Generational Diversity in the Workplace free essay sample

Diversity in the Workplace Managerial Communications 10/14/2011 Today, the workplace environment is comprised of people, both males and females from all different cultures and generations. For the first time in U. S. history there are four different generations out in the workforce. A generation can be defined as a group of individuals born within a term years having similar ideas, goals, attitudes and experiences. It can also be defined as the average period between the birth of parents and the birth of their children. Resources differ as to when some generations start and end; a generation is usually around 20 years long. generational differences are based on broad variations in values that develop based on the contrasting environment and social dynamics each generation experiences as they come of age. We will write a custom essay sample on Generational Diversity in the Workplace or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the workplace, these differences seem to be generating clashes around work-life balance, employee loyalty, authority, and other important issues. Generational differences are based on broad variations in values that develop based on the contrasting environment and social dynamics each generation experiences as they come of age. In the workplace, these differences seem to be generating clashes around work-life balance, employee loyalty, authority, interpersonal relationships and other important issues (Notter, 2007). Sometimes contradictions and problems arise when identifying the characteristics of a generation. Some studies in the 1980’s described Generation X as self-reliant, ambitious, and career –minded. By the 1990’s they were described as the cynical, whining, slacker generation. There is a lack of mutual exclusivity in generational groups due to where in a generation a person was born. Events such as John F. Kennedy’s assassination and terrorist attacks on September 11, 2001 served as formative moments of that generation’s coming of age during the time but also had impact on members of all generations. Generations can also have overlapping or complementary characteristics. Recognizing and understanding the factors that influence a generation can build a foundation for understanding the generational differences. Once there is a foundation to build on, coworkers and managers can enhance their interpersonal relationships and increase productivity. The generations are categorized by four groups; . Traditionalists or Veterans ( 1925-1945) 2. Baby Boomers (1946-1959) 3. Generation X or Xers (1960-1979) 4. Generation Y or Millennials (1980-2000) The first group is known as the Traditionalists or Veterans. This group shared the experiences of the Great Depression and World War 2. Many, but not all of this generation are already retired. After the depression and the war this generation lived in a time period where people needed to pull together and make sacrifices to rebuild their lives. Traditionalists are described as being conservative, loyal and hard working. At work, they adhere to rules, respect authority and are willing to make sacrifices for the company. Traditionalists like a hierarchical structure. They have a strong work ethic, they like to contribute and give advice. They did not grow up with the current technology, which may be why they prefer to work with people rather than computers and would appreciate a written memo or conversation over an e-mail or voicemail. The Baby Boomer generation earned this name because of having the largest impact on American society due to its size. Boomers witness Vietnam, the Kennedy and King assassinations, Woodstock, Watergate and the sexual revolution. Boomers grew up in a time of prosperity and are optimistic. They hold a sense of self-worth, personal fulfillment and believe they are capable of changing the world. They are cause-oriented, workaholics and believe in company loyalty. They care what others think of them but do not take criticism well and may be insulted by constant feedback. Boomers would rather perceive their boss as a friend. Generation X grew up in a period of financial, familial and societal insecurity. They witnessed their parents get laid off despite making sacrifices. They also witness a decline of American global power. Some defining moments and trends of this generation are the end of the Cold War, the Challenger disaster, Sesame Street, MTV, personal computers, AIDS and divorce. Generation Xers grew up with both parents working or divorced parents, becoming the first generation of â€Å"latch key kids†. As a result, they are highly independent, resilient and adaptable. This is the first generation expected to earn less than their parents. They are a skeptical and will question authority. Gen Xers are goal oriented, they want to be challenged, willing to take risks and forget the rules. They also aspire to balance work/personal life. The newest generation has many titles, but most popular is Generation Y or Millennials. Their defining moments are the tragedy of 9/11, the Columbine High School shooting and the bombing of the Murrah Federal Building in Oklahoma City. Resulting from all this violence is a resurgence of patriotism and heroism. Millennials have been shaped by parental excess, resulting in a generation that is overprotected and overscheduled. They are also the most technologically advanced generation. They are more globally â€Å"in touch† and embrace diversity. Millennials tend to be optimistic, value teamwork and are able to multitask.. While they respect authority, they are not awed by it and want instant gratification. They are socially active and desire a balanced life. Here is a table of some of the four generations’ work characteristics http://www. fdu. edu/newspubs/magazine/05ws/generations. htm Managing each generation requires customizing management styles to each generation’s needs. Traditionalists put work first and need to be shown that they are valued for their contributions. Baby Boomers live to work and believe hard work and sacrifice equals success. Generation X work to live and need to be given options. They aspire to achieve a work/life balance. They need management to be information providers and acknowledge their ability to work independently. Generation Y (Millennials) want to live and then work. Management should customize a plan specific to them, providing information and guidance with the flexibility to balance career/family life. When it comes to training, generations have preferred learning styles. Hard skills are skills where the rules stay the same regardless of which company, circumstance or people you work with. In contrast, soft skills are self-management skills and people skills where the rules changes depending on the company culture and people you work with (http://bemycareercoach. com/1704/soft-skills/hard-skills-soft-skills. html). The majority of Traditionalists and Boomers prefer to learn soft skills on the job and hard skills through classroom instruction. In contrast, Gen Xers and Millenials mostly prefer to learn soft skills and hard skills on the job. Interpersonal relationships are critical to achieving organizational goals (O’Hair, 2011). There are ways to minimize generational conflicts by understanding generational differences and focus on building stronger interpersonal relationships. Research studies have concluded that at least one similarity among all generations is the importance of respect. Consultant Simma Lieberman suggests,† being mindful of how assumptions can influence one’s interactions†. Some of her strategies are to â€Å"show respect, be attentive and approach someone of another generation with interest and avoid generational jargon†. Generational context is not about age but shared experiences. Characterizations based on age should be avoided. Not every Traditionalist is going to hate sending e-mails or producing a Power Point presentation and not every Millennial is going to speak in acronyms. Understanding and acknowledging that each generation may have a different approach to handling the same problem. It is not that one is right and the other wrong, it is just that-different.

Survey Graphing Ideas for 3rd, 4th, and 5th Graders

Survey Graphing Ideas for 3rd, 4th, and 5th Graders As early as kindergarten, students are required to take and analyze surveys. In the younger grades, analyzing graphs can be done on calendars. For instance, each day the children will record the type of weather based on a few weather symbols (cloudy, sunny, rainy foggy etc.) The children are then probed for questions like, How many rainy days have we had this month? or What type of weather have we mostly had this month? The teacher will also use the chart paper to record data about the children. For instance, graph the type of shoe children are wearing. On the top of the chart paper, the teacher will have buckles, ties, slip on, and velcro. Each student would put a tick mark on the type of shoe they are wearing. Once all children have identified the type of shoe they are wearing, the students will then analyze the data. These skills are early graphing and data analyzing skills. As students progress, they will take their own surveys and graph their results. Students need to be taught that there is a variety of ways to record their results. Here are a few ideas to promote graphing and surveying skills. Survey Ideas for Students to Graph and Analyze Survey the type (genre) of books people like to read.Survey how many musical instruments a person can list.Survey a favorite sport.Survey a favorite color or number.Survey favorite pets or types of animals.Survey the weather: temperature, precipitation or type of day (hazy, windy, foggy, rainy etc).Survey a favorite TV show or movie.Survey favorite snack foods, soda flavors, ice cream flavors.Survey favorite holiday locations or favorite all-time holiday.Survey favorite subject in school.Survey number of siblings in a family.Survey amount of time spent watching TV in a week.Survey amount of time spent playing video games.Survey the number of countries people have been.Survey what classmates want to be when they grow up.Survey the types of ads that come on TV over a period of time.Survey the different color of cars that drive by over a specific period of time.Survey the types of ads found in a specific magazine Graphing and Analyzing Survey Data When children have the opportunity to take opinion polls/surveys, the next step is to analyze what the data tells them. Children should try to determine the best way to organize their data. (Bar graph, line graph, pictograph.) After their data is organized, they should be able to state specifics about their data. For instance, what happens the most, the least, and why do they think that is. Eventually, this type of activity will lead to the mean, median, and the mode. Children will require ongoing practice taking polls and surveys, graphing their results, interpreting, and sharing the results of their polls and surveys.

To what Extent was Imperial Germany the Main Reason for the Outbreak Literature review

To what Extent was Imperial Germany the Main Reason for the Outbreak of WWI - Literature review Example Austria-Hungary announced war on Russia as France and Great Britain declared war on Austria-Hungary six days later. Historians and academicians understand the origins of the First World War, or â€Å"the Great War† as it is known, as complex, intense and intricate. This write-up presents a literature review on the causes of World War 1 and particularly Imperial Germany’s role in it. The scale of the war was vast as European powers increased their military spending by more than 300% during the war. Overall, thirty-two nations participated in the war, twenty-eight of which were Allied and Associated Powers, whose principal belligerents were the British Empire, France, Italy, Russia, Serbia, and the United States of America. The Central Powers opposing them were Austria-Hungary, Bulgaria, Germany, and the Ottoman Empire. 2. Causes of World War I One of the initial writings concerning the causes of war, the summarized revisionist history, â€Å"Origins of World War I†, by Sidney Bradshaw Fay discusses the Immediate and Underlying Causes of the war (Fay, 1966). Fay suggests five key reasons behind World War 1: the system of secret alliances, militarism, nationalism, economic imperialism and the newspaper press. Other academicians (Weikart, 1993) have also added social Darwinism to one of the underlying causes of War. Scholars, however, give different weightages to different causes, based on the importance they place on each of the above factors. Author S.R. Williamson takes on a pragmatist perspective by emphasizing that, in the period immediately leading up to World War I, there was a â€Å"militarization of attitudes† all across Europe (Samuel R. Williamson, 1988). â€Å"Militarism† and â€Å"imperialism† were key motivating forces in majority of the European countries to attack each other. Williamson, in his study, however singles out Austria-Hungry as the distruptive force amongst all other nations. The Austria-Hungry Em pire was on a verge of disintegration and hence was preparing a realiatory attack on Serbia for the assasination of the archduke. Historian N. Ferguson, in his book, The Pity of War, elaborates further on the â€Å"Imperialistic virtues† of Europe, and that all European powers were preparing for the war within the confines of their empires. A naval arms race was gaining momentum between Germany and Britain and both countries wanted to demonstrate their strength as world’s greatest imperial powers (Ferguson, 1999). Each European country was also facing fears and threats to their existence and to their expansion plans. The Austrians dreaded the collapse of their multi-racial Empire if they did not challenge the danger of Serb nationalism and Panslavism. The Germans feared the fall of their closest and only reliable ally, Austria that in turn would have weakened their stance in Europe. The Russians were threatened of a humilating defeat to Austria and their failure to pro tect Slavs. The French felt the threat of their German neighbours as Germany increased its might in population, economy and military strength. France's primary defence against the threat of German invasion was its alliance with Russia. This it was essential to protect. The British were vulnerable as well, as their global empire was exposed to hostile forces of Germany and Austria-Hungary with modern navy and war

Define and analyse the key features of global brands. What strategies Essay

Define and analyse the key features of global brands. What strategies should global brands adopt to be successful internationall - Essay Example The paper comprehensively explores the features of global brands along with the strategies adopted by successful global brands. 2. Features and strategies of successful global brands Various lists of top global brands have been accomplished. Companies such as Coca Cola, Sony, Microsoft, Google and IBM have since long been ranked as the top global firms. Managers are, therefore, confronted with the question of what features distinguish successful global brands from the rest? According to one study, various factors have been identified. Firstly, almost all successful global brands have dominant sales positions in their home market (Quelch, 1999). Even though these companies may be popular internationally, it is the home market sales that form their backbone. Secondly, global brands, by definition, are recognized in almost every part of the world and have at least some sales in these areas (Quelch, 1999). In other words, global brands achieve a â€Å"geographical balance† as far as their sales are concerned. ... Next, global brands must have consistency as far as their brand image and positioning is concerned. In other words, they must be perceived in a similar way by customers and must not have conflicting images in customers’ minds. For instance, Disney connotes identical family values across the globe (Quelch, 1999). Furthermore, most successful global brands have the same brand name as their corporate name. Although exceptions exist, this strategy allows such firms to gain greater awareness and stronger and consistent brand identity across the globe. However, global corporate giants such as Unilever and P&G could practically not use a single brand name owing to the myriad of brands under their umbrella. Next, most global brands are known for making something or being associated with a single product category. For instance, Microsoft is best known for its Windows software, Coca Cola has been associated with the Coke beverage and Phillip Morris has been associated with cigarettes. E ven, companies such as Samsung that have diversified their product offerings may stand holistically for product categories such as electronics. Finally, the country of origin effect plays a crucial role in making brands global (Pharr, 2005). Brands such as Mc Donald’s or Marlboro, for instance, reflect the American lifestyle and customer values of Americans. These values in turn drive greater brand loyalty towards the brand. This is exactly where global brands become recognized by virtue of their association with customers of a particular (home) country. For instance, Japanese electronics, French perfumes and German cars all enjoy country of origin effect (Quelch, 1999). Consistency in brand image of global brands is quintessential to deliver a coherent marketing message across the

Impact of Evaluations on Principal's Instructional Leadership Capacity Assignment

Impact of Evaluations on Principal's Instructional Leadership Capacity - Assignment Example Nevertheless, we review what we have gathered for their validity and reliability and identify from the research the direction for future research. Validity refers to the ability of a particular research instrument to measure what it purports to measure (Cohen et al., 2005, p. 105). Cohen et al. (2005, p. 105) clarified, however, that there are several types of validity. According to Cohen et al. (2005, p. 105), some of the concepts of validity relevant for research are as follows: content validity, criterion-related validity; construct validity; internal validity; external validity; concurrent validity; face validity; jury validity; predictive validity; systematic validity; catalytic validity; descriptive validity; interpretative validity; theoretical validity; and evaluative validity. Many of the concepts of validity mentioned are discussed in Cohen et al. (2005, p. 105-117). Meanwhile reliability refers to consistency and replicabilty over time (Cohen et al., 2005, p. 117). Accordi ng to Cohen et al. (2005, p. 117), reliability is also concerned with precision and accuracy. They emphasized that â€Å"for research to be reliable it must demonstrate that if it were to be carried out on a similar group of respondents in a similar context, similar results would happen (Cohen et al., 2005, p. 117). Some of the other concepts related with reliability are stability, equivalence, and internal consistency (Cohen et al., 2005, p. 117-120). According to Cohen et al. (2005, p.120-133), validity and reliability should be simultaneously considered in education research. My review of research done on evaluation systems for principals indicate that further research on evaluation systems for principals should be along these lines: 1. Identifying the elements of the principal evaluation systems adopted by schools making great progress in instruction work and the role played by principal evaluation. 2. Identifying whether there is a correlation between academic performance of s chools and the evaluation systems they have adopted for principals. 3. The role played by VAL-Ed or the Vanderbilt Assessment of Leadership in Education or VAL-ED in improving school performance, if any. The VAL-Ed supposedly met the high standards for content validity and reliability among the principal evaluation systems investigated by the New Leaders for New Schools in 2010. 4. The constraints encountered by schools in implementing a good evaluation system for principals. II. Sun and Youngs (2009) Sun and Youngs (2009, p. 2) described their work to have used hierarchical multivariate linear models â€Å"to investigation the relationships between principal evaluation purpose, focus and assessed leadership activities in 13 school district in Michigan†. Sun and Youngs (2009, p. 2) argued that their study found that â€Å"principals were more likely to engage in learning-centered leadership behaviors when the purposes of evaluation included principal professional development , school restructuring and accountability†. However, Sun and Youngs (2009, p. 2) also clarified that when the focus of evaluation was related to instructional leadership in the school setting, the thrust of the school principal activities have been in curriculum design, teacher professional development and evaluation, and monitoring student learning. In

School Shootings in Atlanta: Causes and Solutions

School Shootings in Atlanta: Causes and Solutions Gun violence and gun control have become a highlighted issue within the United States. In recent years there has been a vast increase in young adults engaging in gun violence, or being caught up in such conflict, particularly within schools. The issue of school shootings has become a major problem within the city of Atlanta. However, with more lives being at potential risk, there has been controversy debates over what causes such incidences and what can we do as a society to solve the problem. It is evident that in order to decrease school shootings the law and community need to work together by limiting or monitoring the accessibility of firearms, identifying risks of violence and providing the correct resources to students that are a potential risk. The spread of school shootings within the United States is at an all-time high. Granting they don’t make up a large percentage of youth violence overall, they are traumatic proceedings for society as a whole. Although the first shooting leads back to 1764, the Pontiacs rebellion school massacre, where 11 people were killed at a schoolhouse in Pennsylvania, the rise of statistics within the last 5 years have been drastic and show a growing trend to a problem within the US. Research states ‘‘Since 2013, there have been more than 300 school shootings in America — an average of about one a week’’ (Everytown). However, the appearance of guns alone or threats of violence is even higher. Statistics are only calculated for the recorded gunshots fired on school grounds or fired within a school during school hours. They do not include incidents where guns have been brought into school without being fired or shootings outside of school hours (Patel). With the ongoing rise in school shootings in the United States as a whole, Georgia ranks one of the highest states for such incidences. Gun violence as a whole has become a major issue in the south, particularly Georgia. Judd states that’s ‘’Georgians are more than twice as likely as New Yorkers to be killed in a shooting. The death rate exceeds even that of Illinois.’’ With the 13th highest death rate, most of those deaths occurred in Atlanta (Judd). Since the sandy nook shooting in 2012, when a gunman shot and killed 20 children and 6 adults with a firearm, Georgia has been the second leading state for school/college shootings, behind Texas, with a total of 23 incidents resulting in either deaths or injuries. At least 5 of those incidences were in Atlanta alone (Karishnakumar). The reason for school shootings follows a controversial debate amongst society. However, it can not go unmentioned that easy gun access is one of the most influential causes. Some will argue gun control is the sole factor in school shootings, others will argue its not the gun, but more so the individual that posses it. Americas love for guns dates back to the second amendment, which give the ‘right to bear arms’.   Originally implemented for the militia, the Supreme Court revitalized it allowing guns in homes for self-defense (Cornell law school). With this in mind, there are approx 300 million guns statewide. With a population of just over 300million, that is roughly an equal amount of guns to persons. However, only one-third of the population own guns, meaning that more than one is held in each of those households (BBC). Household gun ownership is high particularly in the south. Studies show that ‘‘Across the South, 38 percent of households have a gun — compared with 35 percent in the Midwest, 34 percent in the West and 27 percent in the Northeast’’ (Simonton). With this high rate, it makes it very easy for young adults to have access to guns, with or without an adults knowledge. Friedman states that ‘‘The American Medical Association reports that between 36 percent and 50 percent of male eleventh graders said they could easily get a gun if they wanted to’’ (90). Further reasearch also states that ‘‘over two-thirds of students who used guns in violent acts at school got those guns from their own home or that of a relative’ (Erwin). This is likely because the gun was not stored away and unloaded, not because the young adult has freely been given it. However, it shows that there are definite links between household gun ownership and gun violence. Besides the fact that guns are easily accessible within homes, there are over 50,000 gun stores in America making a purchase of a gun an easy task. Within Georgia, the purchase of a gun is very simple. You do not need a permit to purchase a firearm, and you do not need to register the firearm once purchased. However, there are some laws on age restrictions. To buy a handgun statewide the consumer must be at least 18 years old, however in Georgia for an unlicensed person to sell a long gun there is no age restriction (Laws). This is a serious issue as it means that children of any age are able to obtain and have access to a gun without any consequences. With these statistics in mind its safe to say that the easy access to guns plays a huge role in gun violence within schools, however, they are not the only factor that contributes to such incidences. With the many school shootings that have taken place over the years, we try to look at all specific causes and whether there are links between the causes. The media plays a huge role in trying to convince society that there is a specific cause of all school shootings. However, there is no specific profile that fits the motivation of a shooter. Often there does seem to be links between school shootings and a specific factor, but this is not in all cases. Friedman states ‘‘ 66% of shooters interviewed after the attack felt they had been bullied or threatened by classmates and said that was their main reason for shooting others’’ (90). However approx. 1 in 5 children report being bullied in a given year, yet show no signs of violence or such crime (De La O). Although bullying may worsen problems for youth, physically and emotionally, there is very little evidence that alone it is the cause of gun violence. Society often singles out an issue like mental health, revenge, the culture of violence, drug and alcohol abuse, as well as various social problems as the cause. However although many of these factors can be associated with a shooter, it is very hard to say that one alone fits that of every shooter. When we look at all these issues we see that many young adults experience at least one of them, yet don’t commit such a crime. On the other hand, a mix of these factors could be a possible cause and its important that society pays close attention to an individual that may encounter several of these issues to prevent anything further happening (Friedman 52). It is important as a community that everyone works together, including the law, public health, schools, peers, parents, and teachers in order to prevent school shootings from happening. Such proactive procedures include watching for warning signs and identifying and reporting them. This will help a student early who is showing potential risk factors. In most cases, it is apparent that previous to a shooting someone is aware or shown signs that a shooter has plans of an attack. Duplechain and Morris states â€Å"In more than 80% of the cases [he studied], at least one person knew the attacker was planning something; two or more people knew in almost 60 percent of the cases† (146). Most shootings are premeditated and at some point, there is a chance that the shooter has either shown attack-related behavior or discussed the event with someone, whether something is said as a joke or said on a serious matter. In previous shootings, this has occurred. In the Columbine school shooting, the shooter prior to the event wrote a paper on a male who was planning a school shooting, as well as writings journals with all their plans in for the shooting (Gumbell). Nobody at the time thought anything of it, yet it was a significant sign as to what was going to be carried out. This being said, it is very important that students, teachers, parents and all listen and watch for signs and act accordingly. Reporting such suspicions could be crucial in preventing an attack. As well as watching for signs a solution to prevent school shootings is to Work together to provide strategies and the correct resources for students. Sometimes for parents it can be hard to come to terms with the fact their child has a mental health issue or behavioral issues, however, it is important that they get their children the help needed. It is also important that schools provide resources. School counselors pay a pivot role in providing counseling groups to provide tools to deal with emotions, anger, grief, and loss as well and mental health problems. They help support a child in making changes in their life addressing the topics that most concern them (Paolini). With the correct support available and the communities willingness to watch and report suspicions, school incidents could be prevented in the future. However with this in mind, the role of the law is also very important. Stricter gun laws are substantial in reducing gun violence. In the state of Georgia, there are very little restrictions on gun laws. As a state, they allow sales of a gun without a permit or without processing through the federal firearms license, Mentally ill individuals are also removed from the database after 5 years without a reassessment from doctors. This meaning that after a person passes the 5-year mark they are then illegible to purchase or sell a gun, even if they have not been assessed by a doctor to say they are now mentally stable (Cook). Unlike other states, Georgia also sticks with the federal age restriction of 18 to buy a gun, whereas many other states have reassessed age restrictions and moved it to 21.   These weak laws make it very easy for a young adult or mentally unstable individual to acquire a gun.   Many will also argue stricter gun laws will not help reduce school shootings, however, research shows otherwise. When comparing the US to other rich countries with stricter gun laws, there is a huge difference in the homicide rate. Statistics show that ‘‘The number of gun murders per capita in the US in 2012 the most recent year for comparable statistics was nearly 30 times that in the UK, at 2.9 per 100,000 compared with just 0.1’’ (BBC). When looking at the US solely, research also shows that those states with stricter gun control have less gun related deaths. After a law passed in Connecticut in 1995 making it more difficult to buy a handgun the number of homicides reduced by 40%. This law included purchasers having to obtain a license from the police in person as well as passing a background check before being accepted for a sale (Lachman).   All of this research shows that stricter gun laws are a solution towards less gun violence and unless Congress and the government make some amendments, then school shootings are going to continue to occur. It is evident that school shootings are a major issue within Atlanta and America as a whole. With a vast and continuous increase over the given years its important that both the law and community work together to help stop such incidents occurring. Research proves that there is no specific profile for a shooter, however, it is important as a community to watch out for any signs of potential risk, report them and provide students with the correct resources. This and stricter gun laws allowing students access to guns more difficult will help decrease gun violence.   References BBC. ‘‘Guns in the US: The statistics behind the violence.’’ BBC News, 2016, http://www.bbc.com/news/world-us-canada-34996604 Cook, Rhonda. ‘‘Georgia clears way for mentally ill to buy guns.’’ Myajc, 2018, https://www.myajc.com/news/local/georgia-clears-way-for-mentally-ill-buy-guns/agHJKZW8LiqVI4mu1GQmLJ/ Cornell Law School. ‘‘Second Amendment.’’ LLI/Legal information Institute, https://www.law.cornell.edu/constitution/second_amendment De La O, Maria. ‘‘School shootings are about more than bullying.’’ The Washington post, 2013, https://www.washingtonpost.com/blogs/she-the-people/wp/2013/10/25/school-shootings-are-about-more-than-bullying/?utm_term=.6be5672995ae Dupllechain, Rosiland, and Robert Morris. ‘‘SCHOOL  VIOLENCE:  REPORTED  SCHOOL  SHOOTINGSAND  MAKING  SCHOOLS  SAFER.’’ Galileo, Vol. 135, no. 2, pp.45-150. Erwin, Nicole. ‘‘In wake of school shootings, a look at how kids get guns.’’ Ohio valley resource, 2018, http://ohiovalleyresource.org/2018/01/24/in-wake-of-school-shooting-a-look-at-how-kids-get-guns/ Everytown. ‘’The long shameful list of school shootings in America. ’’ 2018, https://everytownresearch.org/school-shootings/ Friedman, Lauri. School Shootings. Greenhaven ,2010. Gumbell, Andrew. ‘‘The truth about columbine.’’ The guardian, 2009, https://www.theguardian.com/world/2009/apr/17/columbine-massacre-gun-crime-us Judd, Alan. ‘‘Youre twice as likely to be shot to death in Georgia than New York (and other gun violence facts).’’ Myajc, 2017, https://www.myajc.com/blog/investigations/you-twice-likely-shot-death-georgia-than-new-york-and-other-gun-violence-facts/Kdk3MXsowc6ASzmd15o2QN/ Krishnakumar, Pray. ‘‘Since Sandy Nook, a gun has been fired on school grounds at least once a week.’’ www.Latimes.com, 2015, http://www.latimes.com/projects/la-na-school-shootings-since-newtown/ Law. ‘‘Minimum age to purchase and possess.’’ Giffords law centre to prevent violence, http://lawcenter.giffords.org/gun-laws/policy-areas/who-can-have-a-gun/minimum-age/#federal Lachman, Samantha. ‘‘Conneticut gun control law sharply reduced gun-related violence, report says.’’ Huffpost UK, 2015, https://www.huffingtonpost.com/2015/06/12/connecticut-gun-control-_n_7570852.html Paolini, Allison. ‘‘School Shootings and Student Mental Health: Role of the School Counselor in Mitigating Violence.’’ Councelling.org, 2015, https://www.counseling.org/docs/default-source/vistas/school-shootings-and-student-mental-health.p Patel, Jugal, K. ‘‘After Sandy Hook, More Than 400 People Have Been Shot in Over 200 School Shootings.’’ NYtimes.com, 2018, https://www.nytimes.com/interactive/2018/02/15/us/school-shootings-sandy-hook-parkland.html Simonton, Stell. ‘‘Guns in school:Georgia has most shootings since Sandy Nook.’’ America.Aljazeera.com, 2015, http://america.aljazeera.com/articles/2015/1/29/gun-lax-georgia-has-most-school-shootings-since-sandy-hook-massacre.html Stages in responding to disasters: Floods Stages in responding to disasters: Floods Responding to Disaster: Floods Effects of Natural and human made disasters are devastating and this calls for competent mental health professionals to provide for disaster relief services to the victims. Victims of flood disasters respond differently depending on their personal experience. In our case, people are warned about the impending danger of flood disaster but some fail to respond at all. Even after the flood disaster, others return to reconstruct their houses and belongings. This means that the type of intervention to be applied should be culture based. The following intervention strategies, marked with stages, would be applied to the victims of the flood disaster. Impact Immediately after the flood strikes, the survivors panic, are confused and cannot think at that moment (Gilliland, James, 2013). Adults are desperately searching everywhere, looking for their missing family members. Victims are exposed to horrors of the aftermath and they are surrounded by death and devastation. It is indeed a time of agony. At this stage, an appropriate intervention would be an emotionally driven Psychological intervention strategy. This strategy helps the individual to recollect themselves and to start focusing on the way forward. Emergence/acute heroic stage After the aftermath, survivors start saving and collecting what they can. It is a â€Å"counting the loss† phase. At this stage, I would recommend for physiological responses as the intervention is focused on physical damage such as loss of property, injuries, geographical displacement, and anger due to the aftermath loss incurred (Gilliland, James, 2013). I will engage in emotionally driven talk with the victims in order to help relief their anxieties surrounding their crisis. I will also provide emotional help on how individuals can recover their property and probably their beloved family members. Inventory stage This is the recovery phase. In this stage, survivors are slowly accepting the realities of life. I will engage in method in which individuals can utilize their abilities in seeking for employment for survival. I will engage in cognitive-behavioral intervention skills and try to convince the survivor on danger of living such vulnerable places (Benedek, Fullerton, Ursano, 2007). The idea to change their perception about the place and make them understand the Government’s warning about the place. Honeymoon stage At this stage, the victims are worried about their financial recovery. This come after one to three months post the flooding disaster. It is a stage of rebuilding. I recommend for cognitive coping strategies in order to help the survivors see the sense of moving from the vulnerable to other places. Coping skills are helpful in enabling the victim change their environment to move on with their normal lives. Avoidance phase At this phase, I will recommend for psycho-social intervention skills. The aftermath effects are coupled with loses, causing psychological disturbance and sometimes lead to Posttraumatic stress disorder (PTSD). With Psycho-social intervention skills a victim can slowly forget about the disaster and start focusing on other things through social life. Adaptation phase Adaptive phase depends on the victim’s resiliency. Resilient people tend to recover faster. In that regard, I will recommend for cognitive-behavioral responses in order strengthen the victims by making them recognize how strong they are. Positive behavioral skills can also influence positive change and hence influence adaptive skills; that the victims can do without their lost ones. Disillusionment phase Disillusion can prevent victims from adapting to their environment. Anything attached to the previously experienced flooding disaster will likely arouse the traumatic experience. To help victims recover from this problem, I will use cognitive coping skills. These skills helps a victim accept the reality, forget about the past and focus on the present. Pathogenic to salutogenic shift At this phase, the victim has not yet fully recovered from the post traumatic stress disorder even after one year after the disaster. It is a critical condition and the victim is always struggling to let go the stress. This may happened to mothers who saw their children drawn by water. Resiliency itself cannot draw the stress away from the victim. A suitable intervention strategy would be the use of the victim’s coherence to overcome the stress. This involves integrating cognitive-behavioral coping skills to enable the victim understand that their problem is manageable. It requires the use of emotional-psychological strategies to convince the victim (Gelbach, 2008). Restabilization/reconstruction This involves the rebuilding of the victim’s emotional and social self. The best way to respond to victims at this stage is by use of psycho-social strategies (Bartley, 2007). This involves encouraging the victim to make new friends and interact with people. Social life interactions allows victims to forget about their past easily and focus on their future. Ethical/ Cultural Consideration Some cultural considerations involve various elements; One, awareness of your world view, two, an understanding of the client’s worldview, and finally, a better understanding of the appropriate intervention to apply on a client depending on the crisis and situation (Goodman, West-Olatunji, 2009). In our case, there is the need for a culture centered disaster response. Bearing that the people were warned about the impending flood disaster and didn’t do anything about it gives us the indication of social cultural factors among the community. Therefore, understanding the existence of social cultural factors among the victims facilitates the conceptualization of the needs of the people, especially in low income communities (Goodman, West-Olatunji, 2009). This also helps in determining the kind of intervention model applicable to a victim. References Bartley, A. G. (2007). Confronting the realities of volunteering for a national disaster. Journal of Mental Health Counseling, 29(1), 4-16. Benedek, D. M., Fullerton, C., Ursano, R. J. (2007). First Responders: Mental Health Consequences of Natural and Human-Made Disasters for Public Health and Public Safety Workers*. Annu. Rev. Public Health, 28, 55-68. Gelbach, R. A. (2008). Trauma, research, and EMDR: A disaster responder’s wish list.Journal of EMDR Practice Research,2(2), 146–155.doi: http://dx.doi.org/10.1891/1933-3196.2.2.146 Gilliland, B. E., James, R. K. (2013). Crisis intervention strategies. Goodman, R. D., West-Olatunji, C. A. (2009).Applying critical consciousness: Culturally competent disaster response outcomes.Journal of Counseling Development,87(4), 458–465. doi: 10.1002/j.1556-6678.2009.tb00130.x

The Role of Education in Shaws Pygmalion and Russells Educating Rita :: Comparison Compare Contrast Essays

The Role of Education in Shaw's Pygmalion and Russell's Educating Rita    Both plays show that education can be used as a tool for emancipating working class individuals. Both Eliza and Rita get uprooted and have to give up personal features. Language is linked up with identity and both find a new identity through education. Rita is treated in the way according to her language. Yet pure language training doesn't transform her character and identity profoundly. Her change is simply external. Rita, on the other hand, keeps her way of speaking but develops her character and reaches personal independence. She has been internally changed because of literature. By comparing both plays, we see that education requires both language training and knowledge of literature.    Eliza's transformation demonstrates that social distinctions such as accents are artificial and suggest that class barriers can be overcome by language training. It becomes questionable however if language reveals or forms one's character. Eliza's outcry at the end of the play denies this idea. Yet she understands herself better. Education is connected with social progress. Eliza's problems show that language alone provides only a superficial transformation. She lacks education to become fully integrated. By this, Shaw illustrates the impossibility of moving classes in those days.    Eliza's never thought about becoming educated herself. Rita, on the contrary, wants to use education as a means of complete change, as the means by which people develop their potential. She succeeds in leaving her working class environment behind. Is education only liberating? As Rita adopts a new culture and becomes alienated, she might be regarded as limited, just like Frank, who has no understanding for people of a different class.

The Paralegal Career and Why

When I first thought about becoming a paralegal, I was in working for a Trust and Probate attorney who also had a Title company. I enjoyed the data gathering, research, meeting people and understanding their needs and helping them find peace of mind. I had also just become interested in John Grisham novels, which, granted, does not truly represent the legal field in the most correct light, but they are legal thrillers nonetheless.For some reason the combination of these two things made me think about pursuing a career in the legal field. I knew for certain that I did not want to go to law school, since I was a Mom with a lot of responsibility. I took an on-line course to become a legal assistant. However, when we moved, I had to change my career as I was offered a very challenging position in the insurance field. I studied to get my California Life, Health, Long Term Care, Property and Casualty licenses. Then my job required me to get my Series 7 and 66.These were all on-lines classe s, they were convenient and could be obtained around my work schedule. I am a classroom-oriented person. So, when I was laid off, I concluded that this was my chance to get back into the legal field and a paralegal would be a happy medium. In the meantime, my son graduated from law school and passed the California Bar. I now find myself wanting a job in a local law firm. So here I am now, writing a paper on the career that I now find myself eagerly pursuing.

Derby Evening Telegraph Essay Example

Derby Evening Telegraph Essay Example Derby Evening Telegraph Essay Derby Evening Telegraph Essay Media is the plural of the word medium, which often refers to different ways of communicating with other people; if the target is a large number of people, then it is called mass media. There are many types of media, such as TV, radio, films, newspaper, Internet etc. The main purpose of media is to entertain; however they can also be used to persuade, inform, explain and advice. Media can be very powerful; therefore people are influenced and affected by them. The two articles we have looked at for analysis have a common theme both talks about the dangers and long-term effects of tanning.The first article is from The Big Issues and the second is from Derby Evening Telegraph. The Big Issue is a magazine sold on the streets of big cities; Derby Evening Telegraph is a local tabloid paper. Tanning has not always been very fashionable. In the Tudor times, untanned skin was considered to be a sign of wealth and status. People who were tanned were often labourers and peasants working outside on the farms. However in the nineteen twenties, when Coco Chanel, a top designer, returned from the Mediterranean with a tan, people thought that it was very attractive.Nevertheless not everybody could afford to travel abroad for a tan, it was only in the sixties, when package holidays came into place, going abroad was made possible. Nowadays, if people are tanned, it means that they have money to go on holiday abroad. The Big Issue, as mentioned before, is a magazine sold on the streets, and the profit goes to the homeless people. It was founded in nineteen ninety-four. The Derby Evening Telegraph is a local tabloid paper founded in eighteen seventy-nine with a circulation of approximately five and a half thousand.The two texts have been written with different intentions and they both have specific target audiences. The first text, Sun Vampires from The Big Issue, has been written to inform the readers of the dangers and long-term effects of tanning. Other purposes include: to ridicule the tanorexics, to advice people about the proper method of tanning and to warn those who are beginning to go on the sunbeds. The main target audience of this article is the younger generations of the society who are more likely to get addicted to tanning on sunbeds.Nevertheless to some extent, the authorial intent is to entertain and titillate leisurely readers who are looking for something to amuse the mind. In order to achieve the purpose and communicate the ideas to the readership, the writer uses vernacular language such as fork out, one hell of a habit and lets face it, and modern names, e. g. Peter Andre and Bros these techniques appeal greatly to the young people and therefore convey the message more effectively.The writer also grabs the attention of casual readers by using a light-hearted tone- as a result of this, the reader wouldnt be too shocked or frightened, thus willing to buy another copy of the magazine in the future. The second text, Face the fact the sun is a real danger, from Derby Evening Telegraph (DET), have similar purposes to the Sun Vampires: to inform, to advice and to warn. However, unlike Sun Vampires, this article concentrates more on one particular event, rather than the general overview of suntanning. This is because of the difference in the readerships.This article has been specifically written for the people of Derby. So by using a local story, the readers can relate themselves to it more, therefore are likely to be swayed by the contents of the text. An example of that is the inclusion of a local skin specialist nurse, i. e. Karen Elton; the readers might trust a local professional more than an external one because the chances are that they have heard of the expert somewhere before or have had contact with him or her. A possible age group of the target audience is middle-aged women.Younger girls might find it hard to relate to the older woman in the article because of the huge age difference. The words fact and danger suggest that the article is going to be serious, therefore it becomes less appealing to the younger girls. The citizens living in Derby, the main readership of D. E. T, are more likely to alert to the dangers of tanning and sense the urgency, because the story is happening very close to them. In order to effectively convey the messages many presentational devices are used in the two texts.The headline is bold print and immediately attracts casual browsers attention, hence making them interested in the article. The headline is positioned in a very eye-catching place: right at the top; the casual browsers is one of the target audiences and the headline would quickly meet their eyes. The strapline, which is just below the headline, gives more information about the headline, as if defining the words, Sun Vampires. However, it is not as important as the main headline, therefore it is in a slightly smaller font and less bold.The middle-sized picture of a young woman on a sunbed is a reflection of the headline. In the same way as the headline, the image shows contrast: the white sunbed Sun compares to the burnt skin Vampires. This helps the readers build much more vivid images of what Sun Vampires look like. Furthermore, a sunbed has connotations of a vampires coffin and the girl with blackened skin symbolises a vampire; this shocking image exaggerates the writers point and is almost an artistic translation of the headline. The illustration also assists to convey the message: it shows the long-term effects of tanning.This article is organised into columns, which makes it easier to read this is especially beneficial for the young readers that dont always have great concentration skills. Within the article, there are snippets of quotes from the text these are designed specifically for casual browsers who arent willing to read whole chunks of text to understand what the article is about. There isnt a caption to go with the illustration, however some may argue that the headline, Sun Vampires, in fact acts as a caption in someway.

American Revolution Essays

American Revolution Essays American Revolution Essay American Revolution Essay Fearing the French gaining the per hand, the British not only tried to bribe the Iroquois to their side with goods, but also at tempted to create an international confederation, which they hoped would unify the colonies a ND provide a systematic and mutual defense system. As the Seven Yeas War began in America, one of the first British offensives w as an attack on Fort Duquesne by General Edward Bradford and his 2,200 men in 1 755. However, a coalition of French and Indian forces assaulted the British force, and after he ivy losses and the death of Bradford, the British forces retreated. With the retreat, Franchised Indians began attacking the borders Of the colonies, effectively halting both the war effort as well as expansion for three years. The French and Indians took both Fort Owes and Fort William m Henry, and with these gains, they now held a much better position over the British, both n Europe and America. However, the tides turned when the Iroquois began to fear that the French were getting too powerful, and they resigned from fighting, which also caused many of the other Indian tribes to stop and/ or switch sides. Also, William Pit became the leader of the military sect of the British cabinet. Pit rallied the colonists into fighting through offering to pay of r the war debt, which generated over 40,000 new soldiers. With fresh, new soldiers, the tide o f the battle turned, as the British took back their lost lands, and after driving the French out of the e colonies they captured Montreal in 1759. Don 2 These defeats forced the French to negotiate terms for land distribution in No Roth America. However, the French did try to launch a recapture, which failed miserably. Aft rewards, the British and French agreed that France was to give up all of the land east of the Mississippi to Britain. It was not only France and Britain in the talks, however, as Spain was also involved. A series of trades then began. Spain would take all lands west Of Louisiana from the French, and would give Britain control of Florida in exchange for Cuba. At the end of it all, both Britain and Spain had massive land holdings, and the French only had tiny spots of territory rye in the Caribbean and islands in North America. French subjects, who did not support their new British rulers, were forced out, and most of them went to Louisiana, and became Cajuns. 2. Imperial Revenues and Reorganization, 17601766 In the aftermath of the Seven Years War, the British sought a way to strength en and pay for their now much larger empire. The British government passed Acts, such a s the Stamp Act, to generate money. However, the colonists did not like these newfound taxes, and protested, sometimes violently. Throughout the war, there were tensions between British and Colonial troops , with each feeling that the other was somehow in the wrong. The British felt that the cool nail troops were unrecognized and ungrateful, and the Colonial troops felt the British were stuck k up. The British ere also angry that the colonists were free from paying the debts of the war, as the debt in England skyrocketed. However, because colonists were spending so much on British goods, the price of which had risen during wartime, they also fell into debt. With this cam e much suspicion of Britain purposely putting the colonists into this situation. These were not the e only tensions that arose after the war. Many Natives, fearing that the British would take their Ian d and enslave them, attacked British forts and raised an antibiotics sentiment. Pontiac Rebel lion, as it was now, was ultimately a failure, as the the British crushed them with help fro m smallpox and other factors. King George also proclaimed that all of the land west of the App Alsatians was now under royal rule, and that the Indians could either give them up to the British or leave. However, this Proclamation of 1763 angered the colonists in that it felt that the royal c rowan had suddenly taken all of their claims to the west, instead of giving them back to the colonies s. Finally, with this uprising came the governments decision to station 1 0,000 British troops n the new lands. This would cost a heavy amount of money, and Parliament wanted the colonic SST to help pay. This, combined with the colonists idea of the standing army in their lands, g eve way to more tensions between the colonists and the British government. To stop illegal trade with foreign nations, the British government allowed fort heir authorities in the colonies to apply a writ of assistance which allowed for the seizing of illegal goods (basically a search warrant). However, many colonists considered this d comment Don 3 unconstitutional as it did not require any evidence or suspicion, which mean t that anybody, at NY time, could be searched. Smugglers in Boston quickly reacted to this act, and appointed James Otis to argue against it. Otis argued that it was indeed unconstitutional, and thus that made the act void. However, Parliament ruled against Otis, and he lost the case. No nonetheless, this case brought forth a very important point; that the government had no power to in fringe the rights off man under the Constitution. The Sugar Act was passed in 1764 as another way to help raise money for the expenses of the war. The Sugar Act presented a tax on all molasses and sugar entering t he colonies from the West Indies. However, with the Navigation Acts already in play, the colonic TTS still decided to import the cheap molasses from the French. Even though Parliament knew the is, they did not immediately take action. The Sugar Act was also very complicated in its ways. First of all, it basically stated that any good that went through Britain first could then be shih peed to other countries, which effectively voided the Navigation Acts. Parliament saw this as beneficial to Britain, as they believed it would bring in more trading out of British ports rat her than say French ports. Also, because there were newfound requirements, such as a m altitude of papers and forms that a captain had to fill out, many ships could be searched due to a technical error, not necessarily for the captain doing anything wrong. Because the Sugar Act was enforced so heavily, many ships were searched. In the end, Parliament lowered the tax to I sees than a penny, which helped to deter some smugglers. The impact of the Stamp Act was that many colonists were now aware of the growing number of policies and bills pushed onto the m by Parliament. Although the Sugar Act did raise some revenue, Britain was still in massive De bet. So, to try to relieve more debt they passed the Stamp Act in 1765. The Stamp Act WA s an act that required any colonists who wanted to create or sign a document (newspaper, licenses, buying land etc. ) to buy a stamped paper. The Stamp Act immediately had a much liar egger impact on the colonists as compared to the Sugar Act, as it applied to almost all of the colonic SST, instead of just merchants and traders. William Pit argued that Parliament couldnt tax British h subjects who did not have representation in Parliament. George Greenville, the British Prime Mi mister, agreed, but also stated that they had Virtual representation in Parliament, and thus cool d be taxed. Colonists agreed that this act infringed on their political autonomy. Obviously Parliament and the colonists had different ideas about the sloganeering of the colonies. Note heelless, the Stamp Act caused much backlash within the colonies. Many colonists had similar opinions on the Stamp Act. The majority of colonic TTS were upset by the tax itself, and the trivial idea of Virtual representation. Patrick H energy, a lawyer out of Virginia, sparked more support against this act. Henry requested that the Vi ragging House of Burgesses to deny parliaments taxation Of the colonies through a series Of w ell worded resolutions. Henry drafted some of these resolutions, and passed them to Par lineament, but he did Don 4 not have much success. Parliament was unimpressed and somewhat offended d by Henrys strong language towards them. However, to the everyday man not involved in politic s, Henrys resolutions sounded very strong. In Boston, where common people were in a poor situation, these resolutions brought forth a revolutionary fire. Many of the citizens of Boo stone had seen dramatic decrease in profits and overall wealth, due to numerous factors. So me of these factors were taxes, like the Navigation and Sugar Acts, as well as the loss of industry t other colonies. Bostonians heavily, and sometimes violently, resisted the Stamp Act. Through out the colonies, groups of men, known as the Sons of Liberty formed to help foster more pr tests, although they did keep the protests from getting too violent. In 1765 some colonial rep restoratives met at the Stamp Act Congress, to discuss the authority of Parliament over the colonic sees. They agreed that Parliament did lack authority to tax the colonies. As riots continued, royal agents as well as stamp distributors were rejecting to do their jobs. Colonial elites, fearing a ever y violent outcome, ride to restore businesses and local trade to how it was. Many colonists tried to force the Stamp Act to be repealed, as was seen in New York, where merchants decided to not buy any British goods. These boycotts and riots caused panic in Britain. In Parliament, the prime minister was reluctant to repeal the law because so many of the British elites were furious at the colonists refusal. Parliament attempted to s WAP out the Stamp Act for a Declaratory Act, which stated that Parliament could in fact legislate f or the colonies. In Parliaments eyes, this was an affirmation of their power over the colonies. Ho waver, the colonists interpreted this Declaratory Act as that similar to Ireland, where the y could be exempt of taxes. However, Parliament argued that it should not be taken so literally. I n the end, most colonists were simply happier at the repellent of the Stamp Act than the pa sing of the Declaratory Act. In the wake of the chaos caused by the Stamp Act, many colonists began to q question the authority of Parliament. Because of the common mans involvement in govern meet affairs during the Stamp Act, many of these common people began to actually pay at attention to the government. The writings of En lightened thinkers, such as John Locke, and the ideas in his writings, became more common and widespread throughout the colonies. A g roof called the opposition sits arose, who questioned the motives of Parliament, and argued t hat they did not adequately embody the ideals of government. The combination of Enlighten meet ideas as well as the hatred of the British helped to spread antibiotics feelings around the cool nines. Samuel Adams combined the ideas of republicanism with religion, which bolstered his following. Puritan Church leaders cried for God and liberty which further boosted the message f revolution. With almost every colonist surrounded by these constant ideas about the Tara any of the British, it was hard not to be sucked into the revolutionary feel. Don 5 3. Resistance Resumes, 17661770 As the resistance to the Stamp Act died down after its repeal, more problems were instigated by other acts. For example, the Quartering Act required the colonies s to pay for housing and goods for soldiers. Because the colonial assemblies had agreed that only they could create unreasoning ventures, this act furthered the idea of Britains tyranny, as Bruit main was forcing another act upon the colonies. New York in particular boycotted this act, but P reliant was swift to pass the New York Suspending Act, which said that New York would n to be able to pass laws. Although New York did come to terms with the Quartering Act, it shows d that British officials were becoming much more stern in how they would enforce these AC TTS. Britains problems with taxes and debt posed problems for the colonies too. B cause Britain still wanted to raise more money to soothe their debt, they tried once more to take advantage of the colonies demands. Parliament passed the Revenue Act in 17 67 which taxed the imported goods to the colonies. Earlier, the colonists were more concerned a bout direct internal taxes, but had not stated much regarding import taxes. The colonists saw this Act as similar to the Stamp Act in that it acted simply as a way to increase prices to get more m none. However, the main point of the Revenue Act was a way to pay for royal officials in the co Monies, so that they would be exempt of the colonial assemblies power. This would then tip t he balance of power from the colonial assemblies to the relationships officials. At first, the colonists had little resistance to this act, until John Dickinson wrote e a number f points saying why it was unjust. He stated that it was unjust to tax something nag simply to make revenue. Following Dickinson writings, James Otis urged the Massachusetts c nuncio to oppose the Revenue Act. The resolutions were drafted by Samuel Adams, and stated t hat taxation without representation was unjust and that there was a threat to sloganeer once by the independence of royal officials. This was then passed to the Virginia assembly , which also agreed to the points. However, a new British official, Lord Hillsboro, was a appointed to get the assemblies to destroy the letter. This backfired, as many of the other cool sees assemblies took up the letter as a sign of protest against Hillsboro. To get Parliament to repeal the Revenue Act, Bostonians once again boycotted, this time against importation. As this non importation agreement? spread, more and more people backed the repeal NT of the Revenue Act. The Sons of Liberty also resumed in their efforts. Ultimately the boycott o f imports pushed colonists to resist more and more British policies. Merchants and traders in Britain were very upset with the American boycotts, as around 40 percent of their exports to America were effectively nullified. Now that Poe pale in England ere affected, a movement against the policies Of King George arose, and was led by John Don 6 Wilkes. Wilkes wrote his newspaper which shamed and defaced King Georges policies, and multiple warrants went out for his arrest. Wilkes fled England, but when he re turned, he ran for Parliament. After a series of escapes from the King, Wilkes was elected to Partial amend but then arrested. People in America, after hearing what he did, raised money to pay f or his debts. He became famous in America for his defense of liberty. As the colonists upheld their policy of non importation, white women and thee r role in society began to change. Because the number of white women in churches o outnumbered the men, the Church was a great area for women to gather spread ideas. Women also s purported their husbands in their endeavors, such as boycotting drinking tea. Women enforce d the boycotts of the colonists within their own households, which helped the spread of these ideas. When the colonists began to boycott English clothing, women took charge to make their own clothing, with one example being that they organized spinning bees. It was evident that the us port of women behind men really bolstered the feeling of resistance within the colonies. Apart from the Revenue Acts, the British Parliament also sought to further Neff Orca the Navigation Acts. Parliament passed an act that allowed for more customs office ills along the docks, and these officials, along with informers, were given quite a bit of pop err over the merchants. Because these port officials could simply search and seize any s hip, many merchants, who were trying to boycott English goods, found it hard to smuggle e any foreign goods in. Merchants looked down upon these informers and commissioners, as they received heavy fines if they were caught smuggling. In Boston, merchants rebelled gaga SST these commissioners after John Hammocks ship was searched. 4. The Deepening crisis, 17701774 Hammocks backlash against the Acts provoked a worse response from Britain. Later on, Britain sent 4,000 troops to occupy Boston, and the citizens frowned at their a arrival. Bostonians now did not feel independent, rather like prisoners of war. Soldiers looked do win upon the citizens, and vice versa. Tensions grew between the two sides, and at one poi NT a child was shot by a customs informer. This escalated tensions to the point of the Boston Mass sacred, where Crisps Attacks led a group to protest at the customs office. Attacks and four other people died after the guards fired upon the crowd. Afterwards, the guards who had killed the citizens only received a slight punishment. The colonists began fabricating ideas that the the e British government would begin to suppress their freedom through brute force. With a change Of prime ministers, Britain tried to ease tensions with the colon sits a bit more. The new prime minister, Lord North, offered to repeal most of the Tow unshed Acts, but Don 7 would keep the tea tax. The colonists, however, still boycotted the tea. Partial meet decided to pep the tax on tea despite the continual resistance of the colonies. To try to fund the paychecks Of the relationships ambassadors, parliament t decided to fund them through the money made off customs. The colonists knew that have ins independent governors was not beneficial for their own internal governments, which is who y they created committees of correspondence which exchanged information regarding cool animal rights with one another.

The effects of the US 1965 Immigration Act Essay

The effects of the US 1965 Immigration Act - Essay Example According to the writings of Daniel in 2008, the effects that were intended differ completely from the actual ones. Around 22.8 million migrants came to America after the Immigration Act, which made the country the second largest in terms of the percentage of naturalized citizens. However according to Canellos (2008) the intended positive effects of the act completely matched the actual effects and led to the historical development of the country. The country, after the enactment of the act, experienced a change in the immigration pattern from a majority of European immigrants to an increase in Asian, African and Latin Americans. Another effect presented by the CIS report (though not supported by the other authors) was the increase in the dropout rates in the society with the increasing population of the immigrants. Though opinions about the actual effect of the act on the historical development and the changing nature of the society differ among the authors, the effects of the act o n the economy and the employment level of the country need to be disclosed. Primary resource essay Introduction: The Immigration Act of 1965 was passed by the Congress government of the country sponsored by Ted Kennedy, the senator of United States. With the new Immigration Act, the national origin formula that existed from the days of the previous Immigration Act of the year 1924 was abolished. ... The Immigration Act, when it was published, went unnoticed by the common people of the country as was the remaining eleven thousand bills published by the government of the country. The common people of the country were worried about the publication of the laws until the effect of those fell on the entire nation, ultimately affecting the lives of these common people. The same happened with the Immigration Act when it was first published by the Congress Ministry. However, with the proper enforcement of the act and its spread among the general people their lives started being affected gradually as the restriction on the immigration from the foreign land was considerably withdrawn with an annual limit being maintained by the law. The law ensured that not more twenty thousand of the people of foreign countries could immigrate to United States in a span of one year irrespective of the number of people of the same country already residing in the United States of America. The visas to the i mmigrants from the countries of the western hemisphere were produced on the first come first served basis. As the immigration policy of the country became almost the same for citizens of any country irrespective of their location, their economic and social conditions, the nature of immigration to the country changed. Previously immigrants, mainly from the European nations, visited America. However, with the change in the policy there occurred a shift from the European migrants to migrants from the continent of Asia and also from the countries of Central America and that of South America. The immediate effect of the Immigration Act of 1965 was that the number of immigrants in the country doubled itself within the span of five years, the time that the law

Written Account of Organisational Observation in organisational Essay

Written Account of Organisational Observation in organisational behaviour - Essay Example It is very important for the organization to provide job satisfaction and security to the employees. In addition, the organizations in global marketplace are trying to implement workplace diversity process as this process can result in collaborative performance of the people of different caste and culture. Employee motivation is the key growth driver for an organization (Bruce, 2006). Lack of motivation and encouragement can affect the performance level of a skilled and efficient employee. Maslow’s hierarchy of needs theory can be applied to determine different stages of human needs. There are five stages in this model, such as physiological needs, safety and security needs, social needs, self-esteem and self-actualization. People always try to satisfy their basis needs, such as need for food, clothes and shelter. These needs are considered as the physiological needs (Landy & Conte, 2009). Safety and security need is the second stage of this model. Under this stage, an individ ual tries to secure their job, health and neighboring associates. Social need is the third stage in this Maslow’s hierarchy of needs theory. Individuals try to achieve social recognition within this stage. In terms of a workplace, an employee tries to achieve social recognition from their sub-ordinates and colleagues. ... It can enhance the performance of the employees. Topic 3 In terms of workplace motivation, Herzberg’s Satisfiers and Dissatisfies’ theory can be applied. According to Frederic Herzberg, the individual needs of a people should be satisfied within an organization. Effective job and individual needs satisfaction can result in significant organizational productivity. According to this theory, there are two influences or degrees that can affect the level of perception of an individual within the workplace of a company. Motivators or satisfiers and hygiene factors or dissatisfiers are considered as specific influences. Nature of work is an important motivation driver. Several positive aspects can fulfill the job satisfaction of an employee (Wood, Zeffane, Fromholtz, Wiesner, Morrison & Seet, 2013). Achievement of career objectives, social recognition within workplace, job promotion, potential opportunity for individual development within organization and level of responsibili ty are considered as the motivating factors that can enhance the efficiency and performance level of an employee. On the other hand, several hygiene or dissatisfiers factors can upset employees. It has several negative consequences on the business productivity of an organization. Inadequate workplace environment, poor developed policy and unjustified salary distribution can be considered as the dissatisfiers factors. Poor organizational policy can affect the motivation and performance level of an employee (Baldonado, 2008). Needless paperwork or bureaucracy within an organization can be considered as a major barrier for a particular assigned job. In addition, poor workplace environment or employee discrimination can create several workplace conflicts.