The Basics of Good Argumentative Essay Samples That You Can Learn From Beginning Right Away

The Basics of Good Argumentative Essay Samples That You Can Learn From Beginning Right Away An argumentative essay is a kind of essay that presents arguments about each side of a problem. It presents both sides of an issue. Writing an argumentative essay can at times be confusing as you don't necessarily understand how to compose a convincing argument. It is crucial to note an argumentative essay and an expository essay could possibly be similar, but they vary greatly regarding the quantity of pre-writing and research involved. You could also see essay examples. Argumentative research papers require a bit of structure unlike the typical essays. You can also see concept essays. After the term analytical essay is mentioned it could sound like an elaborate sort of essay. Good Argumentative Essay Samples Help! Odds are, all you have to do is relax and locate a topic you're passionate about and, obviously, one that's debatable. It is advised to look for the one which has a superior reputation and offers high-quality papers at economical rates. Deciding upon a question which everyone has agreed on the response to is not a great idea and, thus, not advisable by many experts. You don't need to acquire super technical with legal argumentative essays, but make sure to do your homework on what the recent laws about your favorite topic actually say. Statistics and specific data may also be helpful as you argue your principal point. To make things worse, they were forced to take a seat behind a curtain. Look through the list of topics with care and get started making a mental collection of the evidence it is possible to use on topics you prefer. An argumentative essay is a writing piece intended to persuade a person to believe the way that you do. Writing an argumentative essay might appear a challenging job. It is a skill that anyone in school needs to know, though it can be useful outside of the classroom, as well. Writing a persuasive, argumentative essay can be challenging, and at times it can find a little confusing. The Hidden Treasure of Good Argumentative Essay Samples Introduction essay paragraphs are central in any bit of writing for the reas on they give readers advance details about the content and the intention behind the material. In order to genuinely convince readers of your viewpoint, the argumentative essay must also appear at the opposing views. An outline is a good tool to remember what you intend to write about and to prevent a fear of getting started. Essentially anything that has to be understood before reading the remainder of the essay is background info, and ought to be included in the introduction. With a suitable strategy, motivation and devotion of time, you will be sure to succeed! The declaration virtually deal with all regions of inequality like education, job opportunities and earnings. As you can readily recognize, it all starts with a suitable argument. An argumentative essay example will reveal the should possess some crucial components which make it better in the practice of convincing. Thus, the proposal to improve funding for riverside recreational facilities might not be justified. The statement also assumes that in the event the state cleans up the river, the usage of the river for water sports will certainly increase. Paragraph 4 considers several explanations for why river clean-up plans might not be successful (the plans could be nothing more than campaign promises or funding might not be adequate). In the debut, that's the very first paragraph of the essay, Myrtle will want to spell out the matter and state her position. All things considered, you need to have an obvious statement to argue. Therefore, the response is adequately developed and satisfactorily organized to demonstrate the method by which the argument is dependent on questionable assumptions. You have to develop your argument. A comprehensive argument As mentioned before, an argument doesn't have to be formal. One of the greatest methods to change anybody's mind is with an emotional investment. If you've completed a nice job, they will observe things your way and your essay is going to be a success. Good Argumentative Essay Samples - Dead or Alive? To begin with, whenever you have the freedom to compose an essay about whatever you want, the very first issue to think about is how much you care about the situation. You're going to need to select a topic first, but your topic ought to be something that has two conflicting points or various conclusions. When you're picking your topic, remember that it's much simpler to write about something which you currently have interest ineven in case you don't know a great deal about it. When selecting a topic make sure you like it, as you should devote days or even weeks on it, so it's important to stay motivated concerning the matter you discuss.

Comparing Education Between United States And Nepal

Comparing Education of United States to Nepal The quality of education varies across the countries. The quality of education system of Nepal is different to United States. While comparing the quality of educations between two countries, several factors that caused were examined. These factor show that there is significant difference between the qualities of education between the two countries. Most importantly, the finding in the papers shows that the quality of education are caused due to economic development, political stability, socio-economic status, access to educational resources, and the quality of teaching. Education is a very important part of our society. Education is the key to a financial independence and successful future. Although, the education has a significant role in the society, the quality of education varies across the countries. The inconsistency in the quality of the education occurs due to culture, language and ethnicity of the countries. Nepal is different in many aspects in comparison to the United States; these factors includes the structure of the education system, curriculums for teaching, infrastructures, technology used in a classroom setting, and the existence of gender bias in an educational setting. The educational system in Nepal is different in the United States in many aspects. One of the aspects involves the structure of the education system. Nepali education is similar to Indian education which originally was adopted from theShow MoreRelatedThe United State Of America925 Words   |  4 Pagescontinents with many differences between them. The United State of America situated on the continent of North America and Nepal is an exact opposite of North America, when it’s day in The United State of America during the same time it s night in Nepal. Country of Nepal is a very tiny country located between China and India where many people are unknown about it. There are many differences between two countries USA and Nepal and I have decided to write a topic about Education, which is the main major factorRead MoreThe Usa Has A Serious Problem Of Carbon Dioxide Emission Essay2271 Words   |  10 Pages The United States of Excess, Robet L.Paarlberg says, â€Å"Per capita carbon-dioxide emissions in the United States are roughly twice the average for the rest of the wealthy world (defined here as the 34 member countries of the Organization for Economic Co-operation and Development, or OECD)† (7). Contrasting the situation with the wealthy world is enough to realize that the USA has a serious problem of carbon-dioxide emission. If we compare the emission with a poor developing nation like Nepal, theRead MoreThe Problem Of Carbon Dioxide Emission Essay2027 Words   |  9 Pagesâ€Å"Per capita carbon-dioxide emissions in the United States are roughly twice the average for the rest of the wealthy world (defined here as the 34 member countries of the Organization for Economic Co-operation and Development, or OECD)† (Paarlberg 7). Contrasting the situation with the wealthy world is enough to realize that the USA has a serious problem of carbon-dioxide emission. If we compare the emission with a poor developing nation like Nepal, the problem is much clearer or, precisely, scaryRead MoreThe Caste System: Effects on Poverty in India4175 Words   |  17 PagesGlobal Majority E-Journal, Vol. 1, No. 2 (December 2010), pp. 97-106 The Caste System: Effects on Poverty in India, Nepal and Sri Lanka Jasmine Rao Abstract Though mostly outlawed, the caste system continues to be one of the key drivers of poverty and inequality in South Asia. This article reviews the linkage between poverty and the caste system in India, Nepal and Sri Lanka. It also discusses the situation of the so-called Dalits (untouchables), which are typically considered to fallRead MoreGlobal Business Environmental Forces5642 Words   |  23 Pagesemployees. Global Business Environment Forces Business environment is the total situation of all the factors or forces surrounding and influencing operation and development of a business firm or company. The ICFAI center for management research state that  the global business environment  can be defined as the environment in different sovereign countries, with factors exogenous to the home environment of the organization, influencing decision making on resource use and capabilities.   Forces outsideRead MoreWe will be importing handmade traditional jewelry from India’s local stores to the United States.1700 Words   |  7 PagesWe will be importing handmade traditional jewelry from India’s local stores to the United States. This paper will talk about India’s Risk and Analysis, like its geography, demography, economic situation, political situation, social and cultural situations. Geography: India is located in southern Asia next to Bangladesh, Bhutan, China, Burma, Pakistan, and Nepal. Its climate varies from tropical monsoon to temperate plus upland plains in south, flat to rolling plain along the Ganges. It also hasRead MoreInfluence of Religion1056 Words   |  5 Pagesinterested in looking at the relationship between religious involvement and human behavior, a study on protestant Ethnic and the Spirit of Capitalism in Weber 1958. The study documented how Protestantism, Calvinist theology, it helped foster a ideology and orientation that led to the legit ionization of the capitalist made of production in the west. The study used data from the 1993/94, Demographic an health survey to explore interrelationship between religious affiliation and women’s educationalRead MoreFeminism Of Different Cultures : Women Without Liberation Essay1622 Words   |  7 Pagesaid to help those women suffering in these countries. â€Å"In feminist legal studies, culture is often viewed as a deviation from the path of human rights† (Tamale, 52). The inequalities, such as patriarchy, persist all over the world, including the United States. Patriarchy, an overrated ruling of gender bias, is characterized as a practice in which structures social unions such as families and communities so that men control the resources. This has allowed men throughout history to exercise politicalRead MoreNepal : A Small Beautiful Country With Highest Mountain Essay10303 Words   |  42 PagesBackground of Nepalese Economy Nepal is a small beautiful country with highest mountain, Mt. Everest and with third highest mountain, Kanchanganga in the world. Nepal has a scenic beauty with high prospects of tourism development. Besides, the country is very rich in water resources, mineral resources, and forest resources. It is a culturally and ethnically diverse country which is able to captivate a number of people in the world to visit Nepal for different purposes. Although Nepal is rich in natural resourcesRead MoreDevelopment and Globalisation Essay7740 Words   |  31 Pagespopulation as standard of living increases. Birth rates and death rates drop as life expectancy increases. †¢ Social o An increase in the range of services, increased land prices and a more multicultural society. Greater access to education, health care and communication †¢ Political o More democratic and more influence on the ‘global stage’. Stable government, no dictatorship. †¢ Cultural development o Greater equality for women and better race

Case Brief Essay Example For Students

Case Brief Essay Case CitationThe case I chose to do was Patrick Joseph Potter, Appellant, v. Green Meadows, Par 3, Appellee. The case was found in the Southern Reporter, volume 510 starting on page 1225. The District Court of Appeal of Florida, First District heard the case and made its decision on August 13, 1987; 510 So. 2d 1225 (Fla. App. 1 Dist. 1987). Summary of FactsThe original case in question consisted of golfer being injured and filing charges of neglect against the owner of the Green Meadows Par 3 golf course for neglecting to maintain the tee box areas and this neglect resulted in the golfer receiving a serious eye injury. A final summary judgment was made in the Circuit Court of Escambia County in favor of the owner on the basis of assumption of risk. It was then appealed questioning the golfers knowledge of the risk and also once again questioning if the course owner was in negligent in maintaining the course. When the nine hole par three course was built each hole was set up with a tee box which was made out of a 5 x 5 slab of concrete that came above the ground anywhere from one to four inches depending on the lay of the land. The slab was then covered with a rubber strip that had a tee coming out of from which the golfers could tee off from. Over the years the wear and tear from the golfers many tee boxes became unusab le because the tees in some cases were no longer there. On July 20, 1986 the appellant and his friend were golfing at Green Meadows a course that they each had grown up golfing at. Upon reaching the fourth hole they both decided to tee off about four feet behind the unusable tee box at that hole. Evidence was submitted that showed the great majority of golfers at Green Meadows chose to do this as well. This tee box like all the others was elevated above the ground, but this elevation was camouflaged by overgrown grass and was unable to be seen. When the appellant hit his shot he only caught the top of the ball sending it forward at ground level, hitting the rear edge of the tee box, it then ricocheted backwards striking the appellant in the eye and injuring him badly. Legal Issues Presented to the CourtThere were three main legal issues in this case. The first two legal issues deal with negligence from the plaintiffs perspective and the other dealt with the question of summary judgment that plaintiff had assumed the risk by teeing off behind the tee box. Did the appellant except the doctrine of express assumption of risk by teeing off behind the tee box, thus baring him from recovery against neglect by the owner? Does the plaintiff who assumes a risk waive his right to recovery by the chance he has taken? Was the golfer indeed knowledgeable about the risk he had taken by teeing off behind a raised concrete slab serving as the tee box since it was camouflaged or was the owner of the course neglectful in maintaining the tee boxes?Holding of the CourtThe court deemed that defendant was not able to establish that negligence had not occurred and that it proximately caused the injury to the plaintiff. The court also stated that the previous summary judg ment that declared the plaintiff assumed the risk which resulted in his injury was improper. The judgment was reversed and remanded and found in favor of the defendant. Rationale of the CourtThe court rejected the doctrine of implied assumption of risk as a bar to recovery against a negligent defendant because it is usually only occurs in the participation of contact sports, which does not apply to golf. On the basis that a plaintiff assumes a risk waives his right to recovery, was also not able to stand up because there was no way to determine that the plaintiff truly appreciated the risk he was taking since the concrete slab was camouflaged by overgrown grass. The owner was guilty of negligence because it is his job to prevent foreseeable injuries to participants since he is providing the facility at which a sport is being played. There was too much overwhelming evidence that the plaintiff was unaware of the elevated concrete slab of a tee box that he was teeing off behind which was the cause of his injury. .u839edfe0682aba378cbe286ebd2c7eb7 , .u839edfe0682aba378cbe286ebd2c7eb7 .postImageUrl , .u839edfe0682aba378cbe286ebd2c7eb7 .centered-text-area { min-height: 80px; position: relative; } .u839edfe0682aba378cbe286ebd2c7eb7 , .u839edfe0682aba378cbe286ebd2c7eb7:hover , .u839edfe0682aba378cbe286ebd2c7eb7:visited , .u839edfe0682aba378cbe286ebd2c7eb7:active { border:0!important; } .u839edfe0682aba378cbe286ebd2c7eb7 .clearfix:after { content: ""; display: table; clear: both; } .u839edfe0682aba378cbe286ebd2c7eb7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u839edfe0682aba378cbe286ebd2c7eb7:active , .u839edfe0682aba378cbe286ebd2c7eb7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u839edfe0682aba378cbe286ebd2c7eb7 .centered-text-area { width: 100%; position: relative ; } .u839edfe0682aba378cbe286ebd2c7eb7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u839edfe0682aba378cbe286ebd2c7eb7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u839edfe0682aba378cbe286ebd2c7eb7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u839edfe0682aba378cbe286ebd2c7eb7:hover .ctaButton { background-color: #34495E!important; } .u839edfe0682aba378cbe286ebd2c7eb7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u839edfe0682aba378cbe286ebd2c7eb7 .u839edfe0682aba378cbe286ebd2c7eb7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u839edfe0682aba378cbe286ebd2c7eb7:after { content: ""; display: block; clear: both; } READ: Passion EssayProfessional and Personal Relevance of CaseI was very interesting both on a personal level as well as a professional level. Being an avid golfer I have experienced what it is like to get to a hole and find a tee box completely unusable with not one blade of grass on it. On a professional level it taught me the price of being cheap. The owner of this course could have kept up with maintaining his tee boxes by simply buying cheap rubber replacement tees to install in his tee boxes. The owner could have also made sure the grass around the tee boxes was cut so it did not camouflage the concrete slab the tee box was on and there would have been a much more obvious risk that the golfers would be assuming by teeing off from behind the box. Instead he was negligent in both of these standard practices of running a golf course. Since he failed to do each of these things he deserved to pay a much higher price in court.

Malcolm X Essays - Counterculture Of The 1960s, Community Organizing

Malcolm X Racism is a problem that the American people have grappled with since colonial times. The 1960's saw the rise of Martin Luther King, Jr and Malcolm X, who not only influenced the civil rights movement but attempted to solve the problem of racism in this country. On February 16, 1965, Malcolm X gave a speech called Not Just An American Problem, but a World Problem. In his speech he provides a theory on the relationship between media and racism called image making which still has validity today. On first reading, Malcolm's tone is angry and his theory on image making sounds absurd. He states: They (racists) use the press to get public opinion on their side. . . this is a science called image making. they hold you in check through this science of imagery. They even make you look down upon yourself, by giving you a bad image of yourself. Some of our own Black people who have eaten this image themselves and digested it -- until they themselves don't want to live in the Black community. Yet, current television programming seems to favor this idea. Local news programs continue to show colored communities as dangerous and gang-infested. They continually rely on the reports of these areas for the bulk of their news and overlook the positive images that residents of these areas try to create. For example, KNTV news continually reports on the thefts and shootings in East San Jose but does not make an effort to show how residents are dealing with these situations. The day a local East San Jose church helped sway the city council to put a streetlight on a very busy intersection, the news pre-empted the report with an accident on another East San Jose intersection. As a result, most people in these communities do not realize that they have power to change their area and have a great desire to move out of these areas. They have become prisoners who have bought into the image of East San Jose. Yet, local news programs are not the only ones to blame for image making; documentaries have played a part in the negative images of blacks. Malcolm X makes the claim that the negative image of communities in America are just a small part of the image making process. The documentary film has done the same for their African homeland. He states: They (the press) projected Africa in a negative image, a hateful image. They made us think that Africa was a land of jungles, a land of animals, a land of cannibals and savages. It was a hateful image. Current documentaries of Africa are still about their jungles and their tribes. Although they do not have a racist tone, the idea that African people are still uncivilized continues. The result is: Black people here in America who hated everything about us that was African. . . it was you who taught us to hate ourselves simply by shrewdly maneuvering us into hating the land of our forefathers and the people on that continent. These films do have an influence on today's society. From watching today's black TV, the actors on these shows make fun of these images. Recently, Martin Lawrence made fun of one of his friends; calling him a spear-thrower on his hit TV show. The larger problem that Malcolm X did not discuss in his speech is the result of the image making. The effectiveness of today's media on young minds is great. Only several years have passed since the introduction of a Black Barbie doll. The great action heroes are not colored but are white; only their sidekicks are colored, e.g., Lone Ranger and Tonto. Consequently, the serious Black actor is a precious commodity. It is the Black comedian who is more accepted in today's society because they are able to laugh about the negative black images. The white man, as Malcolm X might agree, would favor the comedian over the serious actor because white men do not want to be reminded about their crime. The comedian often supports the negative black images that the media has created: large lips, large buttocks, the criminal and the slave. Eddie Murphy is famous for his Mister Robinson character on Saturday Night Live. Robinson is a spoof on Mister Rogers; however, Robinson is a criminal. The image of the black man as a thief

How to Convert Kelvin to Fahrenheit

How to Convert Kelvin to Fahrenheit Kelvin and Fahrenheit are two important temperature scales. Kelvin is a standard metric scale, with a degree the same size as the Celsius degree but with its zero point at absolute zero. Fahrenheit is the temperature most commonly used in the United States. Fortunately, its simple to convert between the two scales, providing you know the equation. Kelvin to Fahrenheit Conversion Formula Here is the formula to convert Kelvin to Fahrenheit:  ° F 9/5(K - 273) 32 or you may see the equation using more significant figures as:  ° F 9/5(K - 273.15) 32 or  ° F 1.8(K - 273) 32 You can use whichever equation you prefer. It is easy to convert Kelvin to Fahrenheit with these four steps. Subtract 273.15 from your Kelvin temperatureMultiply this number by 1.8 (this is the decimal value of 9/5).Add 32 to this number. Your answer will be the temperature in degrees Fahrenheit. Kelvin to Fahrenheit Conversion Example Lets try a sample problem, converting room temperature in Kelvin to degrees Fahrenheit. Room temperature is 293K. Start with the equation (I chose the one with fewer significant figures):  ° F 9/5(K - 273) 32 Plug in the value for Kelvin: F 9/5(293 - 273) 32 Doing the math: F 9/5(20) 32F 36 32F 68 Fahrenheit is expressed using degrees, so the answer is that room temperature is 68 ° F. Fahrenheit to Kelvin Conversion Example Lets try the conversion the other way. For example, say you want to convert human body temperature, 98.6 ° F, into its Kelvin equivalent. You can use the same equation: F 9/5(K - 273) 3298.6 9/5(K - 273) 32 Subtract 32 from both sides to get:66.6 9/5(K - 273) Multiply 9/5 times the values inside the parenthesis to get:66.6 9/5K - 491.4 Get the variable (K) on one side of the equation. I chose to subtract (-491.4) from both sides of the equation, which is the same as adding 491.4 to 66.6:558 9/5K Multiply both sides of the equation by 5 to get:2,790 9K Finally, divide both sides of the equation by 9 to get the answer in K:310 K So, human body temperature in Kelvin is 310 K. Remember, Kelvin temperature is not expressed using degrees, just a capital letter K. Note: You could have used another form of the equation, simply rewritten to solve for the Fahrenheit to Kelvin conversion: K 5/9(F - 32) 273.15 which is basically the same as saying Kelvin equals the Celsius value plus 273.15. Remember to check your work. The only temperature where the Kelvin and Fahrenheit values will be equal is at 574.25. More Conversions For more conversions, see these topics: How to Convert Celsius to Fahrenheit: The Celsius and Fahrenheit scales are two other important temperature scales.How to Convert Fahrenheit to Celsius: Use these when you need to convert Fahrenheit to the metric system.How to Convert Celsius to Kelvin: Both scales have the same size of degree, so this conversion is super easy!How to Convert Kelvin to Celsius: This is a common temperature conversion in science.

Learning German Verb Conjugations

Learning German Verb Conjugations One useful verb for any wanderer to learn is to travel. In German, the word fahren  means to travel or to go. Learning to properly conjugate this word will help you tell your new friends all about your journey. If youre lost and looking for directions, youll be thankful you know how to say were traveling  to   Berlin when asking for help. In some cases fahren is also used to mean drive or have driven, this will usually be apparent from the context of the sentence. Stem-Changing Verbs German, like many other languages, has what is known as stem-changing verbs. This means that the stem or ending of the word is what changes based on who the action is referring to. These endings will remain consistent throughout the language for regular stem-changing verbs. Unlike in English, where I take and we take uses the same form of the verb in German the stems of the verb would change. This can make learning the language easier because you only need to remember the roots of most verbs. Unfortunately, nehmen is also an irregular  verb. This means there are times when it does not follow the normal rules of stem-changing verbs. Learn How Fahren is Conjugated in All Tenses The following charts will show you how the  German verb  fahrenis conjugated in all its tenses and moods. Fahren Present Tense -  Prsens Singular Deutsch English ich fahre I travel/am traveling du fhrst you travel/are traveling er sie fhrt es he she travelsit Plural wir fahren we travel/are traveling ihr fahrt you (guys) travel/are traveling sie fahren they travel/are traveling Sie fahren you travel/are traveling Examples: Fahren Sie heute nach Hamburg?Are you going/traveling to Hamburg today?Er fhrt mit dem Zug.Hes taking the train. Possible meanings of  fahren:  to travel, go, drive, ride, sail, take, move, transport Fahren Simple Past Tense -Imperfekt Singular Deutsch English ich fuhr I traveled du fuhrst you (fam.) traveled er fuhrsie fuhres fuhr he traveledshe traveledit traveled Plural wir fuhren we traveled ihr fuhrt you (guys) traveled sie fuhren they traveled Sie fuhren you traveled Fahren Compound Past Tense (Pres. Perfect)  Perfekt Deutsch English Singular ich bin gefahren I traveled/have traveled du bist gefahren you (fam.) traveledhave traveled er ist gefahrensie ist gefahrenes ist gefahren he traveled/has traveledshe traveled/has traveledit traveled/has traveled Plural wir sind gefahren we traveled/have traveled ihr seid gefahren you (guys) traveledhave traveled sie sind gefahren they traveled/have traveled Sie sind gefahren you traveled/have traveled See more verbs in our  20 Most-Used German Verbs. Fahren  Past Perfect Tense  Plusquamperfekt Deutsch English Singular ich war gefahren I had traveled du warst gefahren you (fam.) had traveled er war gefahrensie war gefahrenes war gefahren he had traveledshe had traveledit had traveled Plural wir waren gefahren we had traveled ihr wart gefahren you (guys) had traveled sie waren gefahren they had traveled Sie waren gefahren you had traveled See more verbs in our  20 Most-Used German Verbs.

Women in Law School Research Paper Example | Topics and Well Written Essays - 2000 words

Women in Law School - Research Paper Example Instead, women have to face many challenges in order to find success in an environment which one would consider to be extremely hostile to them. This is the reason why there is need for the continued use of affirmative action to support women who would like to get into this field, to ensure that women are not only successful in getting admitted in law schools, but also that they are treated as partners to their male counterparts rather than as subordinates. While in the United States, affirmative action has largely worked to bring women into the male dominated field of law, more still needs to be done to ensure that even more women are interested in it and that once they get there, they are able to get fair treatment. There has been, in recent years, support for women to get into the field of law, and most of this support has come from other women in the field. It has been suggested that the best way of encouraging more women to get into the field is through giving more women opportu nities to fill up available leadership roles in law schools. Such a move would ensure that the voice of women is heard in the field and further, it will provide them with the opportunity for further advancement. Furthermore, it has been stated that the best way to deal with the problems that women face in law school and after is to build awareness that bias against women in law is still immensely strong and that this matter should be addressed. Literature Review McGinley (99) in her article states that there is still quite a large gap in the gender divide in the faculties of law schools all over the country. Not only do the women who work in law schools have to do jobs which are considered to be feminine by their male counterparts, but they also have to teach courses which many would consider to have been female-identified courses. McGinley argues that the leadership positions in law schools have been unfairly distributed, with women getting the lesser share than men. She states tha t while there are almost no women in any of the available leadership positions in law schools, men dominate nearly all of these positions, with eighty percent of the deans being men. Furthermore, men have been found to teach courses which can be considered to be prestigious as well as male-identified; furthering the rift between the sexes in law schools. She states that women have to go through differential expectations from their colleagues as well as their students and often have to bear the brunt of their male counterparts' intimidating behaviour at work. McGinley, in this article makes use of manhood studies and other research that has been conducted in the social sciences to make an identification of the gendered structures, practices, and traits that have come to bring harm to women professors practising law. She sets out to provide a hypothetical context that attempts to make an explanation of the reasons why women do not enjoy status equality in the legal field do not compar ed to their male counterparts. While many of the practices, which are conducted towards women in law schools, appear to be gender-neutral, they end up accomplishing the very opposite, because it works to propagate stereotypes and isolation which has been found to be harmful to women. The article works to reveal the gendered nature of the structures and practices of law schools, especially in administration, and sets out to challenge the belief of natural difference as a cause for the disproportion between men and women law professors. The conclusion of the study conducted in this article is that it is only through exposing these gender biased practices

Dred Scott v.s. Sanford 1856 Essay Example | Topics and Well Written Essays - 750 words

Dred Scott v.s. Sanford 1856 - Essay Example Dred Scott v. Sanford was a case in which Dred Scott a slave born in Virginia between 1795 and 1800 sues an heir of the estate which owned him for freedom for himself, his wife, and children (Library of Congress n. p.). Purchased by John Emerson a major in the United States Army, as â€Å"chattel† or â€Å"personal property† Scott accompanied and traveled with Emerson extensively. However not all the states in the Union recognized and allowed slavery at that time; several states outlawed the practice of slavery passing ordinances and laws prohibiting its practice within their territorial boundaries (Library of Congress n. p.). One such state was Missouri, the â€Å"Missouri Compromise of 1820† forbid the importation of slaves within their territory and ultimately had a provision for the emancipation of slaves born in Missouri (Moore and Brown n. p.). With the passing of the bill by the House of Representatives in 1819, but failing to be ratified by the Senate the bill incited angry discussions between and within the northern and southern states. With Missouri identified as a, â€Å"free state† there was unequal representation, therefore the states condoning slavery found themselves at a disadvantage when it came to voting power. Over a 12 year period Emerson relocated his family and slaves throughout various regions of the United States settling in free and slave states (Library of Congress n. p.).

Anti-Colonialism and Education Essay Example for Free

Anti-Colonialism and Education Essay In Anti-Colonialism and Education: The Politics of Resistance, George J. Sefa Dei and Arlo Kempf have given us a stimulating intellectual account of the issues surrounding the active attempt for educational liberation. The authors who have contributed to the volume have been well chosen to present creative approaches to this abiding problem in most of the world. As we engage the legacies of colonialism we are more certain today that the nonmaterial legacies are as important in our thinking as the material ones when we engage questions of resistance and recovery. The colonizer did not only seize land, but also minds. If colonialism’s in? uence had been merely the control of land that would have required only one form of resistance, but when information is also colonized, it is essential that the resistance must interrogate issues related to education, information and intellectual transformations. Colonialism seeks to impose the will of one people on another and to use the resources of the imposed people for the bene? t of the imposer. Nothing is sacred in such a system as it powers its way toward the extinction of the wills of the imposed upon with one objective in mind: the ultimate subjection of the will to resist. An effective system of colonialism reduces the imposed upon to a shell of a human who is incapable of thinking in a subjective way of his or her own interest. In everything the person becomes like the imposer; thus in desires, wishes, visions, purposes, styles, structures, values, and especially the values of education, the person operates against his or her own interest. Colonialism does not engender creativity; it sti? es it, suppresses it under the cloak of assistance when in fact it is creating conditions that make it impossible for humans to effectively resist. And yet there has always been resistance and there are new methods of resistance gaining ground each day. The intricacies of engaging colonialism are as numerous as the ways colonialism has impacted upon the world. Indeed, the political-economic, socialbehavioral, and cultural-aesthetic legacies of the colonizing process have left human beings with a variety of ways to confront the impact of those legacies. What we see in Anti-Colonialism and Education is a profound attempt to capture for the reader the possibilities inherent in educational transformation through the politics of resistance. Professors Dei and Kempf have exercised a judicious imagination in selecting the authors for the chapters in this book. Each author is an expert in the area of the topic, skilled in presentation of the facts based upon current theories, and articulate in the expression of a need for educators to understand the pressures ix FOREWORD both for and against colonialism. However, they all take the position that it is necessary to explore all formulations that might achieve a liberated sphere of education. Since education normally follows the dominant political lines in a country where you have colonial political principles you will ? nd colonial education. If you have the vestiges of past colonial practices, you will see those practices re? ected in the educational system. I remember a colleague from Algeria saying to me that when the French ruled the country the students learned that their ancestors were the Gauls. When independence came to Algeria, he said, the people were taught that their ancestors were Arabs. The fact that this was only true for those individuals who had Arab origins, and thirty percent did not have such ancestry, was uninteresting to the political agenda. And so it has been in every nation where you have a political intention to mold a country on the basis of domination you will also have resistance. One seems to go with the other regardless to how long the process seems to take to commence. This is not just an exciting work intellectually; it is a beautiful book edited with intelligence and executed with the kind of research and scholarship that will bring us back to its pages many times. Each author seems to feel the same desire to teach us to be truly human; that is enough for us to inaugurate our own anti-colonialism campaign in our schools and colleges. I shall gladly join the fray to make the world better. Mole? Kete Asante Elkins Park, PA 19027 USA x ACKNOWLEDGEMENTS This book could not have been completed without the political interest and will of the many people who shared their knowledge in this joint undertaking. While the task of re-visioning schooling and education for the contemporary learner and teacher may be daunting at times, we believe strongly that it is by no means insurmountable. In fact, we have a wealth of knowledge with which to help transform education into a process and practice that serves the needs of the collective. We hope this book will contribute to the debate and discussion of how to address not only the imperialization of knowledge but also the various forms of intellectual colonization that mask themselves as everyday academic truth and valid knowledge. George Dei would like to thank the students of his graduate level course, SES 3914S: â€Å"Anti-Colonial Thought and Pedagogical Challenges† in the fall of 2004 whose insights and discussions helped propel the vision for this collection. Arlo Kempf would like to thank Lola Douglas, Meghan Mckee and Randy Kempf for their support and loveliness. He would also like to thank George Dei and the contributors for their ideas and hard work over the duration of this project. We both owe a great deal of intellectual depth to our colleagues, peers and friends who constantly challenge us to think more deeply and avoid academic closure. It is in the actions and resistance of the people that theory is born and takes life – to all who struggle against colonialism without the privilege of a pen in hand, we thank and salute you. Our academic objective for the book was also shaped by a desire to let our community politics inform intellectual pursuits at all times. We want to thank Geoff Rytell, who initially helped proofread sections of the book, as well as Cheryl Williams for her ongoing support. Finally we say â€Å"thank you† to Joe Kincheloe, Shirley Steinberg and Peter de Liefde who made this book a reality. George Dei Arlo Kempf xi GEORGE J. SEFA DEI INTRODUCTION: MAPPING THE TERRAIN – TOWARDS A NEW POLITICS OF RESISTANCE INTRODUCTION I begin this chapter with a question germane as to why and how we articulate anticolonial thought. Informed by Steven Biko’s (1978) earlier work, I ask: â€Å"Why is it necessary for us as colonized peoples to think and re? ect collectively about a problem not of our creation i. e. , the problem of colonialism? † This question is central since colonialism has not ended and we see around us today various examples of colonial and neo-colonial relations produced within our schools, colleges, universities, homes, families, workplaces and other institutional settings. It is often said that globalization is the new word for imperialism. History and context are crucial for anti-colonial undertakings. Understanding our collective past is signi? cant for pursuing political resistance. Haunani-Kay Trask (1991) writes about the importance of the past to Indigenous peoples as a way to challenge the dominant’s call to amputate the past and its histories. For the people of Hawaiia, Trask notes that â€Å"we do not need, nor do we want [to be] liberated from our past because it is source of our understanding . . . [We] . . . stand ? rmly in the present, with [our] back to the future, and [our] eyes ? xed upon the past, seeking historical answers for present-day dilemmas† (p. 164). In order to understand the knowledge and resistance of the past as it relates to contemporary politics of resistance, one has to know and learn about this past. As noted elsewhere (Dei, 2000, p. 11), for colonized peoples decolonization involves a reclamation of the past, previously excluded in the history of the colonial and colonized nations. They must identify the colonial historical period from the perspectives of their places and their peoples. Knowledge of the past is also relevant in so far as we as people must use that knowledge â€Å"responsibly†. But our situatedness as knowledge producers and how we perform â€Å"the gaze† on subjects, at times accord power and privilege to some bodies and not others. Therefore, an anti-colonial struggle must identify and de? ne a political project and show its connections to the academic engagement. Franz Fanon and Karl Marx have both cautioned us that â€Å"what matters is not to know the world but to change it†. This assertion calls for a recognition of the multiple points/places of responsibility and accountability. For example, what does it mean to talk of accountability as far as identity and subjectivity, however complex? It may well mean taking the stance that in political work for change, certain issues are not negotiable. In other words, we need to see there are limits and possibilities of â€Å"negotiating† in anti-colonial struggles and politics. As Howard (2004) asks: How much can be G. J. S. Dei and A. Kempf (eds. ), Anti-Colonialism and Education: The Politics of Resistance, 1–23.  © 2006. Sense Publishers. All rights reserved. DEI accomplished if we decide to â€Å"negotiate† around domination or oppression? Are we negotiating as part of a democratic exercise? Rabaka (2003) has argued that â€Å"one of the most important tasks of a critical anti-colonial theory . . . is to capture and critique the continuities and discontinuities of the colonial and neocolonial in order to make sense of our currently . . . colonized life and . . . worlds† (p. 7). Therefore as we begin to ? esh out anti-colonial theory and practice, it is ? tting to ask some critical questions (see also Butler, 2002): Is there still a colonized South? What about a colonized North? Do we think of neo-colonialism/colonialism/post-colonialism as bridges, as new articulations, or as a continuation with no marked differentiation? What is â€Å"post† about/in the â€Å"post-colonial†? Is the theoretical distinction between neo-colonialism and colonialism spurious at best? What are the purposes and underlying intentions of making such distinctions? What are the convergences and the divergences in post-colonial and anti-colonial thoughts? Does â€Å"neo† in neo-colonial mean â€Å"new†, or â€Å"transformed†? What is neo-colonialism? What are its antecedents and its marked practices? What are the mechanisms and institutions that constitute neo-colonialism? Why do we speak of neo-colonialism and not anti-colonialism? Are the structures, practices and ideas which enable colonialism really that different from those of neo-colonialism? Are the differences between neo-colonialism and colonialism more than theoretical? Whose interests are advanced in speaking of neo-colonialism/post-colonialism? What are the [dis]junctures and [dis]continuities between colonialism and neo-colonialism? How do discursive forces and material aspects interact to further our understanding of colonial? How do we speak of power, coercion, subjectivity, agency and resistance in anti-colonial discursive practice? What are the relations between neo-colonialism and White supremacy? The book does not presume to offer full answers to all these questions. But it is hoped the discussions that follow offer some entry points into a new politics of engagement towards the formulation of a critical anti-colonial lens. The power of the anti-colonial prism lies in its offering of new philosophical insights to challenge Eurocentric discourses, in order to pave the way for Southern/indigenous intellectual and political emancipation. In this discussion, anti-colonial is de? ned as an approach to theorizing colonial and re-colonial relations and the implications of imperial structures on the processes of knowledge production and validation, the understanding of indigeneity, and the pursuit of agency, resistance and subjective politics (see also Dei and Asgharzadeh, 2001). Colonialism, read as imposition and domination, did not end with the return of political sovereignty to colonized peoples or nation states. Colonialism is not dead. Indeed, colonialism and re-colonizing projects today manifest themselves in variegated ways (e. g. the different ways knowledges get produced and receive validation within schools, the particular experiences of students that get counted as [in]valid and the identities that receive recognition and response from school authorities. The anti-colonial prism theorizes the nature and extent of social domination and particularly the multiple places that power, and the relations of power, work to establish dominant-subordinate connections. This prism also scrutinizes 2 INTRODUCTION and deconstructs dominant discourses and epistemologies, while raising questions of and about its own practice. It highlights and analyzes contexts, and explores alternatives to colonial relations. Loomba (1998) sees colonialism as signifying â€Å"territorial ownership† of a place/space by an imperial power, while imperialism on the other hand is the governing ideology for such occupation. Anti-colonial thought works with these two themes/projects – colonialism and imperialism as never ending. The colonial in anti-colonial however, invokes much more. It refers to anything imposed and dominating rather than that which is simply foreign and alien. Colonialism reinforces exclusive notions of belonging, difference and superiority (Principe, 2004). It pursues a politics of domination which informs and constructs dominant images of both the colonizer and the colonized (Memmi, 1969). Colonialism is not simply complicit in how we come to know ourselves and its politics. It also establishes sustainable hierarchies and systems of power. Colonial images continually uphold the colonizers’ sense of reason, authority and control. It scripts and violates the colonized as the violent â€Å"other†, while, in contrast, the colonizer is pitted as an innocent, benevolent and [imperial] saviour (see also Principe, 2004). This historical relationship of the colonizer and colonized continues to inform contemporary subject identity formation and knowledge production. It shapes and informs identities by recreating colonial ideologies and mythologies (Tuhiwai-Smith, 1999). In theorizing the anti-colonial discursive framework, I would highlight some key salient points. All knowledge can be located in the particular social contexts from which it emerges. Such location shapes the ways of knowing and understanding the social and political relations at play in constructing social realities. The anti-colonial prism takes the position that all knowledges are socially situated and politically contested. The anti-colonial discourse is situated in colonial relations of power that are contested through resistant practices against domination and oppression. In working with resistant knowledges, the liberating in? uence of critical anti-colonial discourse becomes clear. The anti-colonial discourse works with the idea of the epistemological power of the colonized subjects. The colonial knowing is situated and informed within particular social contexts (see also Harding, 1996). Such â€Å"situated knowledges† (hooks, 1991; Collins, 1990) also point to the importance of subjectivity, positionality, location and history. In this regard, the anti-colonial referent is to the epistemologies about, and of, marginalized, colonized subjects. Particular and different interests are served by knowledge systems, and the anti-colonial aim is to subvert dominant thinking that re-inscribes colonial and colonizing relations. The ability and strength of the anti-colonial prism to draw upon different discursive traditions to explain social and political phenomena is an important strength for multiple knowings. But anti-colonial thought, while borrowing from other theoretical frameworks, is not constrained by dominant epistemologies. It calls for a critical awareness of the social relations and power issues embedded in the ways of organizing the production, interrogation, validation and dissemination of knowledge in order to challenge social oppression and 3 DEI consequently subvert domination. It also calls for acknowledging accountability and power. Since the burden of oppression is not shared equally among groups, and that even among the oppressed we are not all affected the same way (see also Larbalestier, 1990), we must all be able to address questions of accountability and responsibility of knowledge. It is within such a context that one must evaluate the politics of anti-colonial thought, in its call for a radical transformation of the analytical and conceptual frames of reference, used both in the academy and in mainstream public discourse so that the minoritized, subjugated voice, experience and history can be powerfully evoked, acknowledged and responded to. Unless we are able to articulate the grounds on which we share a dialogue and challenge the power relations of knowledge production, we will be shirking the responsibility of acting on our knowledge. The academic project of anti-colonial thinking and practice is to challenge and resist Eurocentric theorizing of the colonial encounter. Such Eurocentric theorizing is best captured in representations of minoritized/colonized bodies and their knowledges, and through the power of colonial imageries. The anticolonial critique also deals with interrogations of colonial representations and imaginaries examining processes and representations of legitimacy and degeneracy through the mutually constitutive relations of power. Colonialisms were/are practised differently; they differ in their representations and consequently have myriad in? uences, impacts and implications for different communities. Colonial practices can be refracted around race, gender, class, age, disability, culture and nation as sites of difference. In many ways the â€Å"anti-colonial thought† is the emergence of a new political, cultural and intellectual movement re? ecting the values and aspirations of colonized and resisting peoples/subjects. The Western academy cannot continue to deny the intellectual agency of colonized peoples. As resisting subjects, we will all have to confront and deal with the historic inferiorization of colonial subjects, and the devaluation of rich histories and cultures. What is required is critical educational praxis that is anchored in anti-colonial thought to challenge and subvert the â€Å"Western cultural and capital overkill†, and shed the insulting idea that others know and understand us [as colonized subjects] better than we understand ourselves (see also Prah, 1997, pp. 19–23). Colonized peoples require an anti-colonial prism that is useful in helping to disabuse our minds of the lies and falsehoods told about our peoples, our pasts and our histories (see also Rodney, 1982). We need to present anti-colonial discourse as a way to challenge Eurocentric culture as the tacit norm everyone references and on which so many of us cast our gaze (Kincheloe and Steinberg, 1998, p. 11). This approach to anti-colonial discursive thought and practice is also informed by the academic and political project calling for knowledge that colonised groups can use to ? nd authentic and viable solutions to our own problems. In this struggle we can point to some positive developments. For example everywhere today, we (as colonized peoples) are reclaiming and reinvigorating our marginalised, and in some cases, lost voices and are speaking for ourselves. Within educational academies in North America and in the South, there 4

Treatment of Women in The Big Sleep, the Movie :: Movie Film comparison compare contrast

Treatment of Women in The Big Sleep, the Movie Version Often, we hear commentary about films that reading the book before watching the movie ruins the experience or that movies are never as good as the book on which it is based. The difference between forms is not as much about already knowing how the story ends as it is about the dumbing down of the work for a broader audience. However, Chandler wrote The Big Sleep as a piece of pulp fiction that was read by a large populace. So, with this knowledge, I expected my experience with the 1946 film version of The Big Sleep to be less than stellar. As I watched the film version, one glaring difference stood out; the romance between Vivian Reagan and Phillip Marlowe which did not exist in Chandler's book. Overall, there is a clear difference in the treatment of Marlowe's reaction to womyyn. "Shot during wartime, the film turns the draft induced "man shortage" into a satyr's fantasy; sloe-eyed heiresses, harsh-slingers with come hither looks, and horny lady cab drivers brazenly proposition Marlowe, who regrettably stiff-arms most of them in the name of business." (Hagopian) Two clear exceptions seen in the movie to the hands off, all work and no play attitude of Phillip Marlowe from the book are the romantic relationship with Vivian Reagan and the afternoon tryst with a bookstore clerk. The most obvious reason for the change in the relationship between Vivian Regan and Phillip Marlowe is the movie studio's rationale behind producing Hawkes' film version of The Big Sleep. Lauren Bacall, who plays Vivian Regan, and Humphrey Bogart, who plays Marlowe, had created a successful pairing previously in To Have and Have Not. Warner Brothers asked Howard Hawkes to find another script to work around Bacall and Bogart to create another box office smash hit. The piece that Hawkes choose was Chandler's The Big Sleep. So, Hawkes' intention was not to be true to Chandler's version of The Big Sleep, but instead to merely dupilcate the monetary success of To Have and Have Not. In order to maintain the element of romance between Bogart and Bacall which was a key ingredient to the success of To Have and Have Not, Hawkes had to create romance between Marlowe and Vivian which was not part of Chandler's version of The Big Sleep.

Omega Case Study Report Essay

This report is based on the case study of Omega. With external pressure, the company is now encountering internal problem, like high turnover and absenteeism rate. Personnel manager adopts attitude survey to analyses current situation. â€Å"Job attitudes and job performance are perhaps the two most central and enduring sets of constructs in individual-level organisational research† (David, Daniel and Philip, 2006:305). Organisations increasingly tend to use attitude survey to analyses their employees’ attitude and opinion towards employers (Paul R, 1988:145). Omega case provides an attitude survey questionnaire and relevant data. This report is based on these data to analyses the current situation of Omega, also discuss the reason of high absenteeism and turnover rate among professional staff using organisational behaviour theories, and propose recommendations for Omega to step off the dilemma. 1. The questionnaire Before deep discussion, it ought to go into the questionnaire Omega adopts, â€Å"Questionnaires can provide evidence of patterns amongst large populations†(Louis and Gravin, 2010:1). However, the design of the questionnaire has some problems. The questionnaire is consist of closed questions and open questions, including five areas in attitude evaluation, but the order of each question is â€Å"randomly presented†, which could confuse respondents when they do the questionnaire and easily get bored due to misunderstanding the purpose. In terms of open questions, their existence is to check the close questions are enough or not. Actually, experienced researchers choose open questions to understand respondents’ motivations and feelings in depth (Babara, 1965:175). 2.0 Current situation of Omega It can be describe the current situation of Omega as internal revolt and external invasion. Due to limitation, this report analyzes internal revolt of Omega. This part begins with a review of the literature on low job satisfaction. In addition, low organisational commitment, inefficient  communication system, improper leadership are also included. 2.1 Low job satisfaction In order to analyze the job satisfaction level, it is firstly should make assure what is job satisfaction. James (1992) defines job satisfaction as â€Å"the extent to which employees like their work†. And Luthans (2011:141) suggests â€Å"job satisfaction is a result of employee’s perception of how well their job provides those things that are viewed as important†. After explain job satisfaction, the measurement is put forward below . There are six facets of job satisfaction, which are the work content, financial rewards, hierarchical satisfaction, management, peers, and working conditions (Paul, 1997: 12). In terms of work content, Bozionelos (2007: 13) suggests five aspects to consider work itself, such as, skill variety, task identity, task significance, autonomy and feedback, which according Omega’s situation, they are low. It is a little better of the financial rewards aspect than the work content but still is low. Employees do not hold the shares of Omega and they think company underestimate their effort and their value and just 34% employees think they are paid fairly. Hierarchical satisfaction is not very clearly discussed in this case. Management satisfaction in Omega is mediate. Nevertheless, 89% of respondents think their immediate superiors treat them fairly. Other factor, namely, level of support, is low. Coworker satisfaction is not high as well because only 42% of respondents’ stay in company due to coworkers. Work condition in Omega supposes to be low because employees think manager does not care about the work condition, so work condition might be low. Through analyses above, job satisfaction of Omega could be judged as low. 2.2 Inefficient communication system David (1997, 42) defines communication process as â€Å"the transmission of information, and the exchange of meaning†. Robbins (2010: 290) points out six main parts of communication process, such as the information giver, encoding, the information, the channel, decoding, information receiver,  interference and feedback. Omega lack channel and feedback of communication process, so the process is not seriously exist in Omega. There are many directions of communication in organisation, namely vertically up and down, horizontally with coworkers (Katherine, 2012:31). Robbins (2010:291) also points out the main role of downward communication is to explain the reasons of different decisions. In Omega even the result of questionnaire is sent to the home address of employee not through company’s internal mail system. This could demonstrate the communication in company is really weak. David (1997, 42) defines communication process as â€Å"the transmission of information, and the exchange of meaning†. Furthermore, Cal and Allison (2004:6) say feedback could be an important facet to assess communicational efficiency and different company will have different emphasis on communication process. In Omega, they seldom receive feedback from their superiors. Furthermore, employees even do not know what happened in other regions of company or some issues relate to Omega. Through these analyses the communication system in Omega is really inefficient. 2.3 Low organisational commitment Organisational commitment is one of attitudes employees have towards organisation. Allen and Meyer(1991,) suggest organisational commitment consist of three parts â€Å"a desire (affective commitment: an emotional attachment to organiasation) to stay in a company; a need(continuance commitment: consider cost of leaving the company) to stay and an obligation(normative commitment: moral and ethical consideration) to stay† Though the questionnaire of Omega is not very clearly include organisational commitment questions, it still can be reckoned by similar questions. The question about belonging to Omega can be recognized as affective commitment question and only 23% of respondents think they have this feeling, which means the affective in Omega is low. In addition, when ask if any other company offered more than 5% salary will you leave Omega, 27% of respondents  will leave. And when it is raised by 10%, the result is 52%, and raised by 15% then 75% will leave. However, 89% of them do not treat financial reward is the most important aspect of their job. In this way, it could be reckoned normative commitment in Omega is low, meaning there is little moral or ethnic factor employees consider when they choose to leave company. Though there is few content of questionnaire relating to continuance commitment, organisational commitment is still low from the other two aspects. 2.4 Improper leadership Robbins (2010:316) define leadership as â€Å"the ability to influence a group toward the achievement of a vision or set of goals†. Furthermore, Bozionelos (2007:14) claims â€Å"the main role of leader is to motivate his/her subordinates.† He also points out leaders could motivate employees by using â€Å"right† style. According to OHIO style studies, high consideration sometimes is associated with less turnover and absenteeism. Employees in Omega mainly are highly educated, who have interests in company operations and have strong aspirations to get involved in their job, not just finishing the task superiors give them. Nevertheless, leaders in Omega ignore the workforce environment and adopt improper leadership, like ignoring their opinions and isolating them from the whole company, furthermore, providing unsatisfied working environment. In conclusion, leadership in Omega is improper. 3.0 Analyses high turnover and absenteeism The relationship between turnover and absenteeism is positive, which means high turnover relate to high absenteeism vice versa (Terry, 1978). There are several reasons to the high absenteeism and turnover rate. Robert (1993) figures out job satisfaction and organisational commitment negatively relate to the turnover and absenteeism. In terms of the relationship between the two, there are mainly two different views, one of which is â€Å"the commitment mediate the effect of job satisfaction† (Porter, 1974), the other one of which is the two both have impact on turnover but separately (Dougherty, 1985). This report follows the latter view. In addition, motivation theories are also mentioned below. 3.1 Job satisfaction reason Bozionelos (2007: 13) implicates the relationship between job satisfaction and absenteeism is moderate strong and Bobbins(2010: 72) supports this view and think the relationship is moderate to weak. According to these two scholars, there are many other reasons independent on job-related aspect, like the traffic situation and family stuff like child’s sick, etc. And Bozionelos(2007: ) mentions unsatisfied employees are more likely truancy than satisfied ones participate in work, which means make employees satisfying could not make sure low absenteeism, but if employees are unsatisfying they will more likely absent. Tett and Meyer(1993) conclude the relationship between job satisfaction and turnover is also moderate. However, Carsten and Spector (1987) point out job satisfaction will lead to turnover when employees find it easy to find an other similar job. 47% of respondents would leave company if they find a comparable job. In this way, job satisfaction is strongly relate to quit. Given the theory mentioned above and analyses of job satisfaction level in Omega, It could make a conclusion that job satisfaction in Omega is low and moderately leading to high turnover and absenteeism rate. 3.2 Organisational commitment reason â€Å"Empirical research on organisational commitment generally has shown commitment to be a significant predictor of turnover† (Gary, 1987). Also, John and Dennis (1990) demonstrate organisational commitment could help organisation reduce withdraw behaviour, like absenteeism and turnover. Furthermore, some scholars support the view that high organisatioanl commitment could lead to high job satisfaction (Batemen and Strasser, 1984). In terms organisational commitment itself, Robbins(2010:64) demonstrate organisational commitment negatively relate to both absenteeism and turnover, and in particular, affective commitment have stronger relationship than other two type of commitment with turnover and absenteeism. Meyer (2002) after a meta-analyses support Robbins conclusion, and figure out  affective commitment is the strongest lead to high turnover rate(Ï  = −.17). However, in terms of absenteeism, except affective commitment, the other two commitments have positive relationship with absenteeism. Though there is few content of questionnaire relating to continuance commitment, organisational commitment in Omega still could explain the high turnover and absenteeism rate, because affective commitment is low, which is the strongest aspect influence withdraw behaviour. 3.3 Motivation reason Motivation theories could explain the high turnover and absenteeism is because lack of motivation will have influence job satisfaction and organisational commitment, which have discuss above to be proved could impact quit and missing the job. Motivation theories used in this report are equity theory. Mullins(2002:443) explains equity theory as â€Å"focuses on peoples’ feeling of how fairly they have been treated in comparison with the treatment received by others.† He points out one of inequity behaviour is â€Å"leaving the field† to find balance. In this way, employees are tend to absent and find other equal job. In addition, Laura (2000) suggests wage equity is related to worker motivation. Employees in Omega believe they are under inequity situation, because of inequity input and output. About 66% of respondents think they are paid unfairly. As a result, employees are tend to absent and change their job. 4.0 Recommendation This part is mainly based on motivation theory and motivation applications method. Apart from motivate employees, improving job satisfaction, consummating communication system are also used to propose recommendations. 4.1 Motivate employee Maslow’s theory and Herzberg’s theory are applied to suggestions. Though popular with its criticism, Maslow’s five level hierarchy theory is always  the basic theory of motivation and is simply applied to real case. Maslow hierarchy need theory consists of five needs of a person, which, from the bottom to the top, are physiological, safety, love, esteem, self-actualization (Maslow, 1954). These needs are satisfied until the lower needs are fulfilled. Mangers need to identify dominant needs during employees then provide incentives to satisfy them in order to improve job satisfaction (Bozionelos , 2007: 29). In Omega case, manager should first identify what employees really needs. Except relatively satisfied salary, they also need more control in their work and more communication with superior. Next theory using to propose suggestions is Herzberg’s two-factor theory, which are hygiene factors and motivators. Hygiene factors are mostly about work conditions and environment and actually hygiene cannot motivate employees, but if hygiene factors are not filled, they will lead to dissatisfaction. Motivators are mostly about work itself and work content. Robbins (2010:143) suggests it is advised to use motivator to motivate people, like â€Å"promotional opportunities, opportunities for personal growth, recognition, responsibility and achievement†. Omega manager or personnel manager can follow this suggestion to redesign the job in Omega. 4.2 Improve job satisfaction Locke (1976) says job satisfaction is a â€Å"positive emotional state†, so improving job satisfaction is same as improving the positive emotion of employees. There are several aspects could lead to high level of job satisfaction. One of the most significant aspects relating to high job satisfaction is enjoying the job. Enjoyable job should provide necessary training, variety and authorization (Robbins, 2010:67). In Omega, managers could decrease close supervision when employees working, which probably could increase job satisfaction. 4.3 Consummate communication system As mentioned above, the communication process is important in an  organisation. Omega’s manager should provide a platform for employees to express their opinions, complains and proposals. In addition, frequent feedback is also essential during the whole communication process even though it may be the last step. Formulating new feedback policy in accordance with job’s need. 4.4 Improve employee involvement Lawer (1986) suggests â€Å"job involvement has been considered the key to activating employee motivation†. In addition, employee involvement could also help improve job satisfaction (Steve, 1996). Involving employee can not only help improve job satisfaction but also help improve organiasational commitment. Daily update e-mail could provide latest news of company as well as satisfy employees’ need to understand organisation. Furthermore, involving employee could develop a feeling of belonging to organisation. 5.0 Conclusion Through the analyses above, it is clear that there are numerous of problems in Omega. Low job satisfaction, inefficient communication system, low organisational commitment and improper leadership are the key problems. Some of them strongly relate to high turnover and absenteeism rate, some of them moderately relate. Recommendations are based on the problems, which most could be applied to real work. More importantly, taking actions to make ideas into reality is the key. 6. Personal reflection This part mainly discusses the writer’s personal opinion on management. Fortunately, this case study gives me a lot of thinking about management and leadership. As a manager in a company especially in a highly educated organisation must pay attention to employees’ opinion towards company and management. Their involvement not only can level up their job satisfaction but also can help improve efficient of management. In addition, motivation system is another factor that should be taken seriously. Though there are many theories in motivation and many ways to motivate employees, actually,  manager could choose one and utilize effectively, then can benefit a lot. Personally speaking, leadership is more important than management. Management could just guarantee the implementation of task, but leadership have more function due to different leadership style. In terms of organisational commitment, managers’ leadership is very significant. Some companies have done a lot to improve organisational commitment but it is still low. That maybe because the improper leadership. Sometimes leadership is not could described in words just like art, which need talent. Reference: Batemen and Strasser, â€Å"A longitudinal analysis of the antecendents of organisational commitment †, Academy of management Review. 27.95-112 Bozionelos, N. (2007). Work motivation and its related processes, in Managing People, Durham Business School, University of Durham Cal W. Downs and Allyson D. Adrian (2004), Assessing organisational communication: strategic Communication Audits, The Guildford Press, 3-18. David A, Daniel A, Philip L, â€Å"How importand are job attitude? Meta-analytic comparisions of integrative behavioural outcomes and time sequences† David Buchanan and Andrzej Huczynski (1997), Organisational behaviour an introductory text. Prentice Hall ,Third Eth. Dougherty TW, Bluedom AC, Keon TL. (1985). Precursors of employee turnover: A multi-sample causal analysis. Journal of Occupational Behaviour, 6,259-271. GARY J. BLAU and KIMBERLY B. BOAL, 1987, â€Å"Conceptualizing How Job Involvement and Organisational Commitment Affect Turnover and Absenteeism†, Academy of Management Review. 1987, Vol. 12. No. 2. 288-300. James L. Price and Charles W. Mueller (1992), â€Å"Discriminant validity of measures of job satisfaction, positive affectivity and negative affectivity†, Journals of organisational Psychology, Vol. 65, 158-196. Lawler, E. E.,III.(1986). â€Å"High-involvement management: Participative strategies for improving organisational performance†, San Francisco: Jossey-Bass, 45-68. Laura Leete (2000), â€Å"Wage equity and employee motivation in nonprofit and for-profit organisations†, Journal of Economic Behaviour & Organisation, Vol.43, No.4, 423-446. JM Carsten and PE Spector (1987), â€Å"Unemployment, job satisfaction, and employee turnover: A meta-analytic test of the Muchinsky model†, ournal of Applied Psychology, Vlo. 72, No. 3, 374 – 38 John P. Meyer and Natalie J. Allen ‘A three-component conceptualization of organisational commitment’ human resource management review, Volume 1, Issue 1 John E. Mathieu and Dennis M. Zajac (1990), â€Å"A Review and M eta-A nalysis of the A ntecedents, C orrelates, and Consequences of Organisational Commitment†, Psychological Bulletin, Vol.108, NO.2, 1717-194. Katherine Miller (2012), Organisational communication: Approaches and Process, Lyn Uhl, Six Edition. 17-35. Laurie J Mullins (2002), Management and organisational behaviour, Financial Times Pitman Prentice Hall, 6th Ed, 417-455 Lois R and Gavin T (2010) â€Å"Mixing interview and questionnaire methods: Practical problems in aligning data† Practical assessment, research & evaluation, Vol.15, No.1. Luthans Fed (2011), Organisational behaviour : an evidence-based approach, Boston, London: McGraw-Hill, 12th ed. 123-156 Maslow Abraham H. (1987), Motivation and Personnality . New York : Harper Collins. Third Edition, 38-54. Paul E. Spector (1997), â€Å"Job satisfaction : Application, Assessment, Causes and Consequences†, SAGE Publications Ltd. 5-21. Paul R, Linda M, Vicino, Kantor, Greaves â€Å"Attitude assessment in organisations: testing three microcomputer-based survey systems†, The Journal of General Psychology, Vol.116, No.2, 145-154. Porter LW, Steers RM, Mowday RT, Boulian PV. (1974). Organisational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of Applied Psychology, Vol.59, 603-609. Robert P. Tett and John P. Meyer (1993), â€Å"Job satisfaction, organisational commitment, turnover intention, and turnover: path analyses based on meta-analyses based on meta- analytic findings†, Personnel psychological, Vol.46, 259-293. Steven P. Brown (1996), â€Å"A Meta-Analysis and Review of Organisational Research onJob Involvement†, Psychological Bulletin, Vol.120, No.2, 235-255. Terry A. Beehr (1978), â€Å"A note on the structure of employee withdrawal†, Organisational behaviour and human performance, Vol.21, 73-79.

Brandwashed, Martin Lindstrom (Zoom in- Zoom out)

â€Å"By uniting us against a common enemy, fear also brings humans together. It has a preserve yet delicious binding quality. It's for this reason that we love to spread fearful rumors, sometimes blowing them out of all proportion just to heighten the sense of danger.† (33. Brandwashed)Zoom In:In this passage, Martin Lindstrom denotes a method used by big corporations and advertising companies that literally scares people into buying things. Lindstrom explains that â€Å"uniting us against a common enemy, fear also brings humans together†, which is a stark statement, but definitely not an inconceivable one. This is such interesting prose, because when we humans feel afraid, the last thing we are thinking about is how united we are. We are thinking about what we can do to eradicate the danger, and how we can feel safe. In 2009, sales of the well known hand sanitizer Purell rose by 50%, which also happens to be the year that the H191 pandemic (better known as â€Å"swin e flu†) erupted.This statistic is fascinating because we can see how us humans were scared of something, in this case, getting the swine flu, but we managed to unite and buy 50% more hand sanitizer. This was our way of eradicating the danger, and feeling safe. The most enthralling part of this is that hand sanitizer does nothing to prevent the H1N1 virus, because it is spread through the air in the form of a cough or sneeze from a infected individual! You may be asking yourself â€Å"How and why did people choose to buy Purell to feel protected from H191?†. Well, Purell posted a statement on their website saying that â€Å"According to the Centers for Disease Control, one of the ways you can help protect yourself from Swine Flu is by practicing good hand hygiene. specifically using an alcohol-based sanitizer.†What they are trying to insinuate is that their product is the key to good hygiene — and that without it you will not be as healthy, and will be at r isk of getting the Swine Flu. The CDC did say that hand sanitizer is good for hand hygiene, but the CDC never said that hand hygiene protects against Swine flu, because that would be a scientifically proven lie. Simply put by Lindstrom, the company totally blew the CDC's statement â€Å"out of all proportion just to heighten the sense of danger†. This example is really captivating, because it sheds light on a situation that most people would  never question. It really shows how big corporations are using fear to provoke emotions, which lead us to buying thing in order to once again feel safe.Zoom Out:Does fear really sell? Everyone is afraid of something but regardless of what that is, there is no doubt that fear sells. Since few products actually solve a person’s fears but rather placate fear temporarily, brands that effectively evoke feelings related to fear can establish long-term relationships with consumers who think they won’t be safe unless they keep bu ying the brand. Anyone who pays for any kind of insurance is proof that fear sells for a long, long time. You choose to buy life insurance; because you are afraid of your family’s well being once you are gone.There are so many ways to portray messages of fear, and that’s why it’s used in so many diverse industries to sell both products and services. For example, the sunscreen industry shifted its messaging from helping people get the darkest possible tans, to helping people avoid getting skin cancer. By using a message that elicits feelings of fear in consumers’ minds, sunscreen brands turned what could have been a brand disaster into a brand opportunity. â€Å"Cutting your sun exposure is easier than cutting out a skin cancer†. This message persuades us to buy more sunscreen, by making us fear the consequences of skin cancer.Personal:Almost every person that I know has been persuaded to buy something by fear, or has at least seen a form of adverti sement in which fear is used as a medium. I can recall an anti-smoking ad that I once saw on the morning news. It depicted footage of a real life open-heart surgery, gore and all, because the victim had smoked cigarettes his entire life. The commercial was so vivid, so vial, so real that I felt the need to reach for the remote, and change the channel.I have seen many commercials like that one since, all getting up close and personal with lifelong smokers who have debilitating deformities, all reaching out to try to get people to quit. These commercials have persuaded viewers to never go near a cigarette, and have definitely taught me that the consequences of smoking certainly outweigh the pleasure of popping open a pack and lighting one up. These commercials use  fear as a medium, but aren’t trying to sell anything, besides the truth.

Bringing Democracy to Africa

Bringing Democracy to Africa Free Online Research Papers Does Africa need elective, majority democracy or some other method of government? Maybe what Africa needs is a different method of government instead of modern democracy. History and the statistics seem to favour this view, and it is the aim of this article to explore it.Obviously there are various forms of democracies and numerous other methods of governance which nations can choose to model themselves around. I have this feeling that constitutional democracy achieved by majority vote maybe somewhat flawed for the African continent, as indeed it is not universally embraced outside Western Civilization. Africa found itself adopting models of government of former masters by default, without regard to how they ruled themselves previously. Someone I highly respect first suggested this notion to me and of course I naturally scoffed at it, dismissing it out of hand. On close inspection of trends within the African continent and disasters that countries there have encountered as they strived to institute democracy along the Western model really got me thinking, and researching. Historically, Africans have always had kingdoms, which kingdoms were successful and whose subjects were always proud of their king. The king either died in office or was overthrown. Kings were kings for as long as they could subdue all would be conquerors. The closest form of government to African culture was therefore Aristocracy, Meritocracy or Monarchism. Think about it for a moment, I will give you examples in Southern Africa with which I am familiar. Take Shaka the Zulu, and other Zulu kings before him in the Zulu Kingdom. He won his leadership by proving his ability to lead and by conquest. He could only step down by conquest or death. Can you imagine him giving up his leadership to someone else simply because ten, twelve or fourteen years making up his two terms were up? There were other empires in Southern Africa, like the Munhumutapa Empire. The Mambos (kings) successfully ran their kingdom which covered large parts of many countries in Southern Africa to the Mozambiquean C oast for several years, only to be dislodged largely by the coming of the Colonialists. The Swazi Kingdom is another example, the vestiges of which remain to this day. I believe this was replicated across the African continent beyond Southern Africa. I obviously advocate for progressiveness and civilisation and am by no means implying Africa should have remained in that state where rulership was purely by conquest, but the argument is that there are other forms of government which might have been more suited to our African background than democracy along Western Standards; where an adored and respected leader could lead for as long as he was able, where he could appoint successors to his rulership. The idea of constitutional democracy and multi-partism, in my humble submission, has more managed to destabilise the African continent than do anything else. There could then be a mixture of, say Monarchism and some form of managed democracy, for example that you find in the British Empire or in many Islamic Countries. Another aspect of African kingdoms which we threw away with constitutional democracy was the Theocratic inclination of the Kingdoms. The Kings was often a Spiritual leader as well, or worked closely with Spiritual leaders. In effect, the King was obliged to be a moral leader, which requirement present day leaders gleefully trample upon. In the end, what has happened is that a lot of African leaders have clung on to power, but have been largely demonised not really because of failure alone, but because in the first place, they were expected to have vacated office earlier. In many instances, those that felt the leaders had overstayed, particularly from the West, created conditions where their positions were not tenable anymore. Obviously former colonialists had vested interests to protect, apart from governance, which is why they have encouraged anarchy in other former colonies where it suited them, for example in the DRC. So despite the gospel of Constitutional democracy being preached to Africa, there is an interesting pattern of long-serving African leaders, turning their countries into de-facto Monarchs. Name them(and years in power!): Omar Bongo (41), Muammar Gaddafi(39), Gnassingbe Eyadema (38), Eduardo Dos Santos (28), Robert Mugabe(28), Hosni Mubarak (27), Yoweri Museveni(22), Paul Biya(25), Denis Sassou Nguesso(20), Zine al-Abidine Ben Ali (21),King Makhosetive Mswati (21), Lansana Conte(20), Milton Obote(15), Idi Amin, Kibaki, Nunjoma etc. An affinity for power characterise these leaders, using any and all at their disposal to remain in power. Consequently they have been labelled dictators, but would that perception have been different if they were doing this under a different governance model. Just lets take one extreme and notorious example of Robert Mugabe. For those in the know, you will agree with me that RG did not start as a despot. He was loved by his people, envied by his foes and admired by those that beheld. Why, the queen of England is said to have given him the highest order of the British Empire, he is Sir Robert Gabriel Mugabe! In his early rule education, medical and many critical aspects of social welfare were accessible to the ordinary people. Zimbabwe is highly literate today because of his policy of Education for All. The catastrophic developments in Zimbabwe that have really led it down the precipice were largely done by RG to gain political mileage, because his rule was threatened. Right from gra nting of unreasonable War Veterans pensions, parcelling out land in an unplanned manner etc, was all mostly done to gain political high ground. My question is, would it have been different if he had not been under this pressure and knew he would rule or occupy a position of respect no matter what he did or did not do? On the other side, only Nyerere, Mandela, Chissano and a few others are exceptions to the rule in that they have stepped down graciously without manipulating their Countries’ constitutions etc to remain in power, handing over power or losing graciously; but they are by far in the minority. The writer hence concludes that this cannot be coincidence: democracy is foreign to African states and another form of governance must be found, otherwise we will always be going backwards and forwards in our quest for stability, development and progress. The recent developments in Kenya show the fragility of our democracies even when they ‘exist’. Research Papers on Bringing Democracy to AfricaAssess the importance of Nationalism 1815-1850 EuropeCanaanite Influence on the Early Israelite Religion19 Century Society: A Deeply Divided EraRelationship between Media Coverage and Social andComparison: Letter from Birmingham and CritoPETSTEL analysis of IndiaHip-Hop is ArtQuebec and CanadaBook Review on The Autobiography of Malcolm XThe Effects of Illegal Immigration

Conditions at the Triangle Shirtwaist Factory - 1911

Conditions at the Triangle Shirtwaist Factory - 1911 To understand the Triangle Shirtwaist factory fire of 1911, its helpful to get a picture of the conditions at the factory before and at the time of the fire. Conditions at the Triangle Shirtwaist Factory Most of the workers were young immigrants, Russian Jews or Italians, with some German and Hungarian immigrants as well. Some were as young as 12 to 15 years old, and often sisters or daughters and mother or cousins were all employed at the shop. The 500-600 workers were paid at piecework rates, so that pay for any individual depended on the skill of the work done (men mostly did the collars, which was a more highly paid task) and how quickly one worked. Pay averaged around $7 per week for most, with some paid as high as $12 per week. At the time of the fire, the Triangle Shirtwaist Factory was not a union shop, though some workers were members of the ILGWU.  The 1909 Uprising of the Twenty Thousand and the 1910 Great Revolt had led to growth in the ILGWU and to some preferential shops, but the Triangle Factory was not among those. Triangle Shirtwaist Factory owners Max Blanck and Isaac Harris were concerned about employee theft. On the ninth floor there were only two doors; one was routinely locked, leaving open only the door to the stairwell to the Greene Street exit. That way, the company could inspect handbags and any packages of workers on their way out at the end of the work day. There were no sprinklers in the building. There had been no fire drills to practice response to fires, though a fire expert, hired in 1909 on the advice of an insurance company, had recommended implementing fire drills. There was one fire escape which proved not very strong, and an elevator. On March 25, as most Saturdays, workers had begun to clear the work areas and fill bins with fabric scraps. Garments and cloth were in piles, and there would have been considerable fabric dust from the cutting and sewing process. Most of the light inside the building came from gas lamps. Triangle Shirtwaist Factory Fire: Index of Articles Triangle Shirtwaist Factory Fire  - the fire itselfThe 1909 Uprising of the Twenty Thousand  and the 1910 Cloakmakers Strike: background​After the Fire: identifying victims, news coverage, relief efforts, memorial and funeral march, investigations, trialFrances Perkins and the Triangle Shirtwaist Factory Fire

Supplier Sourcing and Development; Contracting Risks and Arrangements Assignment

Supplier Sourcing and Development; Contracting Risks and Arrangements - Assignment Example The underlying decision must be evaluated in terms of its benefits and costs in relation to all business pursuits that should be undertaken. The benefits of make or insources and buy or outsource are critical to account for, alongside their relative costs. The most appropriate in terms of more benefits and lesser costs between make/buy and insource/outsource becomes integral to the decision made. The contracting process that the federal government observes has its benefits and shortcomings. Specifically, socioeconomic programs, goals and quotas constitute both positive and negative impacts (Trent, 2007). On the positive side, the aforementioned aspects are designed to benefit the various sectors of the economy. To the stakeholders involved in the contracting processes, fairness and equal opportunities are provided for by the said aspects. All players have equal opportunities to the benefits provided for by the programs, goals, and quotas. On the other hand, negative impacts are realized. Bureaucracy encompasses federally mandated practices, lengthening contracting processes relative to industrial or commercial practices in the same line. Also, inadequacy of resources limits business interaction between the federal government and other stakeholders in that

Classy's strategy Case Study Example | Topics and Well Written Essays - 250 words

Classy's strategy - Case Study Example It is important to better understand the process by consumers make decisions if Classy are to influence decision making. Employing a low price strategy can be highly profitable if it pushes more people to buy. Secondly, it is notable that Classy opened more stores and located them in prime retail areas. However, it cannot be gainsaid that the purpose of any business is to bring in customers, and this can only be accomplished through marketing/advertising. From the look of things, classy are operating in a very competitive market, and getting out information concerning the high quality and availability of tuxedos in their outlets will go a long way in increasing sales.  Another issue is the distinctive image as that of a formal wear store while the typical tuxedo consumer will most likely to go to a men’s wear store. Image is important and classy can create a different perception to customers by visual merchandising among other

In considering your personal, educational, and employment background, Essay

In considering your personal, educational, and employment background, in what ways do you hope or expect to contribute to the academic and professional community at USC Rossier - Essay Example I have also done a lot of volunteer in community churches and schools. Evidently, this has instilled values of care and open-mindedness. My passion for education has made me traversed different professional and career paths. I have completed Bachelor’s Degree in Management as well as Masters Degrees in Science of Management and Elementary education. My main aspiration now is to acquire an EdD in Educational Change Leadership. With this, I hope to solidify my long learning goals in school administration. Additionally, I am looking forward to share the knowledge and educational background to influence positively the professional community of USC Rossier. Finally, I have spent my employment background as an elementary teacher and school administrator. Most importantly, it has given me positive experience to be a better mentor in the education field. The most significant project I would like to work on is to assist an innovative and visionary group of teachers with learning strategies, which are relevant to their individual needs. Additionally, I would like to properly train educators to create initiatives that will improve the quality of education. This will be done through collaborative engagements geared towards improving students’

Challenges to Sexual Health Care in Todays Society

Challenges to Sexual Health Care in Todays Society Meeting the sexual health demands facing young people in todays society The issue of sexual health in adolescent people is a vast topic with an associated vast literature on the subject. In this essay we aim to consider some of the major themes and critically analyse some of the peer reviewed literature to act as an evidence base for further consideration. (Berwick D 2005) In broad terms, sexual health can be divided into areas of physical health and emotional (or psychological) health. The adolescent age is classically one of turmoil, of establishing identity, values and ideals. This is arguably the time when the emotional turmoil relating to sexual identity comes to the fore. We should remind ourselves, before perhaps dismissing the notion of psychological health as being on a different level of seriousness as an overtly physical problem such as a sexually transmitted disease, (Coyle KK et al 2001), that one of the commonly accepted definitions of health is a state of complete physical, mental, and social well being, and not just merely the absence of disease or infirmity. (UN 1995). One can argue that it is an essential component part of the developing person’s ability to become well adjusted, responsible and productive (in every sense of the word) members of society (UN 2002) Issues of sexuality have, ideally, to be resolved. The apparently eternal adolescent dilemmas of â€Å"am I sexually attractive?† â€Å"am I gay or straight?† or â€Å"am I ready to have sex?† clearly have a direct relevance to the psychological health of a person but the behaviour patterns that these questions can engender in an attempt to resolve them, can pose clear risk patterns to the physical sexual health of the adolescent. (Larson, R., et al. 2002.) To a large extent the issues that concern the adolescent have their origins in earlier life. As they progress through childhood, adults treat boys and girls differently, and thereby establish different expectations for their behaviour. These expectations are clearly influenced by their culture and a myriad of more subtle influences. They largely determine life outcomes. They also shape the adolescent’s introduction to sexual practices, sexuality and relationships generally. (Aarons SJ et al 2000) The reason for dwelling on these factors is that they have a fundamental bearing on the possibility of adverse reproductive and sexual health outcomes in later life, including events such as unwanted pregnancy, unsafe abortion and sexually transmitted diseases, all of which have major socio-economic components. (Churchill D et al 2000), Differential gender expectations and social treatment in childhood and the early adolescent period are thought to be frequent causal factors in adolescent problems. The bulk of this essay will be on the issues surrounding the major issues of STDs in the adolescent community. One of the most pressing issues in this regard (at least in terms of sheer numbers) is the issue of chlamydia. (Fenton KA et al 2001). In the specific terms of meeting the demands of the adolescent population we will begin this examination with a consideration of the National Chlamydia Screening programme. The programme was originally set up after the realisation that chlamydia was responsible for a large amount of morbidity in the community which had, hitherto been unrecognised (Cates W, et al. 1991). It is now seen as the single most commonly transmitted STD in the UK today. A huge proportion of what used to be called NSU is now recognised as being due to the chlamydia pathogen (Duncan 1998). If we consider the issues behind the screening programme, on one level the issues appear fairly straightforward and simple. Because we know that many cases of chlamydia are asymptomatic and that it can cause considerable damage and that it is also easily treatable, why not screen for it and minimise its impact? (Kufeji O et al 2003) On a more sophisticated level one must consider the cost-effectiveness considerations together with issues such as feasibility, efficiency and use of resources. If we examine the published rationale behind the National Chlamydia Screening programme as set out by The National Institute for Clinical Excellence (NICE) we can see that it states that: Genital Chlamydia trachomatis is the commonest Sexually Transmitted Infection (STI) in England Genital chlamydial infection is an important reproductive health problem ~ 10-30% of infected women develop pelvic inflammatory disease (PID). A significant proportion of cases, particularly amongst women, are asymptomatic and so, are liable to remain undetected, putting women at risk of developing PID. Screening for genital chlamydia infection may reduce PID and ectopic pregnancy. They also concluded that there was not a great deal of data on the cost effectiveness of the possible procedure (Harry et al 1994) The paper itself is extremely detailed and, in essence, it points to the fact that it is extremely cost effective to detect and treat asymptomatic patients before they develop complications that then need treatment. Complications are outlined in the paper by Berry (et al 1995) and include the sequelae of infertility, pelvic inflammatory disease and ectopic pregnancy in women together with the complications that can occur in the male partners (infertility and prostatitis). The authors point to the fact that their screening programme reduced both the incidence and prevalence of pelvic inflammatory disease by 60% when compared to the unscreened population. Of particular relevance to our theme, we note that the screening programme became cost effective when the incidence of infection in the population of asymptomatic women rose above 1.1%. Figures quoted by Pimenta J (et al 2001) suggest that in our target age range the prevalence is approaching 11%. If we examine the literature on the subject we can see that the adolescent age range has the fastest growing proportion of chlamydial infections (Gilson et al 2001). This finding is therefore at odds with the logic of the report commissioned by the Chief Medical Officer (CMO 1998) which suggests that the groups to be screened under the National Programme should be: Everyone with symptoms of chlamydia infection, All those attending genitourinary medicine clinics, Women seeking termination of pregnancy. Opportunistic screening of young sexually active women under 25 years Women over 25 with a new sexual partner or two or more sexual partners in the past year. It will therefore be immediately apparent that there is no provision for screening for asymptomatic men and also that the adolescent population are not to be specifically targeted unless they attend clinics. On the subject of screening young men, there are a number of well written papers on the subject. Notable amongst them is the Duncan paper (Duncan et al. 2001) which looks at the issues of male screening from both a Public Health viewpoint and it also considers it from a feminist sociological angle which makes it, (in our examination of the current literature), almost unique. It is a thoughtful and well written document and tackles the thorny issue of the fact that many young women are reluctant to attend screening clinics as being screened for STDs has overtones and perception of being dirty and unattractive. A positive screening result can be associated with considerations of promiscuity. Such feelings are clearly counterproductive, particularly in the light of our earlier comments relating to the developing psyche of the adolescent. Duncan puts forward the hypothesis that by not screening men, it not only fosters gender inequalities, but it sends of negative messages regarding the man’s responsibility for sexual health (Pierpoint et al 2000). Critical analysis of this point suggest that although it may be intuitively true, the authors don’t produce any counter evidence with regard to the cost effectiveness of screening adolescent males (or any other age group for that matter) in the population (Stephenson et al 2000) Other authors do also make the point that it appears to be a generally accepted fact that women are actually easier to target than men as they tend to be heavier health care users than men in this age range (Stokes T 2000). The main practical thrust of this paper however, is in its call for a greater understanding of the woman’s point of view when organising and running screening clinics in order to broaden their appeal to the intended target groups (Santer et al 2000). Clearly this point is central to our considerations here as clearly there is no point in providing services to meet a perceived need if there is no uptake from the targeted population. If we turn our attention to the second most common STD in this age range we need to consider genital herpes. (Schacker T et al 2000) There are many common arguments in the areas of screening for genital herpes and chlamydia. Qualitative studies have shown a greater level of concern relating to genital herpes amongst the adolescent population that there is for chlamydia, and it is second only to HIV/AIDS (Corey L et al 2001). The specific problem with the age range that we are specifically considering here is that there is a general perception that genital herpes is a nuisance and a comparatively trivial condition. Indeed the majority of infections are either mild or subclinical. Serious complications are actually comparatively common and there is an increasing body of evidence that suggests that genital herpes infection is a potent facilitator of sexual transmission of the HIV virus. (Tripp J et al 2005) The major epidemiological factor that is relevant with genital herpes is the fact that transmission can occur in a long-standing monogamous relationship. Its immediate problem is that the longer the period of infectivity, the greater the potential for transmission. In the adolescent years when there is a greater likelihood of a number of sexual partners, infections can be contracted only to be passed on at a considerably later time due to the fact that subclinical or unrecognised reactivation in the infected partner is intermittent. (Hopkins J 2005) There is another element of sexual health that is specific to the adolescent age range. As we have already observed, adolescence is a time of considerable turmoil not only in terms of psyche but also in terms of hormones. There is an eye-catching paper by Brabin (2001) which considers the impact of fluctuating hormone levels on the body’s susceptibility to STDs It is already established that sex hormones play a role in the host’s resistance to STDs (Hewitt RG et al 2001). We can show this by considering sex differences in susceptibility to infection, variations in the clinical manifestations of infection during the menstrual cycle (Greenblatt RM et al 2000) and also during pregnancy (Brown ZA et al 1997) and also by the fact that the OC Pill predisposes to some infections (Wang CC et al 1999) The paper considers the implications of these facts with particular reference to the adolescent age group. It points to the sex differences in the acquisition of STDs with the adolescent girl getting infections such as genital herpes and chlamydia with greater frequency than the adolescent boy. (Obasi A et al 1999) Sex differences also have an effect on the efficacy of a genital herpes vaccine trial which showed a limited protective efficacy against genital herpes in women but none in men. (Stephenson J 2000). The whole area of the ability of the NHS to meet the demands of the sexual health needs of the adolescent is vast. We have not presumed to cover all of the relevant areas in this particular essay. In the areas that we have selected for examination and consideration we have been at pains to critically assess the evidence base as this is fundamental to the acceptance of the comparative validity of the various papers used. The adolescent age group has certain unique characteristics which set its sexual health related problems apart from the rest of the population. In short, they can be encapsulated in the turmoil of the characteristic psychological and physical changes that are typical of the age. We have examined how the psychological issues impinge on both the sexual behaviour patterns and therefore the disease exposure risks and also the willingness to attend clinics if a sexually acquired disease process becomes apparent. We have contrasted this pattern with the pattern of screening that is currently advised and implemented under the auspices of the National Chlamydia Screening Programme. We have also examined the negative aspect of the disproportionate concentration of resources of the older female population and therefore, by inference, the impact that this will have on the adolescent population. Issues such as genital herpes also have unique implications for the adolescent, particularly with the long period of infectivity that is relevant to this disease process. We also have examined the implications of the hormonal differences that are amplified by the hormonal changes that are apparent in this age range. References Aarons SJ, Jenkins RR, Raine TR, El-Khorazaty MN, Woodward KM, Williams RL, et al. 2000 Postponing sexual intercourse among urban junior high school students. A randomised controlled evaluation. J Adolesc Health 2000; 27: 236-247 Berry J, Crowley T, Horner P, et al. 1995 Screening for asymptomatic Chlamydia trachomatis infection in male students by examination of first catch urine. Genitourin Med 1995;71:329–30. Berwick D 2005 Broadening the view of evidence-based medicine Qual. Saf. Health Care, Oct 2005; 14: 315 316. Brabin L 2001 Hormonal markers of susceptibility to sexually transmitted infections: are we taking them seriously? BMJ 2001;323:394-395 ( 18 August ) Brown ZA, Selke S, Zeh J, Kopelman J, Maslow A, Ashley RL, et al. 1997 The acquisition of herpes simplex virus during pregnancy. N Engl J Med 1997; 337: 509-515 Cates W, Wasserheit JN. 1991 Genital chlamydial infections: epidemiology and reproductive sequelae. Am J Obstet Gynecol 1991; 164: 1771-1781 Churchill D, Allen J, Pringle M, Hippisley-Cox J, Ebdon D, Macpherson M, et al. 2000 Consultation patterns and provision of contraception in general practice before teenage pregnancy: case-control study. BMJ 2000; 321: 486-489 CMO 1998 Chief Medical Officer. Main report of the Chief Medical Officers Expert Advisory Group on Chlamydia trachomatis. London: Department of Health , 1998. Corey L, Wald A. 2001 Genital herpes. In: Holmes KK, Mà ¥rdh PA, Sparling PF, eds. Sexually Transmitted Diseases. 4th ed. New York, NY: McGraw Hill; 2001:285-312. Coyle KK, Basen-Engquist KM, Kirby DB, Parcel GS, Banspach SW, Collins JL, et al. 2001 Safer choices: reducing teen pregnancy, HIV, and STDs. 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