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.

Come Learn How to Write any Sports Essay

Come Learn How to Write any Sports Essay Most students are scared of doing essays on games. According to them, such topics are chosen by everyone. These assumptions are built on the idea that there are thousands of sportsmen and women in institutions around the world. However, it should only remain as an assumption. You should understand that not every sport-loving student will do a paper on a sport. There is a high chance that only a few students do these essays since everyone might be assuming that everyone is already doing it. The topic, therefore, becomes deserted. The Truth on How to Write a Sports Essay Here is the truth No two ideas are similar. As a result, two people writing about the same sport might produce completely different contents. You also need to understand that students who engage in games are just like any other individual. They have strong relationships and experiences that might be beyond their love for games. It influences the quality of work produced by different students at any time. Hopefully, you now feel encouraged to handle this task with great excitement. If it is true that there are many people in sports, then why not be among the few who can produce excellent contents? Brilliant Ideas on How to Start a Sports Essay You must have a deeper understanding of what is a sports essay if you are to produce nothing short of excellence. Hopefully, if you are a sportsperson, you already have a clue on this and much more. However, here are tips on how to write a sports essay step by step. They are too simple and can be applied in any paper. The results are magical. Choose a sport There are numerous games that you can write about. These include football, tennis, netball, basketball, golf, and athletics. The wisest thing to do is to choose a game that you are familiar with since you will experience less stress working on it. You will also enjoy researching such a topic since you will know the exact information you need to create a detailed document. Conduct a research Writing a sports essay requires an impeccable mastery of terminologies used in a sport selected. Understand the dos and dons that make the sport what it is to the players, officials, and fans. You also need to master the language used in the game. All this information and much more will be discovered through research. Mention players and non-players All games depend on players. Without these individuals, then there is no action. This is why you need to talk about the roles played by each person in a chosen game. Mention their positions and significance. For instance, when talking about football, you can mention the roles of a striker, right-back, and left-back. Remember to be as professional as possible by using the right words. Non-players include the referees, linesmen, commentators, and cheering squad. These people are also important and thus deserve mention. Talk about the rules All games have rules that are to be followed by everyone. You should discuss these rules in details. For instance, you can explain how a penalty kick occurs in football. You can also state what leads to a red card, yellow card, free kick, or foul. Your understanding of the game will be based on your description of these rules. Mention the regulating authorities Show how different bodies have an impact on the game. State their delegated duties and limitations if any. You can demonstrate how they nature talents and provide funding for different events. You can also talk about how stadiums are built and maintained by these bodies. Just try to uncover as much as you can regarding these authorities. State the impacts Most games have a social impact. Players are financially empowered to live fulfilled lives and support their families. Communities are also supported through community social responsibilities. Games can be used to promote peace and cohesion among fighting communities. It can also be used to inspire generations to keep dreaming. All these are benefits that you can mention in details. Now you know how to write a good sports essay. Be as detailed as possible without repeating yourself. Also, do not miss that professional touch. Important Tips for Writing a Sports Essay Have you understood how to begin a sports essay? It matters a lot as it determines the mood in the paper. Ensure that you take note of that. Also, while you might be having enough content for your paper, there is a need for you to consider the following: Develop a captivating introduction: This gives your readers a reason to read your document to the end. Show them all that they should expect in the paper. Avoid grammar errors by proofreading your work: Such mistakes make your document difficult to understand. Remain relevant to your topic: Focus on the sport you have chosen. Resist the temptation of wanting to be too general. Avoid plagiarism: Sadly, this is a punishable offense. Do not copy-paste someone else’s work and use it as your own. If you have to use direct quotes, then ensure that they are all cited. Use short sentences: This reduces your chances of sounding vague. It also makes your work easily readable. Balance your paper: Know the sections that require more details than others. Don’t focus on one part and forget about the other. Follow the required structure of a sports essay. Meet the required word count. Use a proper format. Hire a Writer Consider our services if you still don’t understand how to make a sports essay. A qualified professional academic writer will handle your paper. You can trust us with any other essay writing needs. Your work will be done and delivered on time. It will also be of the right quality. Place your orders now to enjoy today’s bonuses.

Paragraph Essay Example | Topics and Well Written Essays - 750 words

Paragraph - Essay Example As such, an art made in the past may impart a meaning different from what it was originally intended for at the time of its creation. Given that art takes several forms, for the purpose of clarity, this paper would deal with fine arts, an idea believed to have been conceptualized in the 18th century (Lamarque & Olsen 44). Over the past two hundred years, several changes have taken place in the creation of art. In Asia, which is endowed with rich culture, prehistoric art is largely symbolic in nature. But then in the next two hundred years, its art is transformed into something admirable not for its symbolic character but for the elaborate techniques used. For instance, ancient Japanese art of brush painting is largely influenced by â€Å"traditions, legends and lives of Japanese people† (Renowned Artist Gallery). A renowned painter Katsushika Hokusai used free curves which were turned into spirals in an attempt to capture the desired themes. Come 19th century, as trade flouris h between Asia and the West, art has become commercialized, veering away from its original purpose of reflecting cultures and symbols. To further illustrate, Chinese works of art are characterized by abundance of flower details and other elements of environment in the goal of portraying the wonders of nature. However, what caught the attention of Europeans involved in trade are the blue and white ceramics of China; hence, the increase in the creation of this craft. Because of commercialization, Chinese arts are transformed into something that would fulfill the demands of trade. Given the abovementioned examples, it can be said that contemporary art can be distinguished from the ancient art in terms of the emphasis given by modern artists to the aesthetic features rather than on the ideas (Sipe). It is important to focus on aesthetic because this attracts trade – the symbolic meaning is not very significant. But then again, the concept of aesthetic has also evolved. Contempora ry art recognizes the independence of the work from the artist. The art has become a separate entity from the experiences of its creator (Clowney). When one appreciates an art, regardless of whether it was created to impart a deeper concept, that piece was able to relate to the viewer. Perhaps, the person finds the art beautiful not necessarily because of the message it expresses but because the technical feature of the art is already appealing in itself. In the turn of 20th century, the concept of art has further changed to the point that aesthetics has been separated from art (Clowney). This implies that anything can be considered as an art even if it does not appeal to the senses of the viewer. This is best illustrated by contemporary artists like Marcel Duchamp, who signed an ordinary porcelain urinal with his pseudonym and presented it as his art. It does not express philosophical meaning just like what traditional art is known for and it does not impart beauty either as this i s just a staple feature of male rest rooms. Yet Duchamp’s work amuses the viewers. It is entertaining enough to catch attention. In this present time, it is already considered art. The same goes for Bruce Nauman, who veered away from the use of canvass and other typical medium of art. He used his body to portray a fountain. Again, it is entertaining. It carries a certain appeal that does not require in depth thinking. What is seen is what it is. Both Duchamp and Nauman

Becoming Influential , Nursing Paper Essay Example | Topics and Well Written Essays - 1000 words

Becoming Influential , Nursing Paper - Essay Example Because of this insensitive attitude, the atrocities against nurses in work places are increasing day by day. As a responsible citizen of the state, I feel this issue is to be brought under public scrutiny on a wider extend. Usually we get alerted only when some inhuman incident strikes the headlines. Rather than waiting for casualties let us take vigilant steps to prevent them. Implementing stringent laws, enhancing more efficient surveillance techniques, conducting awareness programs for nurses and policy makers etc has to be given serious thought to avoid such incidents in future. It is my humble request that these heinous acts need to be highlighted in your newspaper. Collaborative effort of the media and public can bring about positive changes I believe. Looking forward to hearing from you, Yours sincerely, (Name) Introduction Nursing is not just taking care of patients but a big social responsibility which most of us fail to realize. Working beyond the hospital conditions, like a poverty stricken area or a war field, a factory etc demonstrates the social commitment shouldered by a nurse which often goes unnoticed. Likewise a nurse has his/her say in every socially relevant issue. In this context, it is relevant to invite public attention to a very serious threat a nurse experience on a day to day basis. It is ‘physical workplace violence’. Why this Topic? In the present scenario, this is a topic that is worth mentioning as there are increasing number of reports of nurses being physically assaulted in and around Canada in the recent times. Because of such dreadful news coming up from every corner of the country the glory of the profession has come down of late. This can be attributed as one reason for the international shortage of nurses. As reported by Duncan, Estabrooks & Reimer (2000), verbal and physical abuse happen on a routine basis and the most unhappy fact is that 70 percent of the cases go unreported. So what we see or hear is just t he tip of the iceberg. Despite zero tolerance policies, violence at work place is not being reported and this leads to the increasing number of such incidents. Most of the time the administration takes up the role of a silent spectator and sometimes they discourage such incidents to be reported. This inadequate and irresponsible attitude of the administration worsens the issue. Nurses should realize the fact that getting assaulted is not a part of their job. They should unite and rise against not only the atrocities against them but also the deaf attitude many hospital managements take on such issues. So it is high time to raise our voice against such an injustice. How I determined the content for the message The alarming rise of atrocities against nurses in work places, both verbal and physical has become a major social menace which has been ignored by authorities. Addressing this problem was the need of the hour. According to the fifth annual report of National Advisory Council on Nurse Education and practice (NACNEP) nurses are the most assaulted workers among America’s workforce. They are exposed to violence not only from patients but from the patient’s family members and visitors. Violence can be in the form of intimidation, bullying, sexual harassment, shooting, stabbing or stalking. The report says that the psychological consequences of such assaults are shocking.