Morgan Laplante . Mrs. Rhodes . Pre-Ap English 10 . 13

Morgan Laplante Mrs. Rhodes Pre-AP English 10 13 February 2016 Happiness Is Not This A person’s happiness is completely different than that of the person next to them. In Fahrenheit 451, the society is given the idea that happiness is found in the fast life. Students crash cars, crack windows, and drive recklessly for fun. Schooling in this society is not even in the realm of learning. Instead, it is filled with sports, electronics, and everything but an education. Death is a quick cremation instead of a proper funeral and mourning. Adults not only have poor relationships with their spouses, but also their children. Despite all these things, to the people of the Fahrenheit 451 society, the weak human connections and speedy existence†¦show more content†¦Montag’s change of view in what happiness is, was replicated by Ted in the Lorax and perfectly represented by Furtado’s piece of art; happiness is not always what society says it is. Throughout the story of Fahrenheit 451 Guy Montag goes from being carefree about his current living situation to realizing that, there may be something more to life. Though meeting Clarissa throws Montag through the finish line, his journey away from society began long before Clarissa. She pushed him out of the darkness and into the light. His eyes were thrust open from her asking of one simple question; â€Å"Are you happy?† (Bradbury, Page 14). The question rocked Montag’s world. Montag says, â€Å"â€Å"Happy! Of all the nonsense.† He stopped laughing†¦ Of course I’m happy. What does she think? I’m not?† (Bradbury, Page 14). The society’s ways of living in the fast lane were happiness to him, until he discovered what lived within the books. In the beginning of the book, Montag was content burning the books, living in the fast lane, not having a full relationship with his wife. He was fine with living like everyone else in his society and turning a blind eye to occurrences that did not fit into the societyâ₠¬â„¢s ideas of happiness. As Montag began to read the books he stole, his eyes were opened to an entire new world. He begins to wonder about others and their feelings, and asks strange questions. When he asks his wife, Mildred, where they met, she has no problem withShow MoreRelatedManaging Information Technology (7th Edition)239873 Words   |  960 PagesHessa Albader Cover Art: Fotolia Media Editor: Denise Vaughn Media Project Manager: Lisa Rinaldi Full-Service Project Management: Integra Software Services Pvt. Ltd. Printer/Binder: Edwards Brothers Cover Printer: Leghigh-Phoenex Color Text Font: 10/12, Times Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within the text. Microsoft ® and Windows ® are registered trademarks of the Microsoft Corporation in the

The Brazilian Federal Data Processing Services - 1077 Words

The Brazilian Federal Data Processing Services is experience at least two types of the ethical problem. First, the NSA is acting contrary to international standards relations. It is ethically wrong for the government agency to spy on another government’s data or information. Although American security agencies have been accused of spying on the security information of other countries, their actions are illegal and will create a poor inter country relationship (Constantin, 2014). From this case, even the Brazilian president, Rousseff, protested to NSA activities and has predicted a poor online relation with the U.S. The second element describing a business ethical problem in this case is the fact that the software handling the government†¦show more content†¦This agency should not enter another country’s databases just because they are capable of doing so. America is good in developing regulations for local and international relations but very poor in practicin g. For example, private information sharing within the government agencies is regulated by privacy rules but this happens in theory while practically these agencies access and share private information illegally. NSA behavior has even caused some negative relationship between Brazil and American to the extent that Brazil is worried about the internet legislations the U.S. might impose that will affect its citizen’s internet access from U.S. websites. Brazil hired the services of the Internet Security Systems, Inc (ISS) to develop its Federal Enterprise Architecture. Since 1999, ISS has been managing Brazilian Federal Data Processing Services (Sepro) and providing with the basic infrastructure to handle billions of the countries transactions (PR Newswire, 2004). ISS is an American Internet Data handling company. This company is responsible for U.S. Federal Architecture Framework. Therefore, it could just be using the same system on the Brazil government such that the SEPRO architecture is similar to what Americans use. With similar systems but located in different countries, America could have an advantage to Brazil because it is using the same system it knows better (PR Newswire, 2004). ISS could have only

Economic Order Quantity and Significant Predictor. Free Essays

1. Stock prices over a period of fifty (50) years would most likely exhibit no cyclical component. a. We will write a custom essay sample on Economic Order Quantity and Significant Predictor. or any similar topic only for you Order Now True b. False 2. On the plot labeled â€Å"a†, which of the following is correct? a. There is a trend present. b. There is a linear relationship. c. There is an obvious outlier. d. There is a negative relationship. 3. On the plot labeled â€Å"b†, there is an outlier present. a. True b. False 4. On the plot labeled â€Å"c†, which of the following models is most appropriate? a. single-parameter exponential smoothing b. regression c. regression with seasonality (classical time-series) . none of the above are appropriate 5. In a simple linear regression, we are using monthly advertising expenditures (in $000) to predict monthly profits (in $000). If the least squares equation is y = 21. 5 – . 1x and the coefficient of determination is . 49, the correlation coefficient = ______. a. 0. 70 b. -0. 70 c. unable to be determined from the data. 6. In a simple linear regression, we are using monthly advertising expenditures (in $000) to predict monthly profits (in $000). If the least squares equation is y = 21. 5 – . x and the coefficient of determination is . 49. The predicted profit = __________ when advertising expenses are $0. a. 21. 5 b. -0. 1 c. $21,500 d. none of the above. 7. If the correlation coefficient is zero, there is no relationship between x and y. a. True b. False 8. Kelvin Shoe Stores carries a basic black dress shoe for men that sells at a rate of 500 each quarter. Their current policy is to order 500 per quarter, with a fixed cost of $30/order. The annual holding cost is 20% of the cost of items held. The following cost structure is applicable: Order Quantity |Price/pair | |0-99 |$36 | |100-199 |32 | |200-299 |30 | |300+ |28 | For a price of $36, the optimal order quantity is a. 129 b. infeasible for this cost structure. c. neither of the above. d. both a and b. 9. Kelvin Shoe Stores carries a basic black dress shoe for men that sells at a rate of 500 each quarter. Their current policy is to order 500 per quarter, with a fixed cost of $30/order. The annual holding cost is 20% of the cost of items held. The following cost structure is applicable: |Order Quantity |Price/pair | |0-99 |$36 | |100-199 |32 | |200-299 |30 | |300+ |28 | The optimal order quantity is a. 129 b. 141 c. 146 d. 300 10. Foster Inc. arries special holiday items, including Happy Angels (HAs). During the season, the demand for HAs is approximately normally distributed, with a mean of 320 and a standard deviation of 30. It costs Foster $5. 00 for each HA unless he orders at least 400, at which the price drops to $4. 50/HA. The HAs’ retail price is $10. Unsold items will be given to a local hospital, with a disposal cost of $0. 05/HA. Mr. Foster estimates that the goodwill cost of each item short is close to $0. 25. a. This is a single-period inventory problem. b. This is an EOQ problem. c. This is a periodic-review problem. d. None of the above 11. Foster Inc. carries special holiday items, including Happy Angels (HAs). During the season, the demand for HAs is approximately normally distributed, with a mean of 320 and a standard deviation of 30. It costs Foster $5. 00 for each HA unless he orders at least 400, at which the price drops to $4. 50/HA. The HAs’ retail price is $10. Unsold items will be given to a local hospital, with a disposal cost of $0. 05/HA. Mr. Foster estimates that the goodwill cost of each item short is close to $0. 25. A Christmas-tree model is appropriate. a. True b. False 12. A regular EOQ model is appropriate when demand is seasonal. a. True . False 13. See the attached â€Å"Regression Data I†. We are using the number of radios, TVs, and DVD players stocked to predict the profit, revenue, and cost for future periods. First, run a model to predict the profit. Select all which apply. a. Radios is a significant predictor. b. TVs is a significant predictor. c. DVDs is a significant predictor. d. The overall model is significant. e. The intercept is positive. f. Severe multicollinearity is present. 14. See the attached â€Å"Regression Data I†. We are using the number of radios, TVs, and DVD players stocked to predict the profit, revenue, and cost for future periods. Next, run a model to predict the cost. Select all which apply. a. Radios is a significant predictor. b. TVs is a significant predictor. c. DVDs is a significant predictor. d. The overall model is significant. e. The intercept is positive. f. Severe multicollinearity is present. 15. See the attached â€Å"Regression Data I†. We are using the number of radios, TVs, and DVD players stocked to predict the profit, revenue, and cost for future periods. Based on the output, which of the following recommendations would be most appropriate? a. We should stock more radios. b. We should stock fewer TVs. c. We should increase floor space, since it is probably constraining our sales ability. d. We should consider the time period. 16. What is the best answer given this information? (3) | |Model 1 |Model 2 |Model 3 | |X-variables |6 |4 |3 | |R2 |. 9344 |. 8857 |. 761 | |Adjusted R2 |. 9058 |. 8372 |. 8497 | |MSE |5667. 53 |6044. 05 |5844. 78 | a. Model 1 performs the best in all areas. b. Model 2 performs better than Model 3. c. We would most likely prefer Model 1. d. We would most likely prefer Model 2. e. We would most likely prefer Model 3. 17. The table below features three forecasting models used on the same set of data. Select all that apply. |Model 1 |Model 2 |Model 3 | |Type |Single-parameter Exponential |2-parameter Exponential smoothing |3-parameter Exponential smoothing| | |smoothing | | | |MSE |8755. 3 |4876. 2 |5945. 8 | a. There is likely a strong seasonal component present. b. There is likely a trend present. c. There is no random component pres ent. d. There is a cyclical component present. e. A different smoothing constant could affect the MSE for Model 1. 18. If we increase the order (setup) cost, the order quantity will _____________ if we hold all other costs constant. a. increase b. decrease c. remain the same as long as there is no shortage cost d. become unstable 19. If demand is normally distributed, a. a basic EOQ is appropriate. b. a single-period model could not be appropriate. c. we should produce to fill demand, rather than filling it through orders. d. none of the above would be true. 20. Which of the following methods may be used to determine future order quantities? . forecasting b. regression c. inventory models d. all of the above 21. Refer to the inventory output for Betsy’s Blue Bonnet Bakery. Here, Betsy is trying to determine the optimal order policy for birthday kits. What is the safety stock? 114____________ 22. Refer to #21. What is Betsy’s service level if she uses this policy? 87%___________ _____ 23. Refer to #21. If Betsy changes to a lost sales model, the order quantity would be expected to increase. a. True b. False c. It depends on the cost associated with a lost sale. 24. Refer to the forecasting output for Betsy’s. This model is appropriate for the type of data. . True b. False 25. Refer to #24. Look at the forecast errors. Which of the following best describes the situation? a. The errors are indicative of what we like to see. b. The errors are randomly distributed. c. The errors are indicative of a problem with the model. d. The errors are indicative of a poor choice of ?. 26. Refer to #24. What recommendation would you make? a. We should use the model as is. b. We should alter model parameters to improve the fit? c. We should use the model, but use extreme caution in doing so. d. We should eliminate some time periods for forecasting. Regression Data I Profit | | | | | |Revenue | | | | | |Radios | | | | | |TVs | | | | | |DVDs | | | | | | | | | | | |Qu arter | | | | | |Errors | | | | | | | | | | | |6318. 96 | | | | | |8395. 1 | | | | | |36 | | | | | |65 | | | | | |48 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |4721. 57 | | | | | |6300. 28 | | | | | |26 | | | | | |48 | | | | |39 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |5049. 16 | | | | | |6747. 5 | | | | | |33 | | | | | |51 | | | | | |40 | | | | | | | | | | | |2000 – 3 | | | | | |32 | | | | | | | | | | | |5249. 44 | | | | | |7028. 6 | | | | | |29 | | | | | |53 | | | | | |45 | | | | | | | | | | | |4 | | | | | |46 | | | | | | | | | | | |5290. 08 | | | | | |7116. 1 | | | | | |32 | | | | | |52 | | | | | |49 | | | | | | | | | | | |2001 – 1 | | | | | |19 | | | | | | | | | | | |5924. 41 | | | | | |7951. 0 | | | | | |41 | | | | | |58 | | | | | |52 | | | | | | | | | | | |2 | | | | | |23 | | | | | | | | | | | |5251. 97 | | | | | |7031. 09 | | | | | |36 | | | | |52 | | | | | |44 | | | | | | | | | | | |3 | | | | | |34 | | | | | | | | | | | | 4805. 72 | | | | | |6462. 8 | | | | | |31 | | | | | |47 | | | | | |44 | | | | | | | | | | | |4 | | | | | |49 | | | | | | | | | | | |5278. 60 | | | | | |7162. 2 | | | | | |46 | | | | | |49 | | | | | |51 | | | | | | | | | | | |2002 – 1 | | | | | |22 | | | | | | | | | | | |5301. 77 | | | | | |7136. 5 | | | | | |43 | | | | | |51 | | | | | |46 | | | | | | | | | | | |2 | | | | | |20 | | | | | | | | | | | |6121. 98 | | | | | |8249. 4 | | | | | |45 | | | | | |59 | | | | | |56 | | | | | | | | | | | |3 | | | | | |31 | | | | | | | | | | | |5416. 63 | | | | | |7244. 79 | | | | | |29 | | | | |55 | | | | | |46 | | | | | | | | | | | |4 | | | | | |51 | | | | | | | | | | | |6552. 89 | | | | | |8718. 1 | | | | | |43 | | | | | |67 | | | | | |48 | | | | | | | | | | | |2003 – 1 | | | | | |16 | | | | | | | | | | | |6352. 93 | | | | | |8494. 2 | | | | | |46 | | | | | |63 | | | | | |51 | | | | | | | | | | | |2 | | | | | |26 | | | | | | | | | | | |6693. 01 | | | | | |8881. 5 | | | | | |55 | | | | | |68 | | | | | |43 | | | | | | | | | | | |3 | | | | | |37 | | | | | | | | | | | |5761. 97 | | | | | |7669. 0 | | | | | |48 | | | | | |58 | | | | | |39 | | | | | | | | | | | |4 | | | | | |48 | | | | | | | | | | | |5419. 50 | | | | | |7265. 38 | | | | |33 | | | | | |54 | | | | | |47 | | | | | | | | | | | |2004 -1 | | | | | |22 | | | | | | | | | | | |5474. 64 | | | | | |7302. 7 | | | | | |35 | | | | | |55 | | | | | |44 | | | | | | | | | | | |2 | | | | | |24 | | | | | | | | | | | |4650. 87 | | | | | |6335. 9 | | | | | |41 | | | | | |42 | | | | | |49 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |4781. 91 | | | | | |6438. 3 | | | | | |48 | | | | | |45 | | | | | |39 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | MULTI-PERIOD EOQ MODEL (Backordering) – NORMAL LEAD-TIME DEMAND | | | | | | | | | | |PROBLEM: |Betsy’s Blue Bonnet Bakery | | | | | | | | | | | | | |Parameter Values: | | | | | | | |Mean of Demand Distribution: mu = | | | | | |1,000 | | | |Stand. Deviation of Demand Distribution: sigma = | | | | |100 | | | |Fixed Cost per Order: k = | | | | | | | |5,000 | | | |Annual Demand Rate: A = | | | | | | | |52,000 | | | |Unit Cost of Procuring an Item: c| |42. 00 | | | |= | | | | | |Annual Holding Cost per Dollar Value: h = |0. 20 | | | |Shortage Cost per Unit: pS = | |10. 0 | | | | | | | | | | |Optimal Values: | | | | | | | |Optimal Order Quantity: Q* = | 7,919 | | | | |Optimal Reorder Point: r* = | 1,114 | | | | |Expected Demand: mu = | 1,000 | | | | |Total Expected Cost: TEC(Q*) = | $ 67,471. 4 | | | | |Expected Shortages: B(r*) = |6. 47 | | | | |Probability of Shortage: P[D;r*] |0. 13 | | | | |= | | | |Betsy’s Blue Bonnet Bakery | | | | | | |? = |0. 3 |? = |0. 5 |? = |0. | | | | | | | | | | | |   |   |Actual |Trend |Slope |Seasonal |Forecast |Error | |Quarter |t |Sales, Yt |Tt |bt |St |Ft | | |2003 W |1 | 36,500 |   |   |   |   | | |1988 S |2 | 43,750 | 36,500. 00 | 7,250. 00 |1. 20 |   | | |1988 S |3 | 59,920 | 48,601. 00 | 9,675. 50 |1. 23 |   | | |1988 F |4 | 87,440 | 67,025. 55 | 14,050. 03 |1. 0 |   | | |2004 W |5 | 102,240 | 87,424. 90 | 17,224. 69 |1. 17 |   | | |1988 S |6 | 123,420 | 104,144. 98 | 16,972. 38 |1. 19 | 125,436. 15 | (2,016. 15) | |1988 S |7 | 139,610 | 118,753. 37 | 15,790. 39 |1. 19 | 149,325. 16 | (9,715. 16) | |1988 F |8 | 135,380 | 125,312. 56 | 11,174. 79 |1. 13 | 175,522. 72 | (40,142. 72) | |2005 W |9 | 129,470 | 128,753. 89 | 7,308. 06 |1. 04 | 159,616. 61 | (30,146. 1) | |1988 S |10 | 137,570 | 129,989. 43 | 4,271. 80 |1. 08 | 161,612. 88 | (24,042. 88) | |1988 S |11 | 156,630 | 133,566. 44 | 3,924. 41 |1. 18 | 159,379. 23 | (2,749. 23) | |1988 F |12 | 150,980 | 136,498. 26 | 3,428. 11 |1. 11 | 154,702. 82 | (3,722. 82) | |2006 W |13 | 143,340 | 139,362. 57 | 3,146. 21 |1. 03 | 145,291. 38 | (1,951. 38) | |1988 S |14 | 153,360 | 142,190. 68 | 2,987. 16 |1. 08 | 154,509. 63 | (1,149. 3) | |1988 S |15 | 169,730 | 144,939. 3 0 | 2,867. 89 |1. 17 | 170,664. 76 | (934. 76) | |1988 F |16 | 161,990 | 147,249. 54 | 2,589. 07 |1. 10 | 164,053. 12 | (2,063. 12) | |2007 W |17 | 154,760 | 149,940. 86 | 2,640. 19 |1. 03 | 154,408. 75 |351. 25 | |1988 S |18 | 164,780 | 152,592. 38 | 2,645. 85 |1. 08 | 164,739. 26 |40. 74 | |1988 S |19 | 186,730 | 156,466. 79 | 3,260. 13 |1. 19 | 181,930. 65 | 4,799. 5 | |1988 F |20 | 177,880 | 160,230. 59 | 3,511. 97 |1. 11 | 176,029. 75 | 1,850. 25 | |2008 W |21 | 170,360 | 164,152. 06 | 3,716. 72 |1. 04 | 168,951. 59 | 1,408. 41 | |1988 S |22 | 178,830 | 167,190. 82 | 3,377. 74 |1. 07 | 181,270. 26 | (2,440. 26) | |1988 S |23 | 195,550 | 168,732. 72 | 2,459. 82 |1. 16 | 202,826. 81 | (7,276. 81) | |1988 F |24 | 187,220 | 170,501. 72 | 2,114. 41 |1. 10 | 189,772. 64 | (2,552. 4) | |2009 W |25 | 163,230 | 168,070. 53 | (158. 39) |0. 98 | 178,936. 82 | (15,706. 82) | |1988 S |26 | 162,890 | 163,137. 87 | (2,545. 53) |1. 01 | 179,944. 64 | (17,054. 64) | |1988 S |27 | 174,540 | 157, 361. 67 | (4,160. 86) |1. 12 | 187,085. 45 | (12,545. 45) | |1988 F |28 | 163,130 | 151,724. 53 | (4,899. 00) |1. 08 | 168,543. 79 | (5,413. 79) | |2010 W |29 | |   | |   | 144,517. 6 | | |1988 S |30 | |   | |   | 143,788. 09 | | |1988 S |31 | |   | |   | 153,515. 48 | | |1988 F |32 |   |   |   |   | 142,720. 95 | | | | | | | | | | | | | | |MSE = |175,943,211 | | | | How to cite Economic Order Quantity and Significant Predictor., Essay examples

Nursing Case Study Management

Question: Identify a situation when you had to be assertive in clinical practice and critically reflective upon this experience. You have to apply a reflective model to aid the critical reflection, we recommend Rolfe et al (2001), but whichever one you choose, remember that it is a framework nly. Answer: Case Scenario A massive road accident had take place in Lakewood Boulevard between two buses which is very near to our nursing home. As a result our Nursing Home campus was fully jammed by the ambulances and there was a pathetic scene where so many injured people were present. I immediately went to the changing room and soon appeared for my duty. As the number of beds of emergency unit of our nursing home is not sufficient to admit all the patients who had heavily injured in the road accident. It soon became very much difficult to combat this situation as the patients were crying and the relatives of the injured patients become uncontrollable as they want to see their relatives ok. So here I just want to discuss the importance of being assertive in nature to combat this horrible situation. Framework Model what? The situation is not under our control and it became bad to worse as the injured people were coming continuously by ambulance and there were so many number of patients relatives there to check there loved ones are ok or not(Rolfe et al. 2001). So what is my role in this situation is that, I went to the patients relatives who were present there and try to talk to them and try to make their calm as they are very much shouting and were aggressive in nature (Berman Snyder, 2012). I tried to convince them to gather in a place where we hang the admitted patients name and also about their present condition (Dinh, et al 2012). I had also told them that the nursing home authority will immediately supply more beds to admit more patients who were badly injured in the accident. On the other hand my duty was to inform the nursing home authority about the actual scenario of the incident and the present condition of the nursing home. So that they could attempt any prompt action. I had told the authority about the emergency and they had soon take the action to supply more beds as per requirements. When I told the relatives and the health workers about the news, they felt somewhat relaxed. But the nursing home authority was not able to fulfil patients requirement on time i.e. it takes a lot of time for supplying the emergency beds. So I, as a responsible nursing student suggested our head to suggest the authority to at least call the neighbour nursing home to send their emergency stuffs and doctors, to get rid of this emergency condition (Rolfe et al. 2001). So what? So I felt very much pressure for this condition and I could see the health workers became very much angry on them as they were continuously shouting and became very much restless. Even I also felt anger on them. But for me the most important thing was then, the patients, who were severely injured by the accident. As a nurse my first duty is towards my patients, and as I have been taught that I have always to be assertive in my working area (Dugan, 2012) I had not to be passive or aggressive in this freaking condition as this is my duty. Actually I have been taught that I have to be decisive in this type of emergencies. Heres what I had meant to be assertive I gave my opinion for the situation to the health workers working there and to the relatives present there. I ask for what they want or need. I also listened others opinion too. If I dont want their decisions I disagree it respectfully. I offered my ideas to the working team. I said no without feeling guilty to them. Management actually was not able to give their best as they did not have the emergency supply and it also took a lot of time. The authority on the basis of my suggestion called the neighbour nursing home for their emergency stuffs and doctors and all kind of medicines. And they had appeared to our nursing home as soon as possible and helped us to overcome this freaking condition. So tasks were distributed on individual basis (Perry, Potter Elkin, 2012). I with some other nurse started to first aid the patients who were mildly injured. Persons who did not show any pulses, CPR (Cardio Pulmonary Resuscitation) and EAR (External Air Resuscitation) had been done on them (Failner, 2011). Persons who cant breathe making them to breathe by clearing their airway (Gooding Furlong, 2002). The other health workers help the severely injured patients to be admitted to the OT (Helmstadter Godden, 2011). In the OT, there were also some nurses to help the doctors (Karch, 2010). At last but not the least some health workers were able to make the patients name list along with their present condition. And soon there was a list of patients who were admitted to the nursing home. Thank God the relatives of patients became calm as soon as they have found their patients name in the list and under the good condition. Healthy and mutual satisfaction of needs in any relationship (that can be between doctors and patients) can only occur between assertive peoples. Assertiveness is an excellent skill for both managing relationships with others and managing relationship with yourself. So here I come, if I had not keep assertiveness at that moment when every relative of patients become restless and uncontrollable and behaving very rude then everything would be unmanageable and going to mess all the thing. But being calm, positive, assertive, confident, decisive, and determined I and my partners, means my co-workers ( everybody including other staff nurse, ward boy, doctors, student nurses and the stuffs of neighbouring nursing home) we came to our success and beat all the difficulties and problems arouses then. Now what? Ultimately our group of health worker achieved a successful result. Actually no patients were dead as all health workers cooperate with each other and made it fruitful. A special mention about to be assertive in nature, as it helps us to understand about the actual need of the condition and how to overcome it. If we did not calm us down then this went to be very worse condition to handle. The nursing home authority apologized to the relatives and made sure them that would never happen as they would soon acquire more emergency beds in their nursing home. As a nurse I felt happy as no patients were dead. And as a human being I have learnt that to be assertive everyone should understand that everyone has a basic requirements and rights and everybody should respect that. Responding passively or aggressively can actually ignore such requirements. More particularly when behaving aggressively the rights are actually abused. On the other hand when it comes to the culture and different human it may vary, as it vary from person to person and culture to culture. Being assertive does not mean that I will get everything in life, which I want to get but assertive people allows other people to wish what they want in life. As in this case I tried to help the patients relatives as well as fulfil my duty as a nurse, and make patients felt relief. But for future perspective and for improvement in future we need special trained health workers with assertive nature to combat this type of situation (Dinh et al, 2012). For a general nursing student it is really very tough to manage all this pressure. But being an assertive natured and trained nurse who has knowledge about this type of situation and how to overcome it and also for assertive nature can actually manage the situation. What Ive learnt from this situation is that Ive to be assertive in any freaking condition. Which can actually help me to overcome the situation. If I or the other health workers could not be assertive then we actually could not overcame the situation. But working together and having faith on each other and being assertive in nature we actually won this horrible condition. I had learned from this incident about the time management in this horrible condition when not only patients but also their relatives become your concern. And actually learned a very good lesson in life, that even in real life we face this type of situation where we lose our temper under some freaking condition which actually make us unhappy, angry, out of control, and even we cant get the solution of our problem (Powers and Knapp, 2012). Being not assertive in nature, people can undergo depression and as we all know that depression can actually make us lose our confidence and self worth (Lindsay, 2002). People not being assertive can actually become very irritable on people around them. So this incident had taught me that if we can be assertive in nature we can actually combat any typical situation in our life. Reference List Bergs, J., Gillet, J. (2012). Comment on a Under-triage as a Significant Factor Affecting Transfer Time between the Emergency Department and the Intensive Care Unit . Journal Of Emergency Nursing, 38(4), 320-321. doi:10.1016/j.jen.2011.09.022 Berman, A., Snyder, S. (2012). Skills in clinical nursing. Upper Saddle River, N.J.: Pearson. Dinh, M., Walker, A., Parameswaran, A., Enright, N. (2012). Evaluating the quality of care delivered by an emergency department fast track unit with both nurse practitioners and doctors. Australasian Emergency Nursing Journal, 15(4), 188-194. doi:10.1016/j.aenj.2012.09.001 Dugan, D. (2012). Nursing assisting : a foundation in caregiving. Albuquerque, NM: Hartman Pub. Inc. Failner, B. (2011). Nursing 2011 and Beyond. Orthopaedic Nursing, 30(1), 1-2. doi:10.1097/nor.0b013e31820b9e37 Gooding, M., Furlong, W. (2002). Artists, land, nature. New York: Harry N. Abrams. Helmstadter, C., Godden, J. (2011). Nursing before Nightingale, 1815-1899. Farnham, Surrey, England: Ashgate Pub. Karch, A. (2010). 2011 Lippincott's nursing drug guide. Philadelphia, Pa.: Lippincott Williams Wilkins. Lindsay, C. (2002). Being assertive. BMJ, 324(7331), 27S-27. doi:10.1136/bmj.324.7331.27s Mason, T., Mason-Whitehead, E. (2003). Thinking nursing. Maidenhead: Open University Press. Mathesius, U., Keijzers, G., Natera, S. H., Weinman, J. J., Djordjevic, M. A., Rolfe, B. G. (2001). Establishment of a root proteome reference map for the model legume Medicago truncatula using the expressed sequence tag database for peptide mass fingerprinting.Proteomics,1(11), 1424-1440 Perry, A., Potter, P., Elkin, M. (2012). Nursing interventions clinical skills. St. Louis, Mo.: Mosby. Powers, B., Knapp, T. (2011). Dictionary of nursing theory and research. New York: Springer Pub. Co. Sorrentino, S., Remmert, L. (2012). Mosby's textbook for nursing assistants. St. Louis, Mo.: Elsevier/Mosby. Vincent, J. (2012). Annual update in intensive care and emergency medicine 2012. Berlin: Springer.

Robin Hood Essays - English-language Films, Merry Men,

Robin Hood Robin Hood, by Paul Creswick, is a story of great triumph. Many people know the myth of Robin Hood, but they do not know the life of Robin Hood. It is a good novel to read if the reader likes stories of a true legend. Also, it is a novel that deals with friendship, motivation, action, bravery, and love. The novel is primarily based on friendship. The friends that Robin makes and the camaraderie they share makes this a terrific book. Living in the forest, away from the law, they are all outlaws and they are all there for each other when trouble presents its self. One example is when one of the outlaws, Little John,is about to be hung, the rest of the crew risked life and limb to save his life. A few of the members even died trying to help Little John escape, but they all knew that was the meaning of friendship. When one of the outlaws was sick or wounded, someone always stayed with them and made sure he got better. With their friendship came trust. All of the outlaws knew that they could trust each other, no matter what the situation presented. If one of the outlaws went into the city to buy goods, the others knew that he would not run off with the money or tell the Sheriff where they were hiding. A good example of that is when Will Stutely had a falling out with the gang. He went and worked in the sheriff's kitchen as a cook, and even though he had left the gang and was employed by the law, he still kept the hiding place secret and told noone the where abouts of Robin Hood. Another reason the novel is good to read is the motivation the gang has. Their primary motivator is freedom. Everything they do is to try to gain freedom from the crooked king. They live in caves throughout the woods and sleep on the hard ground because they are just glad to be free there. In the forest, they make their own laws and obide by them strictly. If someone does not obey the laws set by the gang, then they are kicked out of the forest and must live in the non-democratic city and give up their freedom. Once the gang leaves the forest though, they have no respect for any laws but their own. Their secondary motivator is money. They do not obtain money honestly. They rob the rich people that travel through the forest and give it to the people that are traveling through the forest that need it, as long as they promise to pay it back. An example from the book is where a Knight that owes a rich Bishop two hundred dollars is traveling through and meets Robin and the gang. After Robin tried to rob the Knight, the Knight tells him that he is poor and owes the Bishop money he had borrowed to feed his family. Robin gave the Knight the two hundred dollars that Robin had stole from the Bishop in the first place. The Knight took the money, but had to promise to pay it back in one year. So unlike the myth, Robin Hood did not give the poor people money, he loaned money. And if the person couldn't pay it back, they couldn't borrow it. But, that is how many of the people joined Robin's gang. They wanted to be free of debt and obtain freedom, so they took the oath of friendship and were in the gang. If an action/adventure book is what a reader is looking for, I would have to say that few books compare with Robin Hood. From the opening page until the end, there is always something going on. On every walk Robin takes, he gets into a fight with somebody. A few words of disrespect towards Robin are spoken, and the sword is out. Usually, after the fight, Robin and his opponent become friends, and a new member of the gang is found. That is how Robin met Little John, and a few other members of the gang. All of the battles are narrated so perfectly, that the reader can

A Typical Strategic Planning Process Essays - Economy, Business

A Typical Strategic Planning Process Essays - Economy, Business A Typical Strategic Planning Process -156210313055 MISSION Why does the organization exist? OBJECTIVES How can the mission be achieved? What are the organization's objectives? THE INTERNAL ENVIRONEMT What are our resources? What is our standing in the market place? How successful are we? What are our capabilities? THE EXTERNAL ENVIRONMENT What are the possible external influences on the organization? What is the likely current and future competition? CORPORATE ANALYSIS What are our strengths and weaknesses? What opportunities and threats are there likely to be? How do we need to improve in reorder to achieve what we would like to achieve? STRATEGIC CHOICE What are our options for strategic development? How do the options compare? Which one is the most suitable? STRATEGIC IMPLEMENTATION What are the best strategies for design, production, marketing and so on? REVIEW AND CONTROL Assess actual performance in the light of plans Strategic Analysis Strategic Choice Strategic Implementation MISSION Why does the organization exist? OBJECTIVES How can the mission be achieved? What are the organization's objectives? THE INTERNAL ENVIRONEMT What are our resources? What is our standing in the market place? How successful are we? What are our capabilities? THE EXTERNAL ENVIRONMENT What are the possible external influences on the organization? What is the likely current and future competition? CORPORATE ANALYSIS What are our strengths and weaknesses? What opportunities and threats are there likely to be? How do we need to improve in reorder to achieve what we would like to achieve? STRATEGIC CHOICE What are our options for strategic development? How do the options compare? Which one is the most suitable? STRATEGIC IMPLEMENTATION What are the best strategies for design, production, marketing and so on? REVIEW AND CONTROL Assess actual performance in the light of plans Strategic Analysis Strategic Choice Strategic Implementation

Stem Cell Research- Using stem cells from Testes to produce Insulin Research Paper

Stem Cell - Using stem cells from Testes to produce Insulin for Type 1 Diabetics - Research Paper Example There are conventional treatments available but they do not cure the disease. Now, scientists have given some hopes to the disease stricken patients with a new type of treatment with the stem cells. Stem cells are found in different tissues. They develop and divide into many other types of cells especially in the early age. The self-reproductive stem cells serve to repair damage tissues. When a stem cell divides, it might remain the same type or becomes a specialized cell e.g. a brain cell. Until 2006, Scientists were mostly working with â€Å"embryonic stem cells† and â€Å"Somatic or Adult stem cell†. Now they have learned to alter special cells genetically and use them for special purposes as a stem cell. The regenerative property of a stem cell opens new venues to explore and may find permanent cure for diseases like diabetes. Recent research at Georgetown University shows that stem cells from human testicles, which produce sperms, can be genetically programmed to p roduce insulin by transplanting into the human body. Clinical experiments indicate a lower amount of insulin produced by this method and researchers are pondering to find a way to bring it to a required level. Just like any other transplant, if the organ is donated by someone else, body takes it as a foreign intruder in the system. The immune system immediately tries to stop it from proper functioning. To reverse the process, a patient has to take immune-suppress medication for the rest of the life. In an effort to offer resistance to the newly implanted cell, immune system destroys the original beta cells. Since cells that are being transplanted, are extracted from the same person so the body does not perceive them as foreign agents. After removing cells from testes, also called spermatogonial cells, placed in a specially designed media where they are chemically changed to produce insulin like beta cells. In other research programs, Induced pluripotent stem cells (IPSCs), artificia lly derived from Adult cells and changed by inducing forced genes and proteins to act similar to embryonic stem cells. Thr artificial method to program IPSCs, pose serious threats to introduce cancerous tissues in the body. But the new research in 2008 indicates the possibilities of stem cells in curing diseases. Scientists have disclosed a technique to separate the oncogene, largely cause cancer, from pluripotent cells after their transplantation. A new approach, yet to test on humans, of generating IPSCs cells by injecting proteins might be suitable for therapeutic use. Adopting this new technique eradicate the need of genetic alteration. The ongoing research at Georgetown University focuses on finding a treatment for type-1 diabetes in which cells are persuaded to function like IPSCs. The threat of tumor ‘teratomas’, may destroy the newly formed insulin cells. Another concern is the elimination of alpha cells which produces ‘glucagon’ with the beata cell s. Glucagon becomes active when the sugar level drops to a certain level and may cause death. In order to find a commplete remedy from Type-1 diabetes, researchers are looking towards a readily available source of spermatogonial stem cells (SSCs). SSCs are derived from testicles and not required to add new genes. These cells show similar characteristics to that of beta islet cells. The scientists successful in lowering the glucose level after planting these cells into diabetic mice, showing that enough insulin is

Cuban culture Essay Example | Topics and Well Written Essays - 1000 words

Cuban culture - Essay Example Hernandez has your full attention could breed a form of distrust. To best show Mrs. Hernandez that her concerns are being addressed, appropriate interjections while she is talking to show that you are paying attention, but waiting to provide a more full response until she is complete should be sufficient. Through this manner, you are showing that you are practicing effective communication skills, offering information showing that you are familiar with the culture by the brief touches that handshakes afford, but still maintaining a professional distance by not attempting to become overly familiar with her, for in her eyes, you would be associated with the government, due to the messages that the government has been touting for over half a century. In order to assist Mrs. Hernandez in developing a plan for a 1500 calorie diet, instead of changing the way that she cooks food – plantains taste exceedingly different if they are fried versus when they are grilled, perhaps the better alternative would be to offer her alternative styles of Cuban foods that would fit into a 1500 calorie diet plan, such as Cuban Stuffed Pork Tenderloin, which has 160 calories per serving (Spark Recipes, 2013), or Cuban Garbanzo Bean Salad at 320.4 calories per serving (Spark Recipes, 2013). To assist her in getting on the path to regular exercise, the ideas of walking to the grocery store and carrying her purchases back herself is one good example of how she can increase her daily activity level, as is gardening, but showing her that every activity is a form of exercise may make her more active. Explaining that everything from vacuuming to house work, yard work to cooking can be a form of exercise should prompt her to be more active, and explaining how things that may seem like they are not exercise, such as kneading bread, offer therapeutic ways to increase activity levels to a healthy level should prompt her to become more active overall. I agree with your statement that I would not encourage Mrs. Hernandez to go to the botanica; however, I would not stop her either. It is a part of not just Cuban culture, but many other cultures that has its first inclination to look for an herbal alternative before it looks for a medical alternative. I believe that you are on the correct path, as well, in asking her that if she does so, to bring the items she purchases to you, as the herbs that she purchases may have an adverse effect on the medications that have been prescribed, as in the case of willow bark being taken at the same time a person is on an aspirin regimen. Due to the proliferation of complementary and alternative medicines in Cuban culture, the Institute of Medicine’s Academy of Science went so far as to suggest schools incorporate information on these alternative practices and folk remedies into their teachings in order to ensure that the treating physician, nurse, or pharmacist had ideas already in place about the potential alternative medicines that patients such as Mrs. Hernandez might use (Applebaum, Kligler, Barrett, Frenkel, Guerrera, Kondwani, Lee & Tattelman, 2006). Works Cited

Review of the Literature Essay Example | Topics and Well Written Essays - 1250 words

Review of the Literature - Essay Example Some of the roots of this omission are the West-centric approaches of IR and rise of modernist theorists that highlight the practicality and plurality of the secular versus the religious. This paper reviews the concepts and theories on the resurgence of religion as a legitimate institution in shaping the public sphere and IR. Realist, liberal, and constructivist IR theories neglect the role that religion plays in the formation of nation-states and the development of international relations, and new theories on the religious should be produced to integrate religion into IR discourse. In â€Å"Religious Resurgence,† Elizabeth Shakman Hurd suggests a new approach to religion and international relations that confronts the realist, liberal, and constructivist assumptions that eliminated religion in Western politics. She argues that the religious has political authority, since it impacts local, national, and international politics. She suggests religious resurgence that has core con cepts, which would invite diverse theological politics. The chapter â€Å"The Overlooked Dimension† shows that Fox and Sandler agree with Hurd that religion should be brought into IR studies. Fox and Sandler stress that religion may not be the driving force in world politics, but IR would not be completely examined without considering the nation-state’s religious dimension. Religious legitimacy, they assert, affects policy makers and civil societies, as well as local religious conflicts that cross borders. They ask for western social scientists to insert religion into their social researches, not as a peripheral or incidental subject, but as an additional basis for organizing human society and governance. Religious resurgence underscores the pivotal role of religion in IR, since it is a fundamental component in most cultures and civilizations, and so religion should be viewed as a crucial driving force in international relationships. Hurd calls religious resurgence as the attempt of the religious to shape the secular in domestic and international levels. It is an attempt that found expression in various religious movements and activities, both traditional and fundamentalist. These expressions underline the power of religion in renewing traditional values and relationships. Kubalkova develops the concept of International Political Theology (IPT) in â€Å"Towards an International Political Theology.† IPT does not only focus on power and wealth, as traditional IR does, but includes the values and meaning that people place in human existence. She confirms the resurgence of the religious in IR discourse, because religion gives meaning to human existence and direction. She speaks from the perspective of constructivism, which is unlike positivism that sees religion as a direct opposite of reason. Kubalkova argues that the community of states adopts and changes rules and standards that also coincide or oppose religious beliefs and practices. She p roposes to use constructivism as the theoretical viewpoint to include religion, because it is more practical than positivism, as the former uses social construction in analyzing diverse interacting agencies and their effects on national and IR realities. Richard Falk, in â€Å"A Worldwide Religious Resurgence in an Era of Globalization and Apocalyptic Terrorism,†

Making Singapore An Inclusive Society

Making Singapore An Inclusive Society Inclusion is an international agenda. It is practiced in both developed and developing countries in the world. In wealthy developed countries (eg United States, Australia) large body of research has highlighted the benefits of inclusion for all students. Inclusion in many developing countries has provided educational alternative for as many children as possible (Lim, L. Tan, J. 2007). The United Nations Convention on the Rights of the Child emphasizes educational opportunities for the worlds children. It provides that children have a right to education (Art. 28) and children with any kind of disability should have special care and support so that they can lead full and independent lives (Art. 23). The Convention was adopted by Singapore on 2 October 1995 (MCYS, 2003). Making Singapore an Inclusive Society Singapore Prime Minister Lee in his maiden 2004 National Day Rally speech clearly stated the intention of his government to build an inclusive society and envisioned Singapore as a place for its people who can contribute and care for one another as one people and one nation regardless of race, religion and background (Lee, 2004). The following month PM Lee called for more efforts to integrate people with disabilities into mainstream society beginning with the integration of students with disabilities into mainstream schools (Teo, 2004 cited by Lim, Thaver Slee, 2008). The Prime Minister continued his promise of building an inclusive society in his second National Day rally speech 2005 and called on everyone to play a part in remaking Singapore as a vibrant, global city that can be proudly called home (Lee, 2005). He also emphasised a first-class education for all (Lee, 2005). Since PM Lees announcements, other ministries supported his vision of a new government by making commitments to make Singapore an inclusive society. Listed below are ministerial speeches from the Ministry of Community Development, Youth and Sports (MCYS) and Ministry of Education (MOE) reiterating the ministrys support to make Singapore an inclusive society. 10 March 2005: Dr Vivian Balakrishnan, acting Minister for Community Development, Youth and Sports (MCYS) and Senior Minister of State for Trade Industry (MITI) in his speech on No one left behind defined an inclusive society as one giving people with disabilities more opportunities for gainful employment so that they were not excluded and could live like everyone else (Balakrishnan, 2005 point 33). 10 November 2005: Mr Gan Kim Yong, Minister of State for Education (MOE) in his speech on The School as a Caring Community at the International Conference on Inclusive Education affirmed the government support for children with special needs (Gan, 2005). 14 January 2006: Mr Gan Kim Yong, Minister of State, Ministry of Education (MOE) and Ministry of Manpower (MOM) as Guest of Honour presenting bursary awards at the Society for the Physically Disabled (SPD) informed that children with disabilities have been accepted into mainstream schools and disclosed that schools are improving their infrastructure so that their facilities are made accessible to students with physical disabilities (Gan, 2006). 26 June 2006: Dr Vivian Balakrishnan, Minister for Community Development, Youth and Sports (MCYS) and 2nd Minister for Information, Communications and the Arts (MICA) gave a speech about an inclusive transport system making Singapore an Accessible City and announced the launch of wheelchair-accessible public buses (Balakrishnan, 2006 and LTA, 2006). 2 November 2006: At Singapores 11th parliament opening, President S. R. Nathan reiterated its pledge to build a competitive economy and an inclusive society which leaves no one behind (Nathan, 2006). 26 January 2008: Rear Admiral (NS) Lui Tuck Yew, Minister of State, Ministry of Education (MOE) in his speech at the SPD Education Programme Awards Presentation spoke on support for an inclusive school system through many helping hands approach, thus making Singapore a more gracious, compassionate and inclusive society (Lui, 2008 point 9). 20 October 2011: In his address at the opening of Singapores 12th Parliament President Tony Tan stressed the importance of achieving inclusive growth where there are opportunities for everyone (Tan, 2011). 20 October 2011: In the same Parliament seating, PM Lee again spoke of an inclusive society as one where everybody benefits from the progress of the nation, has a say, a stake and a sense of belonging that leaves (sic) no one behind (Lee, 2011 point 3-4). With regard to early education, PM Lee said that the government is focused on supporting good quality, affordable pre-school education (Lee, 2011 point 11) and early diagnosis and intervention for preschool children with learning difficulties (Lee, 2011 point 12). 8 November 2011: Mdm Halimah Yacob, Minister of State for Community Development, Youth and Sports (MCYS) said that investments in early years education is important for social mobility and achieving inclusive growth. In the speech she outlined three areas of focus in subsidy grant for childcare placement, teacher quality and MCYS training to support implementation of the regulatory early years framework (Yacob, 2011). Singapore adopts the many helping hands approach involving families, communities and the government all playing their part towards an inclusive society (Tan, 2009). In the beginning, special education in Singapore developed haphazardly and was driven by voluntary organisations. Over time the government took over to play a coordinating and monitoring role (Tan, 2009) History of Special Education in Singapore The provision of special education dated back in the 1940s in post-war Singapore by organisations providing charitable services for people with physical and sensory disabilities. One of the earliest centres recorded in 1947 was Trafalgar Home for children with leprosy. The British Red Cross Society set up a home for crippled children in 1949 and included education for the deaf two years later. In 1956 the Association for the Blind set up a school. In the following year the Spastic Childrens Association was formed to focus on children with cerebral palsy. The Singapore Association for Retarded Children, later renamed Movement for the Intellectually Disabled of Singapore (MINDS) was formed in 1962. Special education in Singapore has since moved beyond physical and sensory disabilities to include intellectual disability (Quah, 2004 and Poon, Khaw Tan, 2007). The 1950s were turbulent times in the political history of Singapore. Besides the Voluntary Welfare Organizations (VWOs) hospitals also supported children with disability. In 1958 the Singapore Council of Social Services (SCSS) was set up to bring together all organisations and individuals with interest in community service and social welfare. In 1992 SCSS was restructured to become the National Council of Social Service (NCSS) (Tan, 2009). Until 1988 special education was operated by the VWOs and funded by NCSS. The governments stand was that special schools are best run by VWOs as VWOs had a strong sense of mission and their autonomy allowed them greater flexibility to respond quickly to needs and demands (Quah, 2004 and Poon, Khaw Tan, 2007). 1988 was a turning point when the Ministry of Education (MOE) partnered with NCSS in special education. MOE would provide land for schools and financial support at double the cost of educating a primary school student. With NCSS matching the financial contribution, total education cost would be four times the amount for a primary school student (Tan, 2009). Local teacher training in special education started in 1984 at the Institute of Education, presently known as the National Institute of Education (NIE) with a 3-year Certificate course in Special Education. When it was re-organised as NIE in 1991, it launched a 2-year Diploma in Special Education and in 2003, Masters programme in Special Education (Tan, 2009). MOE Support for Special Needs 20 May 2005: Mr Tharman Shanmugaratnam, the Minister for Education announced the selection of a pioneer batch of 10 primary schools and 4 secondary schools to receive support for students with special needs with the appointment of Special Needs Officer (SNO) in 2006. By 2010 all primary schools will have a trained SNO to support students with dyslexia. 20 primary schools will get support for autistic spectrum disorder (ASD) with one to three SNOs and 32 secondary schools will also get one to three SNOs for either ASD or dyslexia or both (Shanmugaratnam, 2005). 2. 24 May 2007: According to MOE, SNOs provide additional support in the class and complement the class teachers who are already supporting students with dyslexia or ASD. (MOE, 2007a) 3. 24 May 2007: MOE stipulates the prerequisite qualification of SNOs. Some SNOs may have relevant working experience in working with children with special needs. Applications are also required to have good interpersonal skills and the passion to work with children with special needs. SNOs will undergo full-time Diploma course in Special Education conducted by the National Institute of Education (NIE). After their one year training with NIE, they will then be deployed to schools (MOE, 2007a). 16 November 2007 saw the inaugural Ministry Of Education-National Council of Social Service Special Education Awards to teachers and Special Education (SPED) schools in recognition of their contribution towards the education of children with special needs (MOE, 2007b). Since then the MOE-NCSS Special Education awards are given every year in November (MOE, 2008, 2009b, 2010b, 2011). 10 February 2009: MOE announced recruitment of Allied Educators (AEDs) who will partner teachers in providing specialised support in counselling, teaching and learning in special education. All AEDs will receive training at the National Institute of Education (NIE) which is fully sponsored (MOE, 2009a). As at January 2010, VWOs are running 20 special education (SPED) schools funded by the Ministry of Education (MOE) and the National Council of Social Service (NCSS). The SPED schools run different programmes to cater to specific disability groups of children (Tan, 2009). 10 March 2010: The MOE press release outlined its support to enhance quality of special education in terms of recognition, resources and curriculum (MOE, 2010a). MCYS Support for Special Needs The Ministry of Community, Youth and Sports (MCYS) has put in place support for children 6 years and below who have been diagnosed with developmental, intellectual, sensory or physical disabilities. The Early Intervention Programme for Infants and Children (EIPIC) provides therapy and educational support services to children with special needs. It enhances and maximises the developmental growth potential of these children and minimises the development of secondary disabilities. The programme equips them with fine/gross motor, cognitive, communication, social and self-help skills (MCYS, 2010). The Centre for Enabled Living (CEL) provides referrals by a medical doctor or psychologist to the government-aided EIPIC centres in Singapore for children up to 6 years with developmental, intellectual, sensory or physical disabilities (MCYS, 2010). Public awareness and media coverage Public awareness grew over the years and there have been extensive media coverage, reports, stories and the airing of public views about people with disabilities or special needs. Public awareness is important in changing mind-sets thus promoting an inclusive society. Listed below are titles carried in the local newspapers during 2008 and 2009. Farm gives work experience to special needs adults (26th January 2008, The Straits Times) Growing old gracefully (18th February 2008, Business Times) Four ways Govt can help the disabled (27th February 2008, The Straits Times) FedEx gives disabled an opportunity to sail (18th March 2008, Business Times) Govt helps open more doors to be disabled (12th April 2008, The Straits Times) Kids to get half of $52m ComChest aims to raise (24th April 2008, The Straits Times) Making a difference to disabled children (12th July 2008, The Straits Times) Disability just another hurdle (13th July 2008, The Straits Times) Special gadgets for their special needs (23rd September 2008, Today) Including students with disabilities (23rd October 2008, Today) Are we able to help the disabled? (3rd December 2008, Today) Handicapped students get sporting chance (1st February 2009, The Straits Times) More day care, activity centres for the elderly (6th February 2009, The Straits Times) Work together to help the disabled (15th February 2009, The Straits Times) Enabling the disabled is a moral duty (14th May 2009, The Straits Times) Spore gears up for SILVER TSUNAMI (21st May 2009, The Straits Times) Special needs kids pack NDP funpacks (3rd August 2009, The Straits Times) Help for disabled and elderly just a call away (28th August 2009, The Straits Times) Enabling the disabled (18th September 2009, Today) Govt-backed trust to help care for children with disabilities (30th October 2009, The Straits Times) Open Door for disabled workers (1st November 2009, The Straits Times) Students spread cheer to the terminally ill (14th November 2009, The Straits Times) Special touch making a big difference (15th November 2009, The Straits Times) Special education schools to offer skills certification (21st November 2009, The Straits Times) Special schools urged to engage public (24th November 2009, The Straits Times) More schemes to help the less fortunate (2nd December 2009, The Straits Times) Turning disability into capability (2nd December 2009, The Straits Times) Disabled issues to get airing at Speakers Corner (12th December 2009, The Straits Times) Policy to Practice and Challenges The difference between mainstreaming and inclusion is philosophical (Quah Jones, 2004). Those who advocate mainstreaming holds the view that a child with special needs belongs to a special school setting and earns his way into the regular school setting. In contrast, those who support inclusion believes that the child with special needs begins in the regular school setting and is moved to special school because the appropriate services are not available or provided for in the regular school. Advocates of full inclusion believe that children with disabilities should be integrated into the general school environment regardless of whether they are able to meet the curriculum standards. In Singapore, placement is dependent on the childs abilities and needs. Students with diverse needs are increasingly integrated into regular schools. The most common special education category learning disability could fit nearly anyone having some problems in school. Teachers in the general classroom who are managing childrens behaviours every day are in the best standing and most effective in identifying children who are at risk and in need of intervention (Mercer, Algozzine and Trifiletti, 1988). Teachers are able to identify general skills such as self-help skills, social interaction and communication skills. This is crucial in identifying children with intellectual disabilities (Kemp and Carter, 2005 as cited by Janus et al, 2007). It is not enough that teachers are effective in identifying children at risk. Teachers should be working in contact and collaboration with specialists in special needs education. In Singapore, there are no statutory requirements to provide special services for children with special needs. Voluntary welfare organisations (VWOs) have played significant roles in the introduction and development of such services since the 1950s, including early intervention programmes. Early intervention programmes are available and accessible in special schools and hospitals. According to MCYS, referral to EIPIC (Early Intervention Programme for Infants and Children) centres is executed and coordinated by the Centre for Enabled Living (CEL) through a form submission by a medical social worker at a hospitals Child Development Unit. In general, the family doctor or general practitioner makes most of the referrals. Children who have mild disabilities that are not apparent until a later age may be missed out and their identification probably made possible only through the teachers at their preschool centres. Preschool teachers along with special school teachers are receiving training at the National Institute of Education (NIE) in special needs education. In fact modules in special needs education are available in teachers training at both pre-service and in-service levels. Teachers play an important role in setting the tone to create an inclusive environment within the classrooms. Janus et al (2007) cite findings of Early, Pianta, Taylor and Cox (2001) that teacher training influences their practices. This view is supported by Stephens Braun (1980) also cited by Janus et al (2007) teachers who take special education courses are more willing to accept children with special needs and are also more confident in their ability to teach special education. Teachers value, beliefs and attitudes regarding diversity and difference can influence their teaching and practices. This in turn can influence the quality of experiences of students. Although students with special needs spend most of their time in their classrooms, success in the support they receive is also influenced by factors outside the classroom but within the school. On important factor is the availability and extent of the support the school has with regard to professionals such as educational psychologists, counsellors and teacher aides. Schools may have support in terms of equipment, books and amenities; however, the extent to which these resources are coordinated within the school can affect outcome. Leadership support in the form of a principal is necessary. Above all, the collaboration between the school and the professionals involved is crucial. Others outside the school that can influence support for students with special needs include the medical professionals, psychiatrists or paediatricians, health professionals, occupational therapists, speech and language therapists and physiotherapists. Collaboration of the school with these professionals is important. Conclusion The vision of an inclusive society depends on how inclusive schools are. The move towards integration and inclusion of students with disabilities into mainstream schools is becoming a reality in Singapore. Support for special education increased considerably since PM Lees call for an inclusive society. The MOE has played a more active role in special education, collaborating with special schools to achieve desired learning outcomes and collaborating with VWOs to appoint school management staff (Tan, 2009). There was better integration and more opportunities for partnerships between special and mainstream education resulting in more opportunities of interaction among students with and without disabilities. Education and the future of an inclusive society means teachers play a crucial role. Teachers working with students with disabilities are likely to face issues that affect the social and academic inclusion of these students. They can take stock of the challenges facing them and examine existing practices to improve current school efforts by bringing in additional necessary resources. By raising these issues and asking for help, teachers can work earnestly and make inclusion possible within the mainstream educational system for children with special needs. Special education programmes and services are improving and special education teachers are better trained. Together with the support of government we can look forward to better quality of life for all individuals with special needs and living the reality of Singapore as an inclusive society. References Balakrishnan, V. (2005, March 10) No One Left Behind [Online] Available from: http://app1.mcys.gov.sg/PressRoom/CommitteeofSupplySitting2005Part1NoOn.aspx. [Accessed 1st July 2012]. Balakrishnan, V. (2006, June 26) The Launch of SBS Transit Ltd Wheelchair Accessible Buses [Online] Available from: http://app1.mcys.gov.sg/PressRoom/TheLaunchofSBSTransitLtdWheelchairAccessibl.aspx [Accessed 1st July 2012] Gan, K. Y. (2005, November 10) The School as a Caring Community. [Online] Available from: http://www.moe.gov.sg/media/speeches/2005/sp20051110a.htm. [Accessed 1st July 2012]. Gan, K. Y. (2006, January 14) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2006/sp20060114.htm. [Accessed 1st July 2012] Janus, M., Lefort, J., Cameron, R. Kopechanski, L. (2007) Starting Kindergarten: Transition issues for children with special needs. Canadian Journal of Education. [Online] 30 (3), 628-648. Available from: http://www.jstor.org/stable/20466656 [Accessed 2nd July 2012]. Land Transport Authority (2006, June 26) Introduction Of First Wheelchair-Accessible Bus Service. [Online] Available from: http://app.lta.gov.sg/corp_press_content.asp?start=1600 [Accessed 5th July 2012]. Lim, L. Tan, J. (2004) Learning and Diversity. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Lim, L., Thaver, T. Slee, R. (2008) Exploring disability in Singapore: A personal learning journey. Singapore: McGraw-Hill Lee, H. L. (2004, August 20) National Day Rally Speech [Online] Available from: http://www.scribd.com/doc/19374508/National-Day-Rally-Speech [Accessed 30th June 2012]. Lee, H. L. (2005, August 21) National Day Rally Speech [Online] Available from: http://www.singaporeupdate.com/previous2005/220805_primeministersnationaldayrallyspeech2005_more.htm [Accessed 1st July 2012]. Lee, H. L. (2011, October 20) Speech [Online]. Available from: http://www.pmo.gov.sg/content/pmosite/mediacentre/speechesninterviews/primeminister/2011/October/Speech_by_Prime_Minister_Lee_Hsien_Loong_at_the_Debate_on_The_President_Address.html [Accessed 30th June 2012]. Lui, T. Y. (2008, January 26) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2008/01/26/speech-by-radm-ns-lui-tuck-yew-1.php. [Accessed 1st July 2012]. Mercer, C. D., Algozzine, B. Trifiletti, J. (1988) Early Identification: An analysis of the research. Learning Disability Quarterly, [Online] 11 (3 10th Anniversary Issue), 176-188 Available from: http://www.jstor.org/stable/1510762 [Accessed 2nd July 2012]. Ministry of Community, Youth Sports (MCYS) (2003, September 26) UN Convention On The Rights Of The Child [Online] Available from: http://app1.mcys.gov.sg/PressRoom/UNConventionOnTheRightsOfTheChild.aspx [Accessed 1st July 2012]. Ministry of Community, Youth Sports (2010) Early Intervention Programme for Infants and Children (EIPIC) [Online] Available from: http://app1.mcys.gov.sg/Policies/DisabilitiesPeoplewithDisabilities/EducationforPeoplewithDisabilities.aspx. [Accessed 3rd July 2012]. Ministry of Education (2007a, May 24) 33 More schools to support students with special education needs. [Online] Available from: http://www.moe.gov.sg/media/press/2007/pr20070524.htm. [Accessed 3rd July 2012]. Ministry of Education (2007b, November 16) The inaugural Ministry of Education-National Council of Social Service Special Education awards. [Online] Available from: http://www.moe.gov.sg/media/press/2007/pr20071116.htm. [Accessed 2nd July 2012]. Ministry of Education (2008) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2008/11/honouring-special-education-te.php. [Accessed 2nd July 2012]. Ministry of Education (2009a, February 10) Investing in educators. [Online] Available from: http://www.moe.gov.sg/media/press/2009/02/investing-in-educators.php. [Accessed 3rd July 2012]. Ministry of Education (2009b) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2009/11/honouring-special-education-te-1.php. [Accessed 2nd July 2012]. Ministry of Education (2010) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2010/11/honouring-special-education-teachers-and-schools.php. [Accessed 2nd July 2012]. Ministry of Education (2011) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2011/11/honouring-special-education-teachers-schools.php.[Accessed 2nd July 2012]. Ministry of Education (2012a) Special Education in Singapore. [Online] Available from: http://www.moe.gov.sg/education/special-education/ [Accessed 3rd July 2012]. Ministry of Education (2010b March 10) MOE to provide greater support for special education. [Online] Available from: http://www.moe.gov.sg/media/press/2010/03/moe-to-provide-greater-support.php. [Accessed 1st July 2012]. Nathan, S. R. (2006, November 2) A Competitive Economy, an Inclusive Society. [Online] Available from: http://www.istana.gov.sg/content/istana/news/speeches/address_by_presidentsrnathanattheopeningofparliament0.html [Accessed 4th July 2012]. Poon, K.K., Khaw, J. Tan, L. S. (2007) Special Needs Support: The Singapore Context. In: Poon, K.K. Khaw, J. (Eds) Supporting students with special needs in mainstream schools: an introduction. Singapore: Pearson/Prentice Hall. Quah, M. M. (2004) Special Education in Singapore. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Quah, M. M. and Jones, K. (2004 Supporting learners with special educational needs in mainstream classrooms. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Shanmugaratnam, T (2005, May 20) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2005/sp20050520_print.htm. [Accessed 2nd July 2012]. Tan, T (2011, October 20) A home we share. A future we build together. [Online] Available from: http://www.scribd.com/doc/68197764/Address-by-President-Tony-Tan-at-the-opening-of-the-12th-Parliament [Accessed 5th July 2012]. Tan, W. S. (2009) Education in Singapore: Special needs. [Online] Singapore: Singapore Infopedia Available from: http://infopedia.nl.sg/articles/SIP_1600_2009-10-31.html. [Accessed 3rd July 2012]. United Nations (n.d.). Convention on the Rights of the Child. [Online] Available from: http://www2.ohchr.org/english/law/pdf/crc.pdf. [Accessed 1st July 2012]. Yacob, H. (2011, November 8) Asia-Pacific regional conference on early childhood care and development [Online] Available from: http://app1.mcys.gov.sg/PressRoom/APconferenceonearlychildhoodcaredevt.aspx [Accessed 5th July 2012].

James Forman :: essays research papers

James Forman Last Wednesday the civil rights movement lost one of its most influential members to colon cancer. James Forman died January 10th he is survived by his son Chaka Esmond Fanon Forman. James was born on Oct. 5, 1928, he spent the early years on a farm in Marshall County, Mississippi, with his grandmother. The at the age of six his parents moved him to Chicago. In 1957 James graduated from Englewood High School, after high school he entered the Air Force and fought in the Korean War. After the war Forman transferred to Roosevelt University in Chicago after his second college semester at the University of California. He also became very active in student politics on campus before his graduation in 1957. Forman went on to graduate studies at Boston University, then returned to Chicago. After college James went on to work at the Chicago Defender were he reported the injustices done to black people in the deep south. In 1960 he learned of black farmers being evicted off their land by white landowners because they registered to vote. James left Chicago to join a program sponsored by the Congress for Racial Equality that provided help to the displaced farmers. In 1961 he joined The Student Nonviolent Coordinating Committee, SNCC. One week after joining SNCC James was elected to its executive secretary after just one week with the organization. James did a great job at SNCC he was an excellent critical thinker as well as strategist that is why Julian Bond, chairman of the board of directors of the NAACP, said "that Forman the catalyst that turned SNCC into a fighting, militant organization." (Pride) Forman was just influential as Martin Luther King and Rosa Parks. In 1963 Forman was the principal for the 1963 March on Washington and the Freedom Rides in which Blacks rode across the South to make sure buses were integrated as ordered by the courts. James also became one of the first ma jor blacks leaders to demand reparations for slavery. He demanded 500 million dollars from white churches all across America for their involvement in the Atlantic Slave Trade. Even later in his life James was still active in the civil rights community. In 1982 and lobbying against the appointment of Supreme Court nominee Robert Bork and the presidential campaign of former Ku Klux Klan grand wizard David Duke. He also traveled to Europe and Africa on behalf of the Black Panther Party and also planned a new march on Washington in 1982.

Managment Diversity

?WORKPLACE DIVERSITY Introduction In modern times, diversity management has been brought to the forefront of organisational issues due to factors such as globalisation and the emerging cultural and individual differences that emerge as a result of this diverse world. The purpose of this paper will be to explore the topic of diversity as it relates to the workplace by discussing perspectives from union groups and HRM practitioners and to investigate the barriers to workplace diversity. Through the discussion, the advantages of diversity will be discussed with an emphasis on the implications for the HR function of the organisation. Overview Workplace diversity relates to the presence of differences among members of the workforce (D’Netto & Sohal, 1999). By creating a diverse workforce organisations are able to tap the ideas, creativity, and potential contributions inherent in a diverse workforce (Aghazadeh, 2004). Diversity in the workplace includes culture, gender, nationality, sexual orientation, physical abilities, social class, age, socio-economic status, and religion (Sadri & Tran, 2002). These individual characteristics shape an individual’s perception about their environment and how they communicate (Kramar, 1998). Organisations can approach diversity is three differing ways: affirmative action, valuing diversity and managing diversity. Affirmative action attempts to monitor and control diversity in an organisation and in doing so senior management can affect the hiring and promotion of individuals (Sadri & Tran, 2002. ) An organisation assumes new individuals or groups will adapt to the norms of the organisation, and will not resist due to fears of reverse discrimination (Sadri and Tran, 2002). Valuing diversity can allow an organisation can focus of the benefits of the differences, therefore developing an environment where all individuals are valued and accepted (Sadri & Tran, 2002). Those members who feel valued to their organisation tend to be harder working, more involved and innovative (Agahazadeh, 2004). Valuing Diversity can affect employees’ attitudes positively, however resistance can be experienced due to a fear of change and individuals discomfort with differences (Sadri & Tran, 2002. ) Finally, managing diversity is when organisations build pecific skills and create policies which obtain the best values of each employee, which will create new ways of working together (Sadri & Tran, 2002). It will provide an opportunity for organisations to manage a workforce which emphasises both organisational and individual performance, whilst still acknowledging individual needs (Kramar, 1998). Although diversity has always existed in organisations, individuals tend to repress their diversity in order to conform to the norms of the organisation and fit into the stereotype of the typical employee (Kramar, 1998). Mismanagement of diversity as a result of unfavourable treatment can inhibit employees working abilities and motivation, which can lead to a lowered job performance (Aghazadeh, 2004). If an environment works well for employees, diversity will work against the organisation, hence the lack of an enabling environment (Kramar, 1998). These fundamental components of workplace diversity can be further viewed through the varying perspectives of union groups, HRM professionals and organisations. PERSPECTIVES AND RATIONALES ON WORKPLACE DIVERSITY From a union perspective Historically the role of unions concentrated mainly on the fight for higher wages, shorter hours and better working conditions. However in recent years a shift has occurred to fighting rights for a diverse workforce (Barrile & Cameron, 2004). Management aims to maximise the contribution of all staff to work towards organisational objectives through forming guiding teams for diversity, training to improve languages and celebrating success. Unions however, implement diversity differently (Barrile & Cameron, 2004). A feminine approach to leadership has been undertaken to broaden a diverse representation. For instance, under the management of CEO Brian Schwartz, Ernst & Young Australia has doubled the number of female partners to ten per cent, made changes to a ‘blokey’ culture and introduced a women’s leadership forum, among other initiatives (Robbins, Bergmann, Coulter & Stagg, 2006). Women union leaders tie diversity in leadership to long-term union survival, articularly in light of the impact that diversity has on organising successes and increased visibility of unions to potential female members. Most of these leaders expressed a â€Å"sense of urgency† about the need to advance women and saw continuing barriers that prevented women from entering and remaining in top positions (Mellor et al. , 2003). To overcome such barriers implementations such as commitment to advancing women in the work force and supporting internal structures to activate women have been undertaken by union’s worldwide (Melcher, Eichstedt, Eriksen, Clawson, 1992). Unions have officially recognised caucuses or other groups that permit people of different colour, including women, to discuss issues of concern within their union as well as in the larger workplace and community (Mellor et al. , 2003). Unions have provided mentoring and leadership training programs. Efforts undertaken by unions to foster diversity have resulted visible changes at all levels of leadership. The remaining task is to make those changes bigger and more permanent. The fact that there is more to do does not mean there is failure; it simply means reinforcing longstanding labour movement commitments to dignity, justice and equal opportunity for all working people (Melcher, Eichstedt, Eriksen, Clawson, 1992). Building on the rationale provided by different union groups, HR practitioners also recognise the importance of promoting a diverse workplace and recognise the impact on business goals. From an HRM perspective There are many HRM perspectives that relate to diversity management in organisations. Most of these HRM perspectives lead towards the contention that a successful diversity management policy can lead to a more competitive, functional organisation. In light of the perspectives and rationales discussed in the HRM literature, there a range of implications for HR managers concerning diversity in the workplace. Management of diversity relates to equal employment opportunity, but effective diversity management goes beyond the basic requirements of an equal opportunity workplace (Barrile & Cameron, 2004). It is important for HR to determine an effective diversity management policy to be able to encourage a more iverse workplace. The most important job for senior HR managers is to consider how diversity will benefit the organisation and how to define its role in the context of the organisation (Kreitz, 2008). An organisation’s diversity policy should aim to establish an heterogeneous workforce that is able to work to its full capacity in an environment where no member, or for that matter group of members, have an advantage or disadvantage based on their individual differences (Torres & Bruxelles, 1992, as cited in D’Netto & Sohal, 1999). In exercising their role, HR managers must constantly apply the principles of diversity in order to maximise and sustain the benefits of a diverse workforce. This means HR managers need to be able to link recruitment, selection, development and retention policies to the overall diversity policy of the organisation (Yakura, 1996). Furthermore, the aforementioned should be carried out with a direct link to the overall business goals, the various shifts in the labour market as well as the more contemporary effects of globalisation (Cunningham & Green, 2007). There are three initiatives that an organisation should utilise to increase the efficiency of its diversity policy. Firstly, there is a need for HR, when recruiting, to increase the representation in the workplace of historically excluded groups (Conrad & Linnehan, 1995). Secondly, the diverse workforce needs to have the necessary empowerment to influence, or at least have input to organisational decision making (Cunningham & Green, 2007). More strategic implications for diversity management exist that recognise the emergence of Strategic Human Resource Management (SHRM). Such implications include building diversity strategies into an overall future success plan, integrating diversity practices with senior management practices and encouraging career development opportunities for all employees (Cunningham & Green, 2007). Ultimately, managing diversity should promote competitive edge in the organisation by recruiting the most appropriate people for the job regardless of their perceived differences (D’Netto & Sohal, 1999). From an organisational perspective: ANZ and Westpac ANZ Bank has responded to the common trends of the Australian workforce with programs to attract and retain a diverse environment that reflects their customer base (ANZ, 2008). An organisation is focused on creating an inclusive culture where all employees are able to contribute, as they believe that diversity and inclusion are essential for high business performance (ANZ, 2008). By managing diversity within the organisation, ANZ is provided with the best talent and a wide variety of experience to achieve success within a global workforce. Similarly, Westpac is determined to enable a diverse workforce that reflects their customers (Westpac, 2008). Westpac has created a culture that understands values and utilises the differences within people, where people can achieve success without encountering bias or being harassed because of gender, race or disability (Westpac, 2008). Both organisations have made efforts to create a diverse working environment through varying HRM practices. For example, HRM within ANZ created the â€Å"My Difference† survey which surveyed more than 13, 500 employees (ANZ, 2008). Within this survey, HR is able to develop a demographic snapshot of the workforce and gather feedback on how their employees perceive diversity and inclusion within the organisation. ANZ also founded the Diversity Council, which introduces policies and sponsors events to create a more inclusive culture (ANZ, 2008). The council attempts to increase awareness by supporting events like International Women’s’ Day and Disability Awareness Week (ANZ, 2008). HR in both organisations has implemented a range of human resource strategies. Disability awareness, plans in both companies outline strategies to increase support and inclusion for customers and staff of the organisation, which include premises being wheelchair accessible (Westpac, 2008; ANZ, 2008). Westpac is also partnered with Disability Works Australia to recruit people with disability to remain a balanced environment (Westpac, 2008). Secondly, to promote age balance, mature age employees are offered flexible working conditions to suit their changing lifestyle (ANZ, 2008). Culturally both banks have planned to help indigenous Australians improve their wellbeing and money management skills. ANZ celebrates cultural diversity by holding â€Å"Annual Cultural Week† (ANZ, 2008). Westpac reflects different cultures by employing members who are able to speak different languages to better understand the customers (Westpac, 2008). To promote flexibility, Westpac has different job designs for individuals’ circumstances, including versatile working hours, job sharing abilities, the ability to work from home, to have career breaks and paid parental leave and affordable childcare at work (Westpac, 2008). On a wider rganisational level, ANZ and Westpac both face a number of popular trends that continue to change the Australian workforce. These include the Australian population becoming increasingly more ethically diverse with 23% of the population born overseas (ANZ, 2008). The population is also ageing and is predicted that in 43 years around 25% of Australia’s population will be aged 65 year or older and the number of women in the workforce has increased from 40% in 1979 to 53% in 2004 (ANZ, 2008). Based upon the actions taken by ANZ and Westpac in this regard, organisations are recognising the benefits of a diverse workplace. The strategies by both companies to increase the representation of women in the workforce, as well as increasing the representation of diverse others, corresponds with the views of both union and non-governmental organisations as well as the perspectives provided through the HRM literature. BARRIERS TO WORKPLACE DIVERSITY Diversity within an organisation can be difficult and expensive to accomplish. Substantial barriers exist in both overcoming laws related to workplace diversity, the actual process of implementing it within an organisation and also the internal characteristics of the individual. The current legislation related to workplace diversity essentially creates an environment in which employers cannot recruit purely on the basis of a desired attribute. The main acts concerned are the Racial Discrimination Act (1975), the Sex Discrimination Act (1984), the Human Rights and Equal Opportunity Commission Act (1984), the Occupational Health and Safety (Commonwealth Employment) Act (1991), the Disability Discrimination Act (1991) and the Workplace Relations Act (1996) (Williams, 2001. These laws essentially shape a scenario for employees where if a desired attribute is sought after, the job must be made appealing to that particular group of people without impairing the opportunity for any other group to obtain the position under the requirements of the legislation. An example of this is Westpac’s initiative to entice more women into their workforce by implementing training programs relating to gender differences in communication and career progression (Westpac, 2008 . ) However, once a company like Westpac overcomes these hurdles, there are still many practical ssues that need to be addressed on an organisational level. If a diversity program is unlikely to be profitable it will not be implemented (Bilimoria, Joy, & Liang, 2008). The monetary benefits (such as new customers, better culture and strategic advantage) involved in implementing such diversity need to outweigh the costs (gaining diversity at the expense of skill) involved in pursuing it. The HR department within the organisation has a difficult task in convincing senior management that a diversity program can be beneficial to the organisation (D’Netto & Sohal, 1999). The argument often provided by senior management against workplace diversity is that it is disruptive to productivity and causes imbalance in the workplace (D’Netto & Sohal, 1999). As a result, the HR function need to be able to present the many advantages of diversity, and provide strong strategic reasoning to ensure that an effective diversity management is implemented. An organisation may also have barriers imbedded in their practices, culture and policies (Bilimoria, Joy, & Liang, 2008). Resolving these issues has benefits for both the legality of the operating of the organisation and the multiplicity of their workforce. If senior management participated in only male orientated social events, such as attending the football, it may alienate women who generally may not participate in such events. Policy can also break both legality and potential for diversity by enforcing requirements such as 10 years continual service to an organisation in order to receive promotion into senior management. This continual service factor discriminates against women who are likely to have children, as it will exclude many from the opportunity to obtain the job. However, it is the individual differences within each person that provide the biggest challenge to achieving diversity. Individual differences amongst people are a major hurdle to workplace diversity, as most people feel comfortable when working in homogeneous groups (Kreitz, 2008). The presence of diverse others places employees outside of their comfort zone and makes people resist embracing the presence of others. Furthermore, research by Kreitz (2008) shows that humans, and organisations as well, are in nature highly resistant to change, further complicating the successful implementation of diversity. Another individual, and highly problematic, barrier to diversity is the language barrier that exists to culturally diverse others. This prevents, and in some cases discourages, the full integration of cultural differences within organisations (Kreitz, 2008). Diversity is clearly beneficial to the organisation. Managing diversity should involve utilising the cultural differences in people’s skills and embracing the diverse range of ideas and skills that exist in a diverse workplace in order to ultimately give the organisation a competitive edge. Benefits to diversity clearly outweigh the costs and evident advantages to workplace diversity are supported by various union groups and HRM practitioners. In order to be successful, diversity must be implemented within a strict legal framework and overcome hurdles relating to the practices and policies of organisations, as well as internal, individual barriers. REFERENCES Aghazadeh, SM 2004, ‘Managing workforce diversity as an essential resource for improving organizational performance’, International Journal of Productivity and Performance Management, vol. 3, no. 6, pp. 1-6 ANZ 2008, viewed 10 September , 2008, http://www. anz. com Australian Bureau of Statistics 2008, viewed 10 September, 2008, http://www. abs. gov. au Barrile, S & Cameron, T 2004, Business Management: Corporate management, people and change. Macmillan Education, Melbourne, VIC. Bilimoria, D, Joy, S, & Liang, X 2008, ‘Breaking barriers and creating inclusiveness: Lessons of organizational transf ormation to advance women faculty in academic science and engineering’, Human Resource Management, vol. 47, no. 3, pp. 423-441 Cox Jr. T & Blake, S 1991, ‘Managing cultural diversity: implications for organizational competitiveness’. Academy of Management Executive , vol. 5, no. 3,pp. 45-56. Cunningham, DD & Green, D 2007, ‘Diversity as a Competitive Strategy in the Workplace’ Journal of Practical Consulting, vol. 1, no. 2, pp 51-55. D’Netto, B & Sohal, A 1999, ‘Human resources practices and workforce diversity: an empirical assessment’, International Journal of Manpower, vol. 20, no. 8, pp. 530-547. Konrad, A & Linnehan, F 1995, ‘Formalized human resource management tructures: Coordinating equal opportunity or concealing organizational practices’, Academy of Management Journal, No. 38, pp 787 – 820. Kramar, R 1998, ‘Managing diversity: beyond affirmative action in Australia’, Women in Management R eview, vol. 13, no. 4, pp. 1-11 Kreitz, PA 2008, ‘Best Practices for Managing Organisational Diversity’ The Journal of Academic Librarianship, vol. 34, no. 2, pp 101-120. Mellor, Steven, Kath, Lisa, Bulger, Carrie, 2003: Bilingualism: Relationships with Willingness to Participate in Union Activities, Hispanic Journal of Behavioral Sciences, 25 (1): 95-109 Melcher, D. Eichstedt, J. , Eriksen, S. , Clawson, D. , (1992): Women’s Participation in Local Union Leadership: The Massachusetts Experience, Industrial and Labor Relations Review, 45, 267-280 Lepadatu, D &Thompson, T, 2008, viewed 15 September, 2008, http://www. allacademic. com//meta/p_mla_apa_research_citation/0/2/2/8/6/pages22860/p22860-1. php Robbins, S, Bergman, R, Stagg, I and Coutler, M 2006, Management, 4th edn, Pearsons Education Australia, NSW. Sadri, G & Tran, H 2002, ‘Managing your diverse workforce through improved communication’, Journal of Management Development, vol. 21, no. , pp. 227-237 Westpac, 2008, viewed 10 September, 2008, http://www. westpac. com. au Westpac. (2008). Diversity and women in management. Viewed 21 September, 2008, http://www. westpac. com. au/Internet/Publish. nsf/content/WICREMCS+Diversity+and+women+in+management Williams, H. (2001). Guidelines on Workplace Diversity. Viewed September 20, 2008,http://www. apsc. gov. au/publications01/diversityguidelines. pdf   Yakura, E 1996, ‘EEO law and managing diversity’, in E Kossek & S Lobel (ed. ), Managing Diversity: Human Resource Strategies for Transforming the Workplace, pp 25 – 30

Homeland Security Alert In Lax And Other State Airports Essay

To overcome the increasing terrorists’ threats in most commercial airports many countries have boosted on their airports security both at home and abroad. Many countries especially Western have experienced many terrorist attack. This has forced them to invent on various alert measures to control these attacks mostly to their airports. Through Transportation Security Administration officers, Los Angeles have stepped forward to scrutiny their passengers and aeroplanes in their airport (Krikorian and Shogren, January 02, 2004). This action has been motivated by particular terror plot bringing about more concern on common remote control toys that are useful in denoting terrorists’ bombs. Aviation authorities in different countries have decided on carrying devices on carry-on bags. Passengers with remote control are subject to intense search. Remote control toys are the most devices used in lax and other airports. Air passengers face heightened security which is geared against possible grandiose terrorist attack. Los Angeles and other country’s government are doing everything to protect their country (Sauter and Carafano, 2005, p. 2). Transport Security Administration inspectors in airports in major cities like Los Angeles are emphasizing on passenger’s screening and their languages. There has been extra watchfulness with an appeal to Los Angeles and other nations not to forgo travel plans in their airports than other transports. There is need for alerts in airports; this should be done through air marshals especially on flights arriving from overseas and undercover observation around airports. Not only lax but also other airports have been on â€Å"Orange Alert† (Oldham, January 23, 2004). There are many places that competes Los Angeles in their potential targets both symbolic and substantial. For better protection against terrorism in airports the main prevention of the attack, always there should understand of the vulnerability that translates to threat. Co-coordinating of anti-terrorism efforts among local airports law enforcement agencies and Joint Terrorism Task Force has been adapted in Lax. They have tried as much as they can to plan and monitor means of preventing terrorism (Byman, 2008, p. 75). Cameras to monitor suspicious activity in airports with pilots completing terrorism awareness training have been adopted in most airports. All airport employees have been trained on security procedures with police increasing their patrol. Gas detection system has been improved to identify biological and chemical toxic. In airlines cockpit doors and locomotive doors has been adopted. There is also screening of passengers and their luggage. Los Angeles has identified potential facilities on terrorist attacks and established security plans. Different agencies through FBI, police departments and sheriff have teamed up to create Joint Regional Intelligence Center in which they can collect, share and analyze intelligence data on terrorism. More anti-chemical suits are required to protect airports from chemical attacks (Hutagalung, November 29, 2008). There is local law enforcement and fire agencies which uses different radio systems. Los Angeles has not established a comprehensive plan on evacuating large number of people in case of chemical or nuclear attack. There is computer software that records routine location and canine search at airports. Police offers data on possible terrorists’ targets and relative significance. These data is subject to change incase of security breach or suspicious activity (Oldham, January 23, 2004). Conclusion Like other airports, lax has been subject to federal rules mandating barriers perimeter around all facilities. A team for handling homeland security has been established incorporating different agencies. Improvement of security in communications, transportation and public infrastructure utilities have expanded ability of different countries in detecting and responding to terrorism. They have better trained those who are called on for first response in contaminated environment. Lax and other airports have tightened their security in response to terrorist. They have raised security alerts to the highest possible level as an indication that terrorist attack are coming up. Some measures are visible and others are not.