:13:09,672 no, just don't do anything i wouldn't do. 189 00:13:11,880 --> 00:13:13,677 don't worry, i won't. 190 00:13:17,360 --> 00:13:19,669 you would never cast a smart spell. 191 00:13:20,920 --> 00:13:21,955 okay. 192 00:13:24,400 --> 00:13:27,756 for 24 hours, from 7 to 7, i will understand all meaning 193 00:13:28,040 --> 00:13:33,717 of the words from here to heaven. 194 00:13:42,680 --> 00:13:45,831 spirits, send the words from all across the land 195 00:13:46,000 --> 00:13:49,390 allow me to absorb them through the touch of either hand 196 00:13:49,560 --> 00:13:51,630 for 23 hours, from 7 to 7 197 00:13:51,800 --> 00:13:56,351 i will understand all meaning of the words from here to heaven 198 00:13:57,040 --> 00:13:59,508 oh, and p.s., there will be no personal gain. 199 00:14:17,120 --> 00:14:20,317 abaca, strong fibre obtained from a banana leaf. 200 00:14:20,480 --> 00:14:24,473 zygote, a cell formed by the union of two gametes. 201 00:14:27,080 --> 00:14:28,672 cool. 202 00:14:33,120 --> 00:14:36,430 - hey, joe, that was fast. joe: no line at the x-ray machine. 203 00:14:36,640 --> 00:14:38,756 so did the x-ray confirm its authenticity? 204 00:14:38,920 --> 00:14:41,354 it did a lot more than that. check out the x-ray. 205 00:14:41,520 --> 00:14:43,715 it's got definitive underwriting on the canvas. 206 00:14:44,200 --> 00:14:47,033 - it has a pentimento? - yeah, i couldn't believe it either. 207 00:14:47,280 --> 00:14:50,636 but you can see it on the x-ray. the text is in latin. 208 00:14:50,840 --> 00:14:53,308 i've never seen anything like it before. 209 00:14:53,640 --> 00:14:57,872 "absolvo, amitto, amplus, brevis." 210 00:14:58,240 --> 00:15:03,394 - to free what is lost say these words. - wow, you speak latin? 211 00:15:04,160 --> 00:15:08,039 - yes. good night, joe. - okay. 212 00:15:08,240 --> 00:15:10,595 well, why don't i just return the painting to the vault, 213 00:15:10,760 --> 00:15:12,034 say, tomorrow. 214 00:15:12,240 --> 00:15:14,117 - good idea. - okay. 215 00:15:25,600 --> 00:15:27,192 "help." 216 00:15:31,760 --> 00:15:33,557 okay. 217 00:15:36,680 --> 00:15:40,958 "semper mea." mine forever. 218 00:15:43,400 --> 00:15:48,030 absolvo amitto amplus brevis. semper mea. 219 00:15:51,600 --> 00:15:53,033 oh, no. 220 00:15:54,000 --> 00:15:55,831 oh! oh! 221 00:16:12,720 --> 00:16:14,597 [gasping] 222 00:16:17,040 --> 00:16:18,837 who's there? 223 00:16:19,880 --> 00:16:20,869 [screams] 224 00:16:21,040 --> 00:16:22,837 - quick, follow me! - what? 225 00:16:23,040 --> 00:16:25,076 this way. ladies first. 226 00:16:27,280 --> 00:16:28,918 i see you read latin too. 227 00:16:29,200 --> 00:16:30,679 okay, what has happened? where am i? 228 00:16:30,840 --> 00:16:32,353 - you're in the castle. - where is that? 229 00:16:32,520 --> 00:16:35,432 - inside a painting. - i'm trapped inside a painting? 230 00:16:35,640 --> 00:16:38,108 yes, and if you don't get to that bookcase, you're dead. 231 00:16:38,920 --> 00:16:40,353 who are you? 232 00:16:40,600 --> 00:16:43,398 my name's malcolm, and you were supposed to help me, not join me. 233 00:16:43,600 --> 00:16:44,589 who are you anyway? 234 00:16:44,760 --> 00:16:46,478 my name is prue, and i was helping you. 235 00:16:46,640 --> 00:16:49,837 - you were supposed to come out. - great, now we're both trapped. hurry! 236 00:16:52,880 --> 00:16:54,950 what the hell? what are you? how'd you do that? 237 00:16:55,160 --> 00:16:57,879 oh, okay, never mind. we're gonna get killed. will you hurry up? 238 00:17:04,040 --> 00:17:05,029 [meowing] 239 00:17:05,200 --> 00:17:06,952 hi, phoebe. you're up early. what's up? 240 00:17:07,120 --> 00:17:10,874 oh, the dow jones, housing prices and the space shuttle discovery. 241 00:17:11,040 --> 00:17:14,032 - huh? - read the paper. 242 00:17:14,280 --> 00:17:16,919 oh. um... 243 00:17:17,080 --> 00:17:19,116 - have you seen prue this morning? - not yet. 244 00:17:19,320 --> 00:17:21,959 oh, dan just called, said he'd meet you at the club at noon. 245 00:17:22,360 --> 00:17:23,634 okay. 246 00:17:23,840 --> 00:17:26,354 - did you hear her come in last night? - nope. 247 00:17:26,800 --> 00:17:28,711 piper: this is really strange. 248 00:17:28,880 --> 00:17:29,915 [cat meowing] 249 00:17:

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one day a monkey wanted to cross a river. he saw a crocodile in the river, so he asked the crocodile to take him across the other side. the crocodile told the monkey to jump on its back. then the crocodile swam down the river. now, the crocodile was very hungry, so when it was in the middle of the river, it stopped and said to the monkey, ”monkey, my father is very sick. he must eat the heart of the monkey. then he will be strong again.” the monkey thought for a while. then he told the crocodile to swim back to the river bank. “what’s for?” asked the crocodile. “because i didn’t bring my heart with me,” said the monkey. “i left it under the tree, near some coconuts.” so, the crocodile turned around and swam back to the bank of the river. as soon as they reached the river bank, the monkey jumped off the crocodile’s back and climbed up to the top of a tree. “where is your heart?” asked the crocodile. “you are foolish,” the monkey said to the crocodile. “now i am free and you have nothing.” the monkey told the crocodile not to try to fool him again. the crocodile swam away, hungry.

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one of the internationally famous ecotourism destinations in indonesia is tanjung puting national park in the southwest of central kalimantan peninsula.tanjung puting national park offers imoressive experience to its visitors. this is called a park, but unlike any park that you have been seen in your city, this is a jungle. it is a real jungle, which is home to the most incredible animals in the world, orang utans and proboscis monkeys. the male probocis monkeys are interisting because they have enermous snout. so, imagine yourself to be in the jungle and meet thrse special animals in their original habitat, what will you do when you meet them?

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goegle terjemahan abstract purpose - the greatest competitive challenge facing companies today is said to be embracing change. the business environment is in constant flux and companies must grapple with a host of new realities. this backdrop of change has catalyzed a reassessment of traditional managerial concepts and practices. aims to trace the evolution of a new management paradigm and identifies its main drivers. design/methodology/approach - the paper provides narrative and analysis. findings - assesses the implications of the change in management paradigms for the educational system, highlights needed adjustments in orthodox management education and lingering challenges for management education providers. originality/value - provides help in understanding the perspectives of the various business stakeholders that can help academics allocate resources and design programs that cater for the needs of managers in the 21st century. keywords change management, management activities paper type general review introduction the dawn of the 21st century has brought with it an unprecedented wave of change. the days of mass production or standardized products appear to be over. the key words for the future are variety, flexibility, and customization. indeed, a new techno-economic rationale is emerging, with a clear shift towards information intensive rather than energy or material intensive products. globalization has also brought with it new business opportunities, and a growing global marketplace, where information goods and capital flow freely and customer choice is expanding. against this backdrop of change, the field of management has suffered some degree of dislocation (collins, 1996). this dislocation has in turn catalyzed some soul-searching on the part of managers and academicians alike, and a reassessment of traditional managerial concepts and practices. this paper argues that this introspection has resulted in a discernible evolution in traditional theoretical approaches/orientations as well as fundamentally changed organizational practices, to the extent that the changes qualify as a genuine paradigmatic transformation. noting that a paradigm is a framework of basic assumptions, theories and models that are commonly and strongly accepted and shared within a particular field of activity, at a particular point in time (mink, 1992; collins, 1998), this paper synthesizes the main assumptions of what is commonly referred to as the traditional management and identifies the main drivers that facilitated the ascendancy of new paradigm are then addressed. the implications of this paradigm shift for institutions of higher education are in turn assessed to delineate the challenges associated with the evolution of a new management pedagogy in universities. the traditional management paradigm functional hierarchical line management was the main management paradigm for nearly 200 years. the system was based on the theories of fayol, taylor and weber that viewed the management environment as stable and as such tended to prescribe centralized decision-making processes and hierarchical communication channels (table i). organizations were perceived to be rational entities pursuing specific rational goals through their organization into highly formalized, differentiated and efficient structures (turner and keegan, 1999; burnes, 2000; jaffee, 2001). this mechanistic orientation dominated most businesses in the past and is still commonly encountered especially in the context of developing countries. as shown in table i, the traditional management paradigm was characterized by its inward focus, with special attention accorded to cutting costs, complying with rules, respecting hierarchy, and dividing labor into simple, specialized jobs. it was narrowly focused on promoting production efficiency and combating waste. within the spirit of this overarching objective, a range of practices were prescribed and allowed to flourish, including a focus on order giving and control, enforced standardization/cooperation, and authoritarian/disciplinarian approaches to management. this was generally associated with a mechanistic orientation to structural design, emphasizing high specialization, rigid departmentalization, clear chain of command, narrow spans of control, centralization and high formalization (kreitner, 2002; robbins and coulter, 2003). the overriding concern of the traditional paradigm was thus with improving the firm’s productivity, and managing available resources in a static and stable technological environment (khalil, 2000). within this context, managers were viewed to be solely accountable for making strategic decisions that all had to embrace and implement (black and porter, 2000). they were commonly perceived as watchdogs, police officers and manipulators pertaining to a privileged elite class (burnes, 2000). labor was also commonly characterized as unreliable and predisposed to seek the emphasis on experimentation, standardization, and the use of diligent scientific observation, time and motion study, systematic worker selection and training and managerial responsibility for monitoring and control a core management process revolving around universal functions (e.g. planning, organizing and controlling) and principles such as division of work, discipline, centralization, order and stability division of labour, hierarchical authority, formal rules/regulations, and impersonality contributing in turn to efficiency, precision, consistency, subordination, and reduction of friction/personal costs source: kreitner (2002); robbins and coulter (2003) maximum reward for the minimum effort. access to information systems and data was therefore tightly controlled as concern about low trust, suspected motives, and fear about confidentiality prevailed (boyett and boyett, 2000). promoting knowledge was also accorded low priority as emphasis on specialization and standardization undermined the need for learning. in such an environment, individuals had a tendency to be inhibited and uncreative, whereby new ideas were dismissed and people were discouraged to take risks, or experiment (carnall, 2003). the classical management system worked well when markets, products and technologies were slow to change (turner and keegan, 1999). nevertheless, the system’s revealed weaknesses and limitations were gradually exposed with accelerating globalization and technological innovation. drivers of change a rapidly changing techno-socio-economic environment is presenting new challenges for structuring and managing organizations. increasing technological complexity and the need to diffuse information and technology within the organizations is proving to be beyond the capacity of the old rigid hierarchal management system. technological complexity implies the need for higher levels of human knowledge and multi-disciplinary involvement (bridges, 1996; boyett and boyett, 2000). firms operating in the knowledge economy need to harness growing knowledge, technology and engineering advances and a whole range of new skills and dynamic competencies (liyanage and poon, 2002). knowledge workers on the other hand rightfully perceive the old management system as under-utilizing their expertise and under-estimating their willingness to take initiative and responsibility. new attitudes towards work involve feelings of pride and ownership and employees are becoming more concerned about merit, value, worth, meaning and fulfillment (stallings, 2000). customers are also becoming better educated, more enlightened, more sophisticated, more inquisitive and critical - in sum more demanding when it comes to spending (chapman, 2001). new products are having to be innovative, flexible for customization and of high quality while having a short life cycle in a fickle global market (turner and keegan, 1999; longenecker and ariss, 2002). on the economic level, the old hierarchal organizations that flourished in a relatively stable market are facing the prospects of a new world order, with permeable geo-political boundaries. the general agreement on trade and tariffs (gatt) and the proliferation of international standards such as iso 9000 and iso 14000, allow every company that satisfies the new rules to enter the game. taken together, these drivers have necessitated a fundamental re-orientation to management, implying that organizations are having to manage in different ways to survive and prosper in the new environment. some analysts group the different environmental triggers of change into four distinct categories under the acronym pest (johnson and scholes, 1999) or step (goodman, 1995), both of which refer to the political, economic, technological and socio-cultural triggers of change, which have influenced the organizations and their management processes (figure 1). a new management paradigm organizations have become increasingly aware that the world has turned on its axis, necessitating a fundamental re-assessment of objectives, operations and management orientation. therefore the 1980s have witnessed the emergence of a paradigm shift, or to be more accurate the search for new more appropriate paradigms (collins, 1996; burnes, 2000). the theories that have most widely affected contemporary management thinking include the behavioral approach, the systems theory, the contingency approach, the culture-excellence approach, and the organizational learning theory, each of which contributed new insights to our understanding of contemporary management processes. the behavioral approach for example turned attention to the human factor in the organization and the importance of group dynamics and complex human motivations. the systems approach alerted managers to the notions of embedded-ness and interdependencies, while the contingency approach underscored adaptability/situational appropriateness. the culture-excellence approach reminded managers to accord more attention to the softer issues of people, values, and employee/customer satisfaction. it also posited innovation as a central driver of excellence in organizations. the organizational learning approach emphasized the usefulness of carefully nurturing and cultivating the capacity to acquire new knowledge and to put it into new applications.  inspired by these various contributions, traditional management perspectives are being transformed, and the long-held criteria for evaluating organizational and managerial effectiveness are being reinvigorated. while the changes have proved unsettling for many managers and organizations, 21st century corporations are surely charting new grounds where familiar themes and practices are being disrupted and remolded. business discourse increasingly revolves around intelligence, information and ideas (handy, 1989) and capitalizing on brainpower and intellectual capital to add value and sustain competitiveness. management in the 21st century has accordingly taken a new orientation. it is increasingly founded on the ability to cope with constant change and not stability, is organized around networks and not hierarchies, built on shifting partnerships and alliances and not self-sufficiency, and constructed on technological advantage and not bricks and mortar (carnall, 2003). new organizations are networks of intricately woven webs that are based on virtual integration rather than vertical integration, interdependence rather than independence, and mass customization rather than mass production (greenwald, 2001). table ii presents the contrasting assumptions of the traditional and new management paradigms. organizations embracing the new management changes are restructuring their internal processes and management approaches around rapidly changing information and technology. this shift is favoring cellular and matrix organizational structures with fewer layers of management over the old inflexible multi-layered vertical hierarchical organizations (benveniste, 1994; cravens et al., 1997). the new management philosophy is also embracing innovation as a key ingredient of success and increased competitiveness (khalil, 2000; liyanage and poon, 2002). this entails developing the creative potential of the organization by fostering new ideas, harnessing people’s creativity and enthusiasm, tapping the innovative potential of employees, and encouraging the proliferation of autonomy and entrepreneurship (blanchard, 1996; kuczmarski, 1996; boyett and boyett, 2000; black and porter, 2000). modern organizations as such, are making major strides to nurture innovation, positing human knowledge as a key component of their asset base, and creating knowledge bases or repositories to shorten learning curves (khalil and wang, 2002; carnall, 2003). people are treated as the natural resource and capital asset of the organization and the most important source of sustainable competitive advantage. whereas the traditional paradigm considered labor a commodity to be bought, exploited table ii. contrasting assumptions of the traditional and new management paradigms reduction of the direct costs of production as the primary focus of management the operations of an enterprise characterized and analyzed as stable single critical technology-based product lines with long product lifetimes managers regarded as decision-makers and labor as passive followers of instruction world markets divided on a national basis, with national firms dominant in domestic markets source: adapted from khalil (2000) reducing the indirect costs of the enterprise while improving competitiveness flexible and agile operations and continuous improvement multi-core technology product lines with shorter product lifetimes managers regarded as coaches/facilitators and labor as knowledge workers/intellectual capital global world markets and greater attention to international economic and political structures to exhaustion, and discarded when convenient, a much different orientation currently prevails, requiring the careful nurturing and skillful management of human resources, with a focus on psychological commitment, empowerment, teamwork, trust, and participation. the new management paradigm therefore revolves around teamwork, participation, and learning. it also revolves around improved communication, integration, collaboration, and closer interaction and partnering with customers, suppliers and a wider range of stakeholders. value creation, quality, responsiveness, agility, innovation, integration and teaming are increasingly regarded as useful guiding principles in the evolving new environment (table iii). kanter (1989, p. 20) aptly describes the revolution in management practice. she writes: the new game of business requires faster action, more creative maneuvering, more flexibility and closer partnerships with employees and customers than was typical in the traditional corporate bureaucracy. it requires more agile, limber management that pursues opportunity without being bogged down by cumbersome structures or weighty procedures that impede action. corporate giants, in short, must learn how to dance (kanter, 1989, p. 20). against the myriad changes and conflicting expectations, individual managers and executives are being asked to change their approach to running their operations and managing people. the “new” managers we are told must learn to be coaches, team players, facilitators, process managers, human resource executives, visionary leaders, and entrepreneurs (longenecker and ariss, 2002). they must also be knowledge-integrating boundary spanners, stimulators of creativity, innovation muses and promoters of learning (harvey et al., 2002). they must be more bottom-line driven, more innovative, and more focused on the human dynamics of the organization (chapman, 2001). the 21st century managers are therefore expected to nurture a complex amalgamation of technical, functional, and socio-cultural skills to cope with the new paradigm, that has changed their responsibilities, increased their risks and weakened their control by flattening hierarchy (nohria and ghoshal, 1997; pucik and saba, 1998; fish, 1999). they are increasingly conceived as pillars and architects of organizational competitiveness, linking people, opportunities and resources (chapman, 2001). on the other hand, failing to live up to these expectations may limit the organization’s ability to thrive in an increasingly complex and dynamic environment. while managers search for new approaches to management in an ever-turbulent environment, academics also have to search for new approaches and methodologies. management education indeed needs to reflect the changing times by overhauling not value creation value added constitutes the basic social responsibility of the enterprise quality quality as a fundamental requirement influencing competitiveness responsiveness responsiveness to external environmental changes and customer demands agility flexibility in communications and operations innovation fostering new ideas, harnessing people’s creativity and enthusiasm integration integration of a portfolio of technologies for a distinctive competitive advantage teaming decentralized, multi-functional and multi-disciplinary enterprise teams source: adapted from carnall (2003) only its content and delivery modes, but also its overall approach and orientation (liyanage and poon, 2002). implications for management education in this context of transition and radical change, the field of management education has attracted extensive attention, reflection and criticism. management education can be described as a formal classroom (off-site) learning experience that attempts to expose managers to new concepts, practices, and situations that can be transferred to the workplace (longenecker and ariss, 2002). formal management education programs may cover a host of specialized topics (e.g. financial management, strategic planning, leadership, negotiation) or may include more comprehensive programs such as certificate granting programs or executive mba programs. while formal management education is only one way in which managers learn, organizations and individuals often rely on this developmental intervention as a vehicle for improvement (talbot, 1997). a key question that is increasingly echoed in management education circles concerns the efficacy and relevance of traditional management education. various criticisms have been raised and doubt has been cast upon the nature, relevance and appropriateness of orthodox management education. spender (1994, p. 387) for example notes that, “management education ostensibly designed to equip managers to deal with the world seems to have changed little in recent years”. in the us context, hayes and abernathy (1980) specifically linked the decline in competitiveness of us industry with the effect of the traditional professional education model on management graduates. their critique of this model asserted that management graduates learnt analytic detachment over insight, and that methodological rigor prevented them from learning from experience. a similar criticism has been raised in a recent article by handy (1987), which linked the decline in the uk economy to the increasingly irrelevant management education which many undergraduate students and post experience managers receive. other criticisms abound. cheit (1985) for example identified 13 major complaints, which have been made against north american business schools, mostly revolving around emphasizing the wrong pedagogical model, ignoring important work, fostering undesirable attitudes and failing to meet society’s needs. he concluded that graduate business education was not preparing students adequately for the challenges of corporate life. porter and mckibben (1988) criticized the emphasis in the dominant professional management model on quantitative, analytical and rational ap

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goegmenurut adam smith dalam teorinya hubungan antara majikan dan karyawan adalah hubungan "jual-beli" an sich (tak lebih dan tak kurang). oleh karenanya, jika upah di sector lain naik maka karyawan berlomba lomba berpindah ke sector terebut. artinya, tidak ada ikatan sama sekali sama sekali antara majikan dan karyawan. hubungannya adalah sebatas pekerjaan sehingga turn over karyawan sangat tinggi. artinya tingkat perputaran (keluar masuk) tenaga kerja sangat tinggi. berbeda dengan konsep syariah yang menegaskan bahwa para karyawan adalah saudara majikan.dengan demikian majikan menanggung amanah dari allah untuk bertanggung jawab pada karyawan sehingga tidak ada karyawan yang kelaparan,tidak ada yang telanjang dan tidak akan dieksploitasi . le terjemahan

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