Critically discuss, with examples, the contributions that Managing Essay - 1

Critically discuss, with examples, the contributions that Managing Diversity policies can make to the promotion of equality in organisations - Essay Example These have been studied from different perspectives, such as gender discrimination, HRM, performance management, cultural dimensions, and best practice implementation resulting from diffusion process, with specific examples. In the era of globalization, managing diversity promotes organizational effectiveness to a large extent. Diversity management is said to have originated in the United States with the Civil Rights Act, 1964 promoting equal employment opportunities (Mor-Barak, 2005). Realization of importance of diversity management through policies and legislation is a more recent affair in most of the countries. The main prerequisites of diversity management are said to be equal rights legislation and affirmative/positive action policies in order to create social, legal and organizational environment conducive for diversity management. The benefits of globalization have lured many organizations to become multinational and also adopt diversity management practices. Diversity management is now being used as a tool in management to tackle discrimination at workplace (Wrench, 2005). This can be best evidenced by the Kosek and Lobel’s model (1996), cited by Mor-Barak (2005), of diversity management approach through diversity enlargement, diversity sensitivity, cultural audit and strategies for achieving organizational outcomes. With the legislative policies related to equal employment opportunities and antidiscrimination laws being introduced, most of the organizations started hiring people belonging to distinct groups and nationalities, incorporating a diverse workforce. The various activities used in organizations to manage this diversity include training and development for all employees, employee involvement teams, links with the community, different work hours and workplaces, benefits, affirmative action programs, top-management attention, public relations efforts,

Partnership and Limited Liability Partnership Organization Essay Example for Free

Partnership and Limited Liability Partnership Organization Essay Introduction This is a report that shows a comparison between both Partnership and Limited Liability Partnership organization and to advise Mr. Tan on the business organization that is more likely to fit his needs for setting up a new consulting business. For this particular project, our group assumed that Mr. Tan used to be an accountant working for a big accounting firm and is now looking to set up a small accounting consultancy business. 1Process Required to Setup Business Organization Below are the processes to setting up a partnership and a limited liability partnership business organization respectively: 1.1Partnership Firstly, the partners have to fill with the Registrar an application for approval and reservation of partnership name. After the application is being approved, a partnership is required to be registered online via BizFile with ACRA through a professional business registration firm if both of the partners are not local citizen. The partnership must have at least two partners for registration. Following are the information needed: 1) Proposed name of the Partnership 2) Particulars of the partners/managers (foreign passport or Singapore ID) 3) Residential address of the partners/managers 4) Consent to Act as Manager and Statement of Non Disqualification to Act as Manager 5) If partner is a company: Registration details of the company 6) Singaporean or PR must pay Medisave 7) Declaration of compliance ACRA will then send an email of notification confirming the registration. A  business profile containing the registration details can be obtained as a softcopy via email from ACRA upon successful registration. Softcopies are usually sufficient to all purposes in Singapore. (enterAsia Information Services Pte Ltd, 2010) 1.2Limited Liability Partnership Firstly, the partners have to fill with the Registrar an application for approval and reservation of LLP name. After the application is being approved, an LLP is required to be registered online via BizFile with ACRA through a professional business registration. Following are the information needed: 1) Proposed name of the Limited Liability Partnership 2) Particulars of the LLP partners/managers (foreign passport or Singapore ID) 3) Residential address of the LLP partners/managers 4) Consent to Act as Manager and Statement of Non Disqualification to Act as Manager 5) If partner is a company: Registration details of the company 6) Declaration of compliance ACRA will then send an email of notification confirming the Singapore LLP registration. A business profile containing the registration details can be obtained as a softcopy via email from ACRA upon successful registration of the LLP. Softcopies are usually sufficient to all purposes in Singapore. (enterAsia Information Services Pte Ltd, 2010) 2Legal Characteristics of Each of the Business Organizations 2.1The Characteristics of Partnership (ASSAR, 2011) Two or more persons: Partnership involves business by a group of persons. There must be at least two persons to bring partnership into existence. Although there is no maximum number required in the Partnership Act, the Companies Act has placed a maximum limit 20 people in a business. A company must be registered if there are more than 20 people in the business. Contractual Relation: A partnership is a contractual relationship arising out of an agreement among the partners, a person does not become a partner out of his status as is the case in joint family. Persons entering in partnership must be competent to enter into a contract as it is essential, and the agreement among partners may be oral or in writing. A written agreement or deed is preferred because it helps in resolving some disputes among partners later on. Lawful Business: A partnership agreement only exists in a lawful business. Sharing of profits: An agreement among partners must include the sharing of profits and losses. A charitable trust cannot be called partnership because there is no sharing of profits. Profit sharing is only a superficial evidence of partnership but not a conclusive proof. The employees of a business may also share profits but they are not the partners. No Separate Legal Existence: A partnership firm is not a legal entity of its own. This means that the firm and the partners are one and the same. A firm is only a name to the collective name of partners and no firm can exist without partners. The rights and liabilities of the partners are the rights and liabilities of the firm. Management of the firm vests in partners who are its owners also. Unlimited Liability: Every individual partner is liable jointly and severally for the obligations of the partnership firm. Therefore, if assets of the business are not sufficient to meet the liabilities of creditors then private property of partners can be used to meet them. The creditors can claim their dues from anyone or all the partners. If these liabilities are met by one partner then he is entitled to receive rateable contributions from other partners. Restriction on Transfer of Shares: No partner can transfer his shares to an outsider without the unanimous consent of all other partners. It is based on the principle that a partner being an agent of the firm cannot delegate his authority unilaterally to outsiders. Utmost Good Faith: The very basis of partnership business is good faith and mutual trust. Each and every partner should act honestly and fairly in the conduct of business. A firm cannot be run if there is suspicion among partners. Partners must have faith in each other for running the business smoothly. 2.2The Characteristics of Limited Liability Partnership (LLP) A limited liability partnership is a business structures that operates similar to a partnership organizational structure. The difference is the limited personal liability afforded to each member of the company. Each partner is responsible for their own actions while conducting business. LLPs are tailored for professionals, such as doctors, lawyers and accountants. (Howell, 2012) Every Partner Equal: Each partner is an equal member in a LLP company. They decide together on various company issues, such as the name of the business, where it is located and how it is going to be operated. Partners also share equally in the profits and losses of the business. The number of people in LLP must not exceed 20. Limited Liability Protection: Each partner in this type of company is protected against the actions of the other partners which results in a lawsuit. For example, if one partner is subject of a malpractice claim and loses in court and have to pay damages, the other partners are not held financially responsible. However, partners in a LLP are liable for the obligations of the company such as loans used to purchase equipment and utility expenses. Pass Through Taxation of Profits: A limited liability partnership company is taxed similar to a business formed under the partnership and sole proprietorship organizational structures by a process called pass-through taxation. The company profits are not taxed at the company level but instead  are passed through to the partners to be reported on their individual tax returns. This prevents the double taxation that occurs in corporations where profits are taxed at the company and shareholder levels. 3Advantages and Disadvantages of Partnership and LLP 3.1Partnership Advantages of Partnership 1. Capital: Due to the nature of the business, the partners would contribute their share of capital to start up the business. Hence, the more partners there are, the higher the amount they could put into the business. This would give the partners better flexibility and greater potential for growth. It also means more potential profit, which would be equally shared between the partners. 2. Flexibility: It is generally easier to form, manage and run a Partnership. There are fewer restrictions in a partnership than in companies, in terms of the laws governing the formation. As the partners have the only say in the way the business is run without the interference of shareholders, they are far more flexible in terms of management, as long as all the partners can agree. 3. Shared Responsibility: Partners would be able to share the responsibility of the running of the business. This would allow the partners to make the most of their abilities and potential. Instead of dividing the management and taking equal shares of each business tasks, they would be able to divide the work according to their skills. Thus, if one partner is good with figures, they could deal with the book keeping and accounts, while the other partners might have different niche areas and specialize in different tasks. 4. Decision Making: Partners share the decision making and can help each other out when needed. With more partners means more brainstorming could be in place and the information they came out with could be picked out for  business ideas and for the solving of problems that the business may encounter. (Adrain, 2010) Disadvantages of Partnership 1. Disagreements: One of the most common disadvantages of partnership is the possibility of disagreements between the partners. People often have mixed ideas on how the business should be run, the task arrangements and are picky about what the best interests of the business are. All these might lead to arguments which might not only endanger the business, but also the relationship of those involved. That is why it is always preferred to draft a deed of partnership during the formation period to ensure that all partners are aware of what are in place in case of disputes and prepare for the procedures if a partnership is dissolved. 2. Agreement: As the partnership is jointly run, it is crucial that all the partners agree with decisions that are being made. This means that in some situations there is less freedom with regards to the management of the business. This is especially so compared to sole traders, where the sole trader need not seek agreement from anyone but himself. 3. Liability: Ordinary Partnerships are subject to unlimited liability, which means that each of the partners shares the liability and financial risks of the business equally. This might put of the idea of partnership for some people, as they might not want to take the risk. 4. Profit sharing: As partners share the profits equally, it can lead to inconsistency where one or more partners are not contributing a fair share of effort into the running or management of the business, but still reaping equal rewards. 3.2Limited Liability Partnership Advantages of Limited Liability Partnership (Janus Corporate Solutions, 2008) 1. Separate Legal Identity: A limited liability partnership has a separate legal identity. They can own properties, at the same time they can  enter into contracts, and sue or be sued in its’ own name. 2. Limited personal liability: The partners of the limited liability partnership will not be held personally liable for any business debts incurred by the limited liability partnership or the wrongful acts of their partners. A partner may, however, be held personally liable for claims from losses resulting from his own misconducts or omission. 3. Perpetual succession: Any changes in the limited liability partnership (e.g. resignation or death of its partners) do not affect its existence, rights or liabilities. 4. Ease of compliance: Compliance requirements are more complex than sole proprietorship but simpler than a private limited company. Disadvantages of Limited Liability Partnership (Janus Corporate Solutions, 2008) 1. Formation of limited liability partnership requires a minimum number of 2 partners at all times. 2. Individual partners can commit the partnership to formal business agreements without the consent of their partners. 3. Limited liability partnership lacks the ease of ownership transfer and investment that a company structure provides. 4. There are no corporate tax benefits: Tax exemptions are available to private limited companies but are not available to limited liability partnerships. A limited liability partnership is treated as tax transparent which means that limited liability partnerships are not taxed as an entity. Instead each partner is taxed on their share of the profits as per the personal income tax rates. 4Analysis on Choosing the Business Organization Since Mr. Tan is setting up a business for accountancy consulting, he should  opt for a Limited Liability Partnership organization instead of a Partnership. Mr. Tan is currently new to the business world, and might not have found a partner he could fully trust yet; therefore it is also to his advantage if his partner were to act wrongfully or if there is a change in partners, since in LLPs, partners are not liable for losses to outsiders arising from acts of another partner as compared to an unlimited liability if he were to go into a Partnership. In addition, the LLP is also not subject to full financial reporting and disclosure requirements, such as those on capital contributions and changes to capital (ACRA, 2005). This is an advantage to Mr. Tan’s business. Since the business is small, minor changes to capital will not have to be subjected to full reporting and disclosure. Furthermore, as mentioned earlier, LLPs are tailored for accountants. With that, our group is certain that Limited Liability Partnership Organization will meet the needs of Mr. Tan’s new consultancy business. Bibliography ACRA. (2005, May). Retrieved February 5, 2012, from ACRA Legal Digest Issue 8: http://www.acra.gov.sg/NR/rdonlyres/4B52C6B6-E89B-4DC3-A72C-A9C4BC62AAAB/10278/ACRA_LDI_08.pdf Adrain. (2010). The company warehouse. Retrieved 2012, from The company warehouse: http://blog.thecompanywarehouse.co.uk/2010/03/01/advantages-and-disadvantages-of-partnership/ ASSAR, R. (2011). Publish Your Articles. Retrieved February 2012, 6, from PublishYourArticles.org: http://www.publishyourarticles.org/knowledge-hub/business-studies/what-are-th e-characteristics-of-partnership.html enterAsia Information Services Pte Ltd. (2010). entersingaporebusiness. Retrieved Feb 05, 2012, from LTD Singapore: Setting up a limited liability partnership (LLP) in Singapore: http://www.entersingaporebusiness.info/limited-liability-partnership.php enterAsia Information Services Pte Ltd. (2010). How to set up a partnership in Singapore. Retrieved Feb 05, 2012, from entersingaporebusiness: http://www.entersingaporebusiness.info/partnership.php Howell, R. (2012). Hearst Communications Inc. Retrieved February 6, 2012, from Hearst Communications Inc.: http://smallbusiness.chron.com/characteristics-limited-liability-partnership-3729.html Janus Corporate Solutions. (2008). Singapore Limited Liability (LLP) Registration. Retrieved February 4, 2012, from guidemesingapore: http://www.guidemesingapore.com/incorporation/other/singapore-llp-registration-guide

Racism and Sexism in the Bluest Eye Essay -- American Literature Toni

Toni Morrison, the author of The Bluest Eye, centers her novel around two things: beauty and wealth in their relation to race and a brutal rape of a young girl by her father. Morrison explores and exposes these themes in relation to the underlying factors of black society: racism and sexism. Every character has a problem to deal with and it involves racism and/or sexism. Whether the characters are the victim or the aggressor, they can do nothing about their problem or condition, especially when concerning gender and race. Morrison's characters are clearly at the mercy of preconceived notions maintained by society. Because of these preconceived notions, the racism found in The Bluest Eye is not whites against blacks. Morrison writes about the racism of lighter colored blacks against darker colored blacks and rich blacks against poor blacks. Along with racism within the black community, sexism is exemplified both against women and against men. As Morrison investigates the racism and se xism of the community of Lorain, Ohio, she gives the reader more perspective as to why certain characters do or say certain things. Morrison provides the reader with a light-skinned black character whose racist attitudes affect the poorer, darker blacks in the community, especially the main characters, Claudia MacTeer and Pecola Breedlove. Maureen Peal comes from a rich black family and triggers admiration along with envy in every child at school, including Claudia. Although Maureen is light-skinned, she embodies everything that is considered "white," at least by Claudia's standards: "Patent leather shoes with buckles...fluffy sweaters the color of lemon drops tucked into skirts with pleats... brightly colored knee socks with white borders, a brown ... ...m or desert him. It should be understood that Morrison's novel is filled with many characters and many examples of racism and sexism and the foundations for such beliefs in the black community. Every character is the victim or an aggressor of racism of sexism in all its forms. Morrison succeeds in shedding light on the racism and sexism the black community had to endure on top of racism and sexism outside of the community. She shows that racism and sexism affect everyone's preconceived notions regarding race and gender and how powerful and prevalent the notions are. Within the community, racism affects how people's views of beauty and skin can be skewed by other's racist thoughts; sexism shapes everyone in the community's reactions to different forms of rape. Works Cited Morrison, Toni. The Bluest Eye. Afterward by Toni Morrison. New York: Penguin, 2004.

The Importance of the House in The Strange Case of Dr. Jekyll and Mr. H

The Importance of the House in The Strange Case of Dr. Jekyll and Mr. Hyde In The Strange Case of Dr. Jekyll and Mr. Hyde, Steveson used the architecture of Dr. Jekyll's house very intelligently. The house can be regarded to be parallel to Dr. Jekyll's double personality. Throughout the book, the house lends itself as a powerful prop, by which it is possible for Dr. Jekyll to use his house even when he is in the form of Mr. Hyde. The house, like Dr. Jekyll, has a dark side. On the front side of the house, it seems to be an elite, upper class, respectable home. However, the rest of the house is quite the opposite. As the book described it – 'discolored wall on the upper; and bore in every feature the marks of prolonged and so did negligence.'; Therefore the back door could be used by Mr. Hyde, with very few suspecting Mr. Hyde of having any connection to Dr. Jekyll. Steveson fit the architecture of the house into the story cleverly. The house supports Dr. Jekyll's secret of being Mr. Hyde at times. The house symbolizes the double personality of its ow ner. Therefore Dr. Jekyll and his house have parallel characteristics. We are introduced to the back door right at the beginning of the book. The door is said to be – ' equipped with neither bell or knocker, was blistered and distained.'; Along with the introduction of the door is the introduction of Mr. Hyde. Mr. Hyde's appearance is described as 'something displeasing, something downright detestable.'; So right from the beginning, we are aware of Mr. Hyde's connection with this mysterious door. Mr. Enfield's story on page 2 gives a good understanding of the shady character of Mr. Hyde. A quote from the book that best describes this is ' The next thing was to get the money; and where do you think he carried us but to that place with the door? – whipped out a key, went in , and presently came back with the matter of ten pounds in gold and a cheque for the balance on Coutts's, drawn payable to bearer, and signed with a name that I can't mention.'; But as the story progresses we learn that the house belongs to Dr. Jekyll. The fact that Dr. Jekyll is only seen in the front of the house, which is well furnished and respectable, brings about the contrasting features of the house. This is also a good time to note that this contradiction of the two sides of the house signifies that Dr. Jekyll is obviously hid... ...ekyll was a man, who had always followed the rules of society. He was a respectable man, and had never had any adventures. By becoming Mr. Hyde, with the help of his knowledge of science he was satisfying his evil side. But he could not altogether forget about society. Although Dr. Jekyll's reputation was still important to him, and he becomes a hypocrite in the process, he found a way to hide his hypocrisy and keep his reputation as it was. This is why he had to use his private and public identity the way he did. The house clearly caters to Dr. Jekyll's double personality. Steveson uses the house as a prop throughout the book. The story never would have worked if the house's architecture was not like it was. It is almost too much of a give-away that the house was made in this way. But no reader if the book would realize this unless, it was thought about more, or studied. In conclusion, the house of Dr. Jekyll is much more important then one would think at the beginning of the book. If the architecture was not planned by Steveson the way it was, the story would not have been as good. Steveson used the house greatly to his advantage, and greatened the mystery of the novel.

Merchant of Venice Spot Analysis Essay

Although the play’s title leads readers to believe its contents to surround Antonio, rather the play surrounds a hated and despised Shylock the Jew. However, as Shakespeare so often does, several scenes are placed almost haphazardly within the conflict and turmoil building amongst the main characters. Often readers question the scenes appropriateness and necessity to the play’s progression, and struggle to create connections to the play’s main conflict and following resolution. The casket scenes regarding the betrothal of the beautiful Portia in The Merchant of Venice play the role of the sources of confusion. Although the game of caskets seemingly represents Shakespeare’s dynamics on love and marriage, the game is really a lesson in human morality, judgment, and tribulations. The lesson learned through Portia’s three suitors is invaluable to the play as well as human life. Shakespeare’s ability to recognize and understand the true nature of man is seen throughout the works of his career, and The Merchant of Venice is in essence a depiction of men judging one another superficially. The three caskets present three versions of common human rationales. As each suitor presents himself for the game, the audience is led through his thought process and ultimate decision. The first suitor, Morocco, refuses the casket of lead and claims â€Å"[a] gold mind stoops not to shows of dross. / I’ll then [neither] give nor hazard [anything] for lead† (2. 7. 20-21). Morocco will not risk anything for the mere hopes of gaining only as valuable as lead. Morocco, so far, is immensely materialistic. He next contemplates the silver casket. Morocco weighs his â€Å"value with an even hand† and decides his worth â€Å"by thy estimation / [†¦] dost deserve enough† (2. 7. 5, 26-27). Morocco’s own self-affirmation does not allow him to stoop to choose silver. Instead, he moves to the golden casket thus furthering his obvious greedy and materialistic nature. â€Å"Is’t like that lead contains her? ‘Twere damnation / [to] think so base a thought. It [is] too gross / [to] rib her cerecloth in the obscure grave† (2. 7. 49-51). Obviously unbeknownst to Morocco, lead is the metal of choice in burial, and the irony only better proves this suitor unfit. Likewise Morocco did not view silver as more precious than gold, and refuses to settle for anything second best. His vanity and greed leave him â€Å" ‘[c]old indeed, and labor lost’† as he unwisely chooses the golden casket, and a lesson in humility and Christian grace is spent (2. 7. 74). The lessons continue with the second suitor, Aragon. He quickly passes the leaden casket and moves to dismiss any affinity toward the golden casket. â€Å"I will not choose what many men desire, / Because I will not jump with common spirits / And rand me with the barbarous multitudes† (2. 9. 30-32). Wisely, Aragon knows not to simply trust the facts beheld by the eyes. He deciphers the riddle as addressing a throng of fools blinded by beauty and oblivious of anything else. However, Aragon has just all but ignored the lead casket, yet he knows â€Å"[Portia] shall look fairer [if he] give or hazard† (2. 9. 21). Aragon knows a risk begets a better reward, but he does not choose this uncertainty. However, he ascertains his own desert without doubt. The silver casket should â€Å"[let] none presume / to wear an undeserved dignity† and Aragon believes men should only receive what is deserved (2. 9. 38-39). He questions the validity of an idealistic world of rightful desert. He wonders â€Å"who shall go about / [to cheat] fortune, and be honourable / [without] the stamp of merit† (2. 9. 36-37). Aragon’s idealism does not consider the true nature of mankind. His rationality is absurdly naive, and this foolishness is all he keeps upon his departure. Bassanio, the final and probably least sincere suitor, also considers each casket before his decision. Bassanio is well aware how sinful and deceitful mankind behaves. He knows â€Å"the outward shows [appearances] be least themselves† (3. . 73). Now the reader knows outward beauties will not fool Bassanio. â€Å"How many cowards whose hearts are all as false / [as] stairs of sand, wear yet upon their chins / [the] beards of Hercules and fwoning mars, / [who], inward searched, have lives white as milk† (3. 2. 83-86) Bassanio asks himself in debate. The readers know Bassanio has spent his fortunes living an extravagant life. Assumedly, Bassanio encountered a vast variety of people in his travels and adventures, and through these experiences, he has discovered the triviality of appearances. Bassanio knows beauty is often an elaborate mask â€Å"[the] seeming truth [in] cunning times puts on / [to] entrap the wisest† (3. 2. 100-101). Bassanio eliminate his doubt and chooses the lead casket, thus ending the game and winning Portia’s hand. Bassanio’s knowledge of men and their sinfully corrupt hearts leads him to wisely solve the riddle and win the desired prize. However, Bassanio is not meant to serve as the moral winner in this game. Instead, Bassanio provides support toward Aragon’s foolishness. Bassanio is the man who undeservedly gains power and advancement. Shakespeare places these scenes within a play full of the corrupt, yet he is able to humanize and evoke sympathy for these men. Shakespeare utilizes these scenes to relay to the audience that human nature is not black and white, good or bad, right or wrong. The bad can feel the good and be intrinsically good; likewise the good often know the bad and choose the evil in the face of personal gain.

Best Places to Sell Used Textbooks Online

Best Places to Sell Used Textbooks Online Selling Used Textbooks Textbooks are very expensive. With most books costing $100 or more each, its not unheard of for students to spend well over $1,000 on textbooks during their academic career. And once youre done with a textbook, what do you do with it? Some schools offer a buyback program that will take your textbooks back and give you cash in return. Unfortunately, they rarely pay top dollar, which means you might take a considerable loss. A second option is to sell your used textbooks online. This latter option might just put a few more dollars back into your pocket. Get tips on how to sell used textbooks for cash. Where to Sell Used Textbooks There are a number of places to sell used textbooks online. Some of them allow you to sell directly to buyers, and others sell the books for you so that you can put a significant sum of money in your pocket without doing a lot of work.   Before selling any of your used textbooks, you should take time to compare the different prices you will get from the various outlets that sell books. Of course, you dont want to get too carried away with the comparison if you dont have a lot of time on your hands. There are tons of sites that buy used textbooks; you could spend hours comparing prices on just one book. Youre better off making a list of options and checking those sites in particular.  Some of the best places to sell use textbooks include: Amazon - You can sell your textbooks on Amazon when you sign up for a free account.BetterWorldBooks - You can sell or donate your books to this site. BetterWorld pays the shipping.BIGWORDS - Get up to 75 percent of your money back when you use BIGWORDs buyback comparison tool.Blue Rectangle - This site pays the shipping when you sell your used textbooks to them.Book Scouter - Use this site to find the website that will buy your used textbooks for the highest price.BookByte - You can get instant quotes and free shipping when you sell used textbooks on BookByte.BooksIntoCash - This long-established site offers fast payment and free shipping to students who want to get rid of old textbooks.BooksValue.com - This site buys used textbooks from both students and faculty.Cash 4 Books - You can receive payment within three business days when you sell used textbooks to this website.CKY Books - CKY will send you payment within 24 to 48 hours of receiving your used textbooks.CollegeSmarts - You can sell and trade your used textbooks on CollegeSmarts. Craigslist - Craigslist is a great place to sell anythingtextbooks are no exception.eBay - On eBay, you can set a reserve and get the price you need for your used textbooks.eCampus - This site offers great buyback prices and free UPS shipping.eTextShop.com - This site guarantees the most money for your used textbooks. Other perks include free shipping and fast payment.Half.com - This eBay site is a great place to sell used textbooks.Kijiji - This classifieds site is a good place to sell used textbooks and other school supplies.MoneyForBooks.com - Get free shipping labels, fast payment, and other perks from this site.SellBackBooks - This site offers instant quotes and fast payment with direct deposits.Textbook Buyer - You can sell used textbooks, manuals and other study materials through Textbook Buyer.TextbookX.com - This site pays 200 percent more than bookstores that buy textbooks.Valore Books - Valore is known for having some of the highest buyback prices.

Government Survelance essays

Government Survelance essays Everyone has probably seen those people walking around with those shirts that say I Read Your Email, but does one ever stop to think, Who really does read my email besides myself? This may be a question that people should start asking themselves. With todays technology and the governments ever-growing need to increase national security, email and other web-based documents may not be as private as one may think. Although controversial, some government surveillance of electronic communications plays an important role in national security. In todays technical world, there are many ways to communicate with others. With the uprising of the Internet in recent years, people have the world at their fingertips. Research is easier than ever to accomplish, and communication is easier and more fun. This technology is wonderful in the fact that it makes our lives easier. The problem is that it is making it too easy for criminals to communicate and plot their plans. These cyber-crimes are at an unbelievable high, and show no sign of slowing down. Crimes like terrorism, espionage, information warfare, child pornography, and serious fraud are all rising in occurrences, due in part to the Internet. The Internet makes it easy for people to confer about the crimes that they are getting ready to perform. Email and private Internet sites can be very useful to a group of terrorists. The FBI recently uncovered a plot that developed online between several groups of potential felons, to break into National Guard armories and to steal the armaments and explosives necessary to simultaneously destroy multiple power transmission facilities in the southern United States (FBI 2). After further investigation, they found that many of the communications of the group were occurring via email. Further investigation also showed that the group had been researching a chemical called Ricin, the world&a...

Sea Urchins and Sand Dollars Are the Round Echinoderms

Sea Urchins and Sand Dollars Are the Round Echinoderms Sea urchins and sand dollars (Echinoidea) are a group of echinoderms that are spiny, globe or disk-shaped animals. Sea urchins and sand dollars are found in all the worlds oceans. Like most other echinoderms, they are pentaradially symmetrical (the have five sides arranged around a central point). Characteristics Sea urchins range in size from as small as a couple of inches in diameter to over a foot in diameter. They have a mouth located on their upper part of their body (also known as the oral surface) although some sea urchins have a mouth located towards one end (if their body shape is irregular). Sea urchins have tube feet and move using a water vascular system. Their endoskeleton consists of calcium carbonate spicules or ossicles. In sea urchins, these ossicles are fused into plates that form a shell-like structure called a test. The test encloses the internal organs and provides support and protection. Sea urchins can sense touch, chemicals in the water, and light. They do not have eyes but their entire body seems to detect light in some manner. Sea urchins have a mouth that consists of five jaw-like parts (similar to the structure of brittle stars). But in sea urchins, the chewing structure is known as Aristotles lantern (so named for the description of Aristotles History of Animals). The teeth of sea urchins sharpen themselves as they  grind food. The Aristotles lantern encloses the mouth and the pharynx and empties into the esophagus which in turn connects to the small intestine and caecum. Reproduction Some species of sea urchins have long, sharp spines. These spines serve as protection from predators and can be painful if they puncture the skin. It has not been determined in all species whether the spines are venomous or not. Most sea urchins have spines that are about an inch long (give or take a bit). The spines are often rather blunt at the end although a few species have longer, sharper spines. Sea urchins have separate sexes (both male and female). It is difficult to distinguish between the sexes but males usually select different microhabitats. They are usually found in more exposed or higher locations than females, enabling them to disperse their spermatic fluid into the water and distribute it better. Females, in contrast, select more protected locations to forage and rest. Sea urchins have five gonads located on the underside of the test (although some species only have four gonads). They release gametes into the water and fertilization takes place in open water. Fertilized eggs develop into free-swimming embryos. A larva develops from the embryo. The larva develops test plates and descends to the seafloor where it completes its transformation into an adult form. Once in its adult form, the sea urchin continues to grow for several years until it reaches its mature size. Diet Sea urchins feed on algae for the most part although some species also feed occasionally on other invertebrates such as sponges, brittle stars, sea cucumbers, and mussels. Although they appear to be sessile (attached to the seafloor or substrate) they are capable of moving. They move over surfaces by way of their tube feet and spines. Sea urchins provide a food source for sea otters as well as wolf eels. Evolution Fossil sea urchins date back about 450 million years ago to the Ordovician period. Their closest living relatives are sea cucumbers. Sand dollars evolved much more recently than sea urchins, during the Tertiary, about 1.8 million years ago. Sand dollars have a flattened disk test, instead of the globe-shaped test sea urchins have. Classification Animals Invertebrates Echinoderms Sea Urchins and Sand Dollars Sea urchins and sand dollars are divided into the following basic groups: Perischoechinoidea - The members of this group were abundant during the Palaeozoic Era but today only a few members still survive. Most species of Perischoechinoidea became extinct during the Mesozoic Era.Echinoidea - The majority of living sea urchins belong to this group. Members of the Echinoidea first appeared during the Triassic Period.

Contemporary social problems questions Essay Example | Topics and Well Written Essays - 500 words

Contemporary social problems questions - Essay Example The main reason for the high rate of population growth is the poverty and related issues, which could be checked by the increase in the development. Industrial and urban development along with literacy and good standard of living can be of great help in this regard. The rapid growth of population in developing nations can be reduced by the industrialization and its benefits. A. There are various ways in which impoverished nations can be assisted in fighting the problems of malnutrition disease. The underdeveloped and the developing nations struggle due to poverty, hunger, and misery around. Wealthy nations have got much to contribute in this regard. They need to allocate more resources for humanitarian aid, which aim ultimately at the fight against malnutrition and disease in particular. They should also guarantee that the aid reaches its intended targets. Wealthy nations can assist the governments for using these new resources. An international fight against the problems of malnutrition and contaminated diseases and malnutrition can work for the best of such nations. International agencies, supported and funded by the wealthy nations can engage themselves for the betterment of these miserable people.

Critically discuss the relationships between tourism and leisure Essay

Critically discuss the relationships between tourism and leisure behaviour, and the implications of these relationshipsfor the understanding and management of tourism - Essay Example The concept of ‘away from home’ has been constructively exploited by the enterprising entrepreneurs to lay the foundation of tourism which has now become a huge emerging new industry in the contemporary environment of globalization. Thus the intrinsic but evolving relationship between the tourism and leisure behaviour of the people has become the one of the most challenging business goals of the contemporary society. Leisure and recreation were not an option in olden times but the industrial revolution of the nineteenth century had brought about sweeping changes in the workplace, providing people with more time and improved lifestyle and was motivated towards recreational activities, involving family and friends. Alfred Llyods says ‘leisure ... is a pressing problem of the day†¦ if the new leisure in amount and importance be what it has appeared to be and if, as might be inferred, the mingled danger and opportunity of it be at all in proportion, then is civilization entering upon an adventure for romantic characters, for need of wisdom and imagination and courage far exceeding anything in the past’ (Lloyd, 1922: 171, 172). Indeed, the leisure time is important part of recreation. Bertrand Russell argues that ‘mans true life does not consist in the business of filling his belly and clothing his body, but in art and thought and love, in the creation and contemplation of beauty and in the scientific understanding of the world’ (Russell and Russell, 1923: 50). The House of Lords had also acknowledged that ‘it should make one or two hours a week available for leisure’ (House of Lords Select Committee on Sport and Leisure, 1973: xii). But Roberts challenge the perception of leisure when he says ‘Are we verging on a golden age of leisure or threatened by a wilderness of boredom?’ (Roberts, 2006: 18). Leisure times and holidays have always held a special charm for the young and the old alike. Krippendorf (1987)

Proposal Assignment Example | Topics and Well Written Essays - 750 words

Proposal - Assignment Example These factors raised issues for the company with regard to Supply Chain Management (SCM) which further caused substantial decrease in stakeholders’ confidence. In this regard, the company will be provided with the opportunity of devising as well as implementing better policies and standards with the objective of improving business operations of its suppliers on a global context (Wal-Mart Stores, Inc., â€Å"Ethical Sourcing†). Solution In order to mitigate the above described SCM related issue, Walmart decided to undergo a massive restructuring process. In this context, the suppliers of the company were required to be ISO 9000 certified in order to provide goods to the company adhering to the specified quality standards which would not only assure an effective holistic approach in its SCM practices, but shall also prove beneficial in revitalizing stakeholders’ confidence. Moreover, with the ISO certification of suppliers, the company also expected to vitalize its ability to assure that the goods procured are in accordance with the specified quality standards. ... All these initiatives have apparently aided the company and its suppliers to perform their business operations applying increased ethical concerns in terms of quality and transparency (Plambeck and Denend, â€Å"The Greening of Walmart’s Supply Chain†). Why did you pick this topic? SCM is determined to be an important element for retailing and other related companies to perform their business operations in an effective manner. Moreover, with the growing demand for superior quality of goods and/or services are observed among consumers in worldwide market segments. The case of Walmart in relation to the SCM issues has been adopted for identifying the importance of ISO 9000 certification among companies which presents a relatively challenging and unique doctrine to be studied. What is it about this topic that interests you? The topic is based on the notion which signifies that SCM practices, within the organizational context are determined to be an important element which is essential to procure quality goods or services in an efficient manner. It is worth mentioning in this context that with the development of technology and globalization effects, the market competition has intensified. In this respect, consumers are also recognized to be demanding for superior goods at competitive prices. This particular understanding can be apparently observed with reference to the SCM practiced within Walmart wherein the suppliers are required to be ISO certified in order to assure that the goods procured are in accordance with the specified quality standards. Moreover, this topic also seemed to be emphasizing on the importance of principles and standards for conducting SCM operations in an ethical manner within the global periphery. What

Tinker v. Des Moines school District PowerPoint Presentation

Tinker v. Des Moines school District - PowerPoint Presentation Example The two students were suspended for the act. This indicated that the school management and the students’ possessed different values that they were conflicting .This made the parents of John Tinker furious and sued the school for substantial disruption and collision with the rights of others. The tinkers presented their case in the U.S District court where the court ruled on behalf of the school starting that the school management did the best thing by coming up with such a rule. This was to avoid the disruption of the school’s activities. The tinkers did not lose hope for winning the case and appealed the same case in the US eighth circuit appeal but, unfortunately, they lost again. The tinkers never lost hope and appealed the case in the Supreme Court where the court ruled in their favor stating that the armband protest was protected by first amendment speech. The importance of understanding differing values and expressing them persuasively is witnessed in the case where the Tinker’s never lost hope in searching for justice. This portrayed that the school and the Tinker’s had different values about the norms happening in the society. Furthermore, the desire for justice by the Tinker’s shows that people can make a difference in the world by standing up for what they believe. The freedom of free speech is not a right that is given only to be bounded that it exists in principle but not in fact. The freedom of expression is only exercised in areas that the government has provided as suitable places. The ruling ensured that the school management had no ground to take disciplinary action to the students because the armband did not disrupt education. This case explains effectively aspect that any speech or action, which does not interfere a situation of the place, is protected by the first amendment speech (Stader,

Human Resource Management history Assignment Example | Topics and Well Written Essays - 1500 words

Human Resource Management history - Assignment Example Academics have responded positively to meet the challenges raised by the globalization of business by investigating a number of issues and problems related to international business. They have attempted to examine management from a cross-national viewpoint. This comparison of HRM policies and practices at a national level helps to test the convergence-divergence thesis. The typical questions pursued by comparative researchers are: (1) how is HRM structured in individual countries. (2) What strategies are discussed (3) What is put into practice (4) What are the similarities and differences (5) What is the influence of national factors such as culture, government policy, and education systems This paper assumes that the team members are not in close proximity to each other and the team leader might not always be in the same place as the team. The cross-cultural team consists of at least three different nationalities, with one member from the UK, one from South Asia and one from Eastern Europe. This paper also assumes that members of the team will differ in the three major values of power distance, uncertainty avoidance and human orientation. Strategies Both tangible and intangible dimensions of human resources are essential in developing a global competitive personnel profile that is unique, valuable, difficult to replicate, and provides the organization with a sustainable competitive advantage. Tangible human resource dimensions relate to the process, procedures, and systems established to identify, select, train, motivate, and retain the most competent personnel in the organization. Alternatively, intangible dimensions of human resources include the culture, learning capability, innovativeness, and collective action of the employees. Leveraging a firm's internal resources across its global network requires competent boundary-spanning managers developed within the firm's strategic global human resource management (SGHRM) system. Performance management requires managers to review regularly, with their teams and the individuals reporting to them, performance in relation to agreed objectives, the factors that have affected performance and the development and training needs that emerge from this analysis. Expatriates, having been socialized and developed in the headquarters, possess an intimate knowledge of the firm's internal resources, both in terms of their tangible and intangible dimensions, therefore, it is proposed: Proposition 1. If the firm's internal resources are critical for creating and sustaining a competitive advantage against rivals in a foreign market, then the global organization will assign management of that

Tinker v. Des Moines school District PowerPoint Presentation

Tinker v. Des Moines school District - PowerPoint Presentation Example The two students were suspended for the act. This indicated that the school management and the students’ possessed different values that they were conflicting .This made the parents of John Tinker furious and sued the school for substantial disruption and collision with the rights of others. The tinkers presented their case in the U.S District court where the court ruled on behalf of the school starting that the school management did the best thing by coming up with such a rule. This was to avoid the disruption of the school’s activities. The tinkers did not lose hope for winning the case and appealed the same case in the US eighth circuit appeal but, unfortunately, they lost again. The tinkers never lost hope and appealed the case in the Supreme Court where the court ruled in their favor stating that the armband protest was protected by first amendment speech. The importance of understanding differing values and expressing them persuasively is witnessed in the case where the Tinker’s never lost hope in searching for justice. This portrayed that the school and the Tinker’s had different values about the norms happening in the society. Furthermore, the desire for justice by the Tinker’s shows that people can make a difference in the world by standing up for what they believe. The freedom of free speech is not a right that is given only to be bounded that it exists in principle but not in fact. The freedom of expression is only exercised in areas that the government has provided as suitable places. The ruling ensured that the school management had no ground to take disciplinary action to the students because the armband did not disrupt education. This case explains effectively aspect that any speech or action, which does not interfere a situation of the place, is protected by the first amendment speech (Stader,

Character of Jason Essay Example | Topics and Well Written Essays - 1000 words - 9

Character of Jason - Essay Example AS the paper highlights the patient was advised to undergo chemotherapy which can assist in eliminating the cancer cells, also, Burkitt’s lymphoma responds quickly to radiation and chemotherapy especially if the patient is still young. In a span of two years, the patient’s life was filled with emotional moments as he struggles with anxiety, sadness, anger, and depression , shock and disbelief which are not uncommon for young patients who have cancer. According to Astin, Shapito and Eisenberg ( 2003) cancer as well as the treatments prescribed greatly affects the patients: From this paper it is clear that since the character was just a young child, his main concern was fear of death. His energy levels had been adversely affected by chemotherapy. The patient experienced severe weight loss, vomiting, diarrhea, hair loss, and the depression of the immune system. For a child, this is a harrowing experience since the treatment itself seems like the disease. It is painful and depressing. Nevertheless, the American Cancer Society in the online article Children Diagnosed With Cancer: Dealing With Diagnosis recommends some guidelines that would help a child patient cope with cancer. The suggestions were specifically suited for children ages 6-12 : It is therefore crucial for parents to be honest in dealing with their child about the nature of the disease. The child must be fully informed about his/her situation and must not feel isolated from any information regarding his health. It was also suggested that the patient record his feelings or thoughts through writing or drawing.  

Faustus and Conflict Essay Example for Free

Faustus and Conflict Essay Christopher Marlowes play Doctor Faustus presents a story that is filled with various forms of significant philosophical conflict. While, on the surface, the play is intended to focus on the form of Faustus fortunes, the scope of the play includes commentary on several other important themes (Prologue.8). Marlowe uses Faustuss position to demonstrate a sharp contrast between the values of the medieval time period with the developing values associated with the Renaissance movement. Faustuss story shows a direct conflict between the traditional and the modern in its form, its ideology, and its view of religion. Since Marlow maintains an ongoing struggle between these various elements throughout the play, a struggle also exists between the tragic and comedic elements of the story. Marlowes ambiguity toward the primary direction of the play creates a situation in which the ultimate purpose of the plays comedic scenes remains uncertain even after Faustuss final moments. The content of Faustuss story superficially focuses on Faustuss struggle to maintain control over the destiny of his own soul. Faustuss desire to become a mighty god leads him to make a deal with Lucifer, in which he exchanges his soul for twenty four years of demonic power (1.62). Throughout the play Faustus struggles with repentance and disbelief, and he is eventually condemned to Hell for his actions. Symbolically, Faustuss story is more appropriately a representation of the struggle, evident during Marlowes time period, between the traditional ideas of the medieval period and the modern ideas of the Renaissance. This conflict is evident within the first few lines of the play. Marlowe begins the play by having Faustus announce that he has given up on the traditional schools of thought, such as the study of religion, law, and medicine. Instead, he plans to study that damned art of necromancy or black magic (2.29). While traditional medieval thought encouraged the unquestioning acceptance of ancient philosophy, Renaissance thought encouraged experimentation and a rethinking of previously accepted beliefs. While Faustuss actions may show his support of these Renaissance beliefs, his ultimate demise suggests that Renaissance thought may also be imperfect because it does not include a belief in God. This dualism between modern and traditional thought is also evident in the structure of the play. Marlowe employs elements that would be common in most traditional plays, such as the use of a chorus. He also uses mythical comparisons, depicting Faustus as another Icarus, a man who will eventually mount above his reach (Prologue.21). Faustus is also depicted as a tragically flawed character. Faustus is portrayed by the Chorus as being swollen with cunning (Prologue.20). Like Achilles, Hercules, or other traditional Greek heroes, Faustus has a character flaw that will mostly likely lead to his demise, but the eternal damnation of Faustus, to the Elizabethan audience, would be the equivalent of damning great Greek heroes, and thus creates artificial traditional expectations of the play. Simultaneously, Marlowe also ignores many of the important characteristics of traditional tragedies. While most tragedies depict historically important characters, Faustuss story is a tale of an ordinary man, not of the courts of kings or the pomp of proud audacious deeds (Prologue.4-5). By focusing on the common man and also by writing in blank verse, a style that was uncommon during this period, Marlowe breaks away from the traditional expectations of a tragic play. Faustuss view of religion also constantly vacillates between a traditional acceptance of Christianity and a modern rejection of it. When Faustus initially reads that [t]he reward of sin is death, and that [i]f we say we that we have no sin, / We deceive ourselves, and there is no truth in us he suggests that Christianity is a futile endeavor and decides that What will be, shall be! Divinity, adieu! (1.40-43, 48). He mistakenly characterizes Christianity as being based on punishment rather than on forgiveness, a mistake that he repeats throughout the play. Later, he believes his heart has become so hardened that he cannot repent! (5.196). While he initially suggests that Hell is nothing but a fable, Faustuss religious convictions continue to grow. Upon seeing Lucifer and Mephistopheles, he cries out, O Faustus, they are come to fetch thy soul! and even murmurs Consummatum est, meaning it is finished, which were Christs dying words on the cross, after signing his deal with Lucifer (5.264, 74). In this manner, Marlowe remains ambiguous throughout most of the play as to his position on the various conflicts he has depicted. For the audience, Faustus position as a modern man and Marlowes portrayal of religion remain in doubt. For this reason, the comedic scenes also remain ambiguous throughout the play. The audience remains uncomfortably unsure as to whether the comedy is intended to garner support for Faustus as the ultimate hero of the story or to mock Faustus by foreshadowing his own demise. The conclusion of the play demonstrates that the comedy depicted in the play, in addition to its theatrical purpose of providing a comedic interlude, provides a critical depiction of Faustuss fall from grace. One of the first comedic scenes in the play occurs when Faustus asks the demon Mephistopheles to reappear in the habit of a friar since [t]hat holy shape becomes a devil best (3.26). While the depiction of a devil in the garb of a Catholic friar would have undoubtedly been hysterical to Marlowes staunchly Protestant audience, the scene also carries significant meaning. By having Mephistopheles disguise his true figure, Faustus, despite his fearless speech, seems unable to stomach the true nature of Hell. Even when Mephistopheles seems to warn Faustus that his own pride and insolence have forever barred him from the face of heaven and that he is now tormented with ten thousand hells, Faust clings to his own diluted version of Hell (3.67-68, 79). He delusionally envisions Hell as a continuation of an earthly existence, and criticizes Mephistopheles for his lack of manly fortitude (3.85). The comedy within the play is continued by the antics of the characters Wagner, Robin, Rafe, and the Clown. Most of these comedic actions seem to foreshadow Faustuss own downfall. The first depiction of Wagner and the Clown mirrors Faustus signing his soul over to Lucifer. During this scene, Wagner convinces the Clown to become his servant for seven years, and the Clown jokes about how he would sell his soul for a shoulder of well-seasoned mutton. While represented in a comedic fashion, this scene foreshadowing the triviality of the power Faustus has obtained in exchange for his soul. As suggested by Mephistopheless unwillingness to discuss things that are against our kingdom, Faustus soon discovers that there are severe limitations placed upon the power wielded by Lucifer and his minions (5.247). In another comedic scene involving these characters, Robin, the stable hand, and Rafe steal a cup from a tavern and are pursued by the tavern wine-maker. Robin summons Mephistopheles to frighten the vintner, and is chastised by the demon for being summoned for a practical joke. Mephistopheles threatens to turn the two men into a dog and an ape. While Mephistopheles is obviously angered by the triviality of Robins request, his anger also reflects his own suggestion that Faustus abandon his frivolous demands (3.81). This scene foreshadows how Faustus will eventually abandon his own lofty goals and will also use his power primarily to play practical jokes. Much of the comedy in the play is related to the digression of Faustuss goals and the ways in which he employs his power. Faustus begins the play with many lofty goals. With his powers, Faustus plans to have spirits bring him jewels from around the world, teach him vast secrets of the universe, and make him king of Germany. He planed to change the course of the Rhine River and remake the entire map of Europe. Initially, Faustus appears to be on the path toward reaching these goals. Wagner tells how Faustus has ridden through the cosmos on the back of a dragon learning the secrets of astronomy from Mephistopheles. But Faustus quickly losses momentum, and, upon reaching Rome, decides to use his power to play practical jokes on the Pope. While this idea would, once again, be extremely funny to Marlowes Protestant audience, it represents the beginning of Faustuss digression. As time progresses, Faustuss audiences also decrease in their level of importance. Following his time with the Pope, one of the most influential figures during this time period, Faustus meets the German Emperor Charles V, who is also an important figure but not as important as the Pope. During this meeting, Faustus, unable to fulfill the requests made by Charles due to more limitations on his powers, embarrasses a disrespectful knight in the Kings court by placing antlers on his head. This digression continues as Faustus final audience is with a simple nobleman and his wife. Faustuss display of power consists of fetching out of season grapes for the noblemans wife. The comedy during these scenes primarily includes a practical joke Faustus plays on a horse-courser. Like Robin and Rafes practical joke, Faustus now uses his power to play jokes on people his has already angered. Like many other aspects of the play, the comedy depicted by Faustuss gradual demise also remains ambiguous. For many, this demise can be seen as a failure in Renaissance thought. Faustuss search for power and knowledge has left him disconnected from God, the ultimate source of both. By not including God or morality in his search for truth, Faustus has become corrupted by the influences of power and no longer retains his somewhat nobler purposes. But Faustus also simultaneously fails in his attempts to incorporate a more traditional view of religion into his life. He recalls that Christ did call the thief upon the cross, believing that he too will be brought into paradise. Faustus, particularly during his last hours on Earth, seems to exhaust every possibility of incorporating religion into his life. He offers to make deals with God, begs for mercy if not redemption, and even turns to Helen of Troy, a representation of feminine virtue or Mother Mary, for reprieve. Faustuss condemnation demonstrates how Faustus has been simultaneously failed both by traditional religion and by the beliefs held by modern Renaissance thinkers. In conclusion, the comedy within this play serves a variety of purposes. Like many of the other elements in the play, the comic and tragic elements seem to struggle with one another throughout the play. This struggle is also seen in Faustuss struggle between Renaissance thought and form and a more traditional view of life and religion. When coupled with these various forms of conflict, the comedic scenes within Doctor Faustus cause the play to constantly waver between tragedy and comedy, leaving the audience without any knowledge of how the play will ultimately end or of the true meaning of the play. Most of the comedy seems to mock Faustuss decision to embrace a modern philosophy toward life, but, when religion ultimately fails him as well, Faustus seems to be a completely hopeless representation of man. The plays comedic scenes are another method, employed by Marlowe, to create confusion and veil the true significance of the play.

How Pro Social Courteous Acts Affect Door Holding

How Pro Social Courteous Acts Affect Door Holding This study examined how pro-social courteous acts affect further acts of politeness. It questioned whether pro-social courteous acts promote the initiative to be more polite. Prior research has shown that gender can influences the act of door holding in a naturalistic setting. This study observed males and females to see if the door was held for them and, in response, if they continued this behavior. Observations of 305 college aged participants found that males are more likely to carry out the continued behavior of door holding while females have a higher rate of holding the door when it was not held for them previously. Generally it was found that, regardless of gender, if the door was held for an individual, that individual is more likely to reciprocate the act. Introduction According to Baskerville, Kim, Johnson, et al. (2000), todays society focuses on taking care of ourselves with lack of regard for others. People seem to have lessened the performance of random acts of kindness. Due to the rarity of these acts, people generally are hesitant to accept them. According to the article Reactions to Random Acts of Kindness, promoters of human kindness believe that kindness begets kindness. This study is trying to determine if gender plays a role in how often kindness is reciprocated. Baskerville, Kim, Johnson, et al. defined random acts of kindness as something one does for an unknown other that they hope will benefit that individual. Other studies have been done researching this question and have found various results. In one study performed by Yoder, Houge, Newman, Metz and LaVigne (2002) found a strong correlation between male door holding and dating, but not in everyday situations. While on a date, males are more likely to hold the door for their partner than in an everyday situation such as on a college campus. People hold doors based on gender-neutral, helpful, or benevolently sexist classification levels. Door holding is thought to be a form of courting in heterosexual relationships; gender stereotypes contribute to this. It was concluded that 55.2% of women and only 44.8% of men held the door in an everyday context. Yoders findings support the thesis of this study, which ishow pro-social courteous acts affect door holding; courtesy defined as well-mannered behavior It has also been seen that there has been a change in door holding patterns in the past twenty years due to societal transformations. This study predicts that men have a tendency to act more courteous than women in a situation regarding door holding in a public setting. Expectancy violation is defined as ones preconceived view on what is socially acceptable in regards to polite behavior in public. According to Johnson and Lewis (2010) expectancy violation relates to swearing in the workplace. When a behavior is performed that does not agree with this preconceived view, it is deemed an expectancy violation. Swearing in a public setting is known as an expectancy violation, as is not holding the door for someone when it was previously held for them. However, swearing is frowned upon to a much higher degree. Not holding the door only affects the person the door was not held for, while swearing affects everyone in earshot. Expectancy violation depends upon cultural acceptance and social norms. What one would expect for behavior is culturally based according to the standards of the society. Researcher Gibbons (2008) relays that there are several important factors that play a role in politeness such as age, sex, and socio economic status. Politeness is refined behavior towards others. This study done in Japan suggests that women and children are most polite. The reason for this politeness is possibly due the expectancy for it because they have a lower socioeconomic status. It focuses on variations in politeness. How pro-social courteous acts affect politeness varies across cultures. The given study differs greatly than studies done in western societies. It is included to demonstrate how social norms differ among cultures around the world. Moser and Corroyer (2001) compared door holding across gender and then across cities showing that, while there seemed to be no difference between sex in Paris (for who was holding the door or who was having the door held for them), people in a smaller French city were considerably less civil and high-density situations decreased the civility in both situations. Also, when they were exposed again to the politeness (the door was held for them) they were again returned to being polite. Goldman, Florez and Fuller (1981) relay that a person may influenced by the actions of others around them regarding pro-social courteous acts. The study goes on to discuss that the norm of reciprocity states that people should help those who have helped them. In contrast with this hypothesis, the study states that women are less polite than men. There are many benefits to performing pro-social courteous acts. According to researchers Buchanan and Bardi (2010) altruistic behaviors promote a more positive outlook on life. Life fulfillment can be dramatically altered based upon the likelihood that one will perform an act of kindness. A study was performed where happiness was measured before and after these acts of kindness were performed. The experiments group, assigned these tasks of kindness, resulted in a significantly increased measure of happiness. The hypothesis of this study expected to find that females, regardless of whether the door was held for them, are more likely to hold the door for the following person. The act of holding the door is characteristic of a pro-social courteous act. Door holding can be seen as a pro-social courteous act and can easily be observed in a naturalistic setting. Many variables can influence the probability that one will perform such an act. Gender and previously receiving this form of altruism are both factors that influence the reaction of the individual. Method The researchers performed a pilot study to find the best possible location to conduct research. Three different locations were observed over the course of three twenty-minute increments. These locations were the main entrance of the psychology building, Mahar Hall, the front entrance to the Campus Center and the side entrance to the Campus Center of SUNY Oswego. At the front entrance to the Campus Center, we observed seven males and eight females. Then, at the side entrance to the Campus Center we observed 21 males and 33 females. Finally, at Mahar Hall, we observed a total of five males and three females. Each person had his or her own role in the study. One held the outside door for pedestrians walking in. The second researcher will be standing in between the double doors, waiting to see if the person in turn holds the door for them. The third researcher will be recording each observation. After we choose the optimal location for our study, we will perform our experiment using the same techniques used in the pilot. After conducting the pilot study, it was realized that it would be potentially problematic for the researchers to hold the door for the participants without their informed consent. It was then decided to make this study purely observational and just observe groups of participants walking in and out of sets of doors, still watching to see if the first person holds or does not hold the door for the second and if the second holds or does not hold the door for the third. For the actual study, the side entrance to the Campus Center was chosen because it had the highest population density. The participants observed consisted of 139 male and 125 female college students. The participants were randomly observed by all three researchers involved in the study. Time was chosen based upon the large number of students entering and exiting the building between classes. All three researchers recorded the data on a premade table to better organize the information. The table consisted of two parts, [door held and not held]. There were two more columns for gender [male and female], each subcategorized into yes or no depending on whether they held the door. Two studies were conducted. For the first study, observations were made for people holding the door open for a person entering the building. A third person followed, and it was observed if the door was held for them. All researchers were observing and collecting data. For the second study, the researchers observed the door deliberately not being held for the second person entering the building. It was observed if the third person entering the building had the door held for them or not. Again, all researchers were observing and recording the data. The data was then analyzed to determine a conclusion. The statistical analysis that was used for this study was a two-way chi square analysis. A Between-Subjects design was used for this study. There were four categories including identification number, gender, hold/not hold and behavior. Results To test whether gender and pro-social acts each have an effect on door holding, a two-way chi-square test was performed and was significant on both accounts. In this study, the variables gender and door holding showed the results: 2(1, N=305) = 4.94, p Discussion After the data was analyzed, it was determined that gender was statistically significant in regards to door holding as well as pro-social courteous acts. Contrary to our prediction that women would be more likely to proceed with a pro-social courteous act, our results found that males are more likely to continue the act (males = 57.52%, females = 42.48%). Whether the door is held or not appears to influence the reactive responses of participants. Interestingly, females are actually more likely to hold the door when the door was not held for them. However, when the door is held, males are significantly more likely to reciprocate the gesture. The exact reasons for this are unknown, but there are assumptions that can be drawn from this behavior. For instance, the environment that the individual was raised in could have an effect. Males are often taught to hold the door for others, whereas in past times, it was a general practice that females would have the door held for them. In a dating situation, Males are strongly encouraged to hold the door for their partner. In a study done by Yoder, men were found to hold the door two out of three times. According to that study, the act of door holding differs upon societal views on male dominance and female passivity (2002). These stereotypes exist because of platforms such as the media, social norms and environment. In future observations, status can become a focus of the study. Status, defined by the setting, may play a significant role. For instance, in an educational setting, professors compared to college students would be conditions of the study. Age could also be taken into account by comparing across age groups and looking for a significant difference. Also, disability could be looked at to see if people are more likely to hold the door for such individuals. Finally, other cultures may show a significant resulting difference in the data. Further research would benefit this topic because there has not been a considerable amount of previous research. A suggestion for these researchers could be to have a control group and thereby conduct an experiment rather than an observation. One group could be directly manipulated by the researchers and given guidance on socially courteous acts. The other group could consist of people who have not been given the same guidance. All of these people would be randomly selected among the population.

Television Violence :: essays research papers

Television Violence The article â€Å"Television Violence: The Power and the Peril† is an article written by George Gerbner in 1994 that covers information about television violence over a period of twenty one years. Gerbner’s purpose in this article is to address the audience about the problems that exist in television today. This article covers a very big controversy that has brewed up in our society. The controversy is that there is way too much violence on television, and therefore it could be affecting the way that we think and act on a regular basis. In this article Gerbner presents the audience with poll results and statistics about what we actually see on television.   Ã‚  Ã‚  Ã‚  Ã‚  I thought Gerbner’s article was a very affective piece about television violence. Although I thought this article seemed to a little repetitive and confusing at times, I think Gerbner does a good job in presenting the audience with bunches of facts about what we are actually watching on our television. The most appealing thing about this article in my opinion is the fact that the study in this article was a study that took over twenty years. In twenty one years of research, someone can get a real feeling of what is actually happening. Gerbner is real effective in getting his point across about the abundance of violence on television. Cherry 2  Ã‚  Ã‚  Ã‚  Ã‚   First, I think Gerbner is most affective in this article with the facts and evidence from the Cultural Indicators project (CI), which began in 1967. This shows that â€Å"by 1994 its computer archive contained observations on 2,816 programs and 34,882 characters coded according to many thematic, demographic and action categories† (Gerbner 15). From this study they were able to break down characters in shows from their behavior, their ethnic background, or even their social status. This study shows that â€Å"average viewer of prime time television drama sees in a typical week an average of 21 criminals arrayed against an army of 41 public and private law enforcers. There are 14 doctors, 6 nurses, 6 lawyers, and 2 judges to handle them† (Gerbner 16). To go with these characters, there is â€Å"an average of 150 acts of violence and about 15 murders† (Gerbner 16) that happen every week.   Ã‚  Ã‚  Ã‚  Ã‚  Gerbner’s article is also affective because he does not fail to leave anything out. Every counter argument that could be derived from this article, I think is covered by Gerbner. Television Violence :: essays research papers Television Violence The article â€Å"Television Violence: The Power and the Peril† is an article written by George Gerbner in 1994 that covers information about television violence over a period of twenty one years. Gerbner’s purpose in this article is to address the audience about the problems that exist in television today. This article covers a very big controversy that has brewed up in our society. The controversy is that there is way too much violence on television, and therefore it could be affecting the way that we think and act on a regular basis. In this article Gerbner presents the audience with poll results and statistics about what we actually see on television.   Ã‚  Ã‚  Ã‚  Ã‚  I thought Gerbner’s article was a very affective piece about television violence. Although I thought this article seemed to a little repetitive and confusing at times, I think Gerbner does a good job in presenting the audience with bunches of facts about what we are actually watching on our television. The most appealing thing about this article in my opinion is the fact that the study in this article was a study that took over twenty years. In twenty one years of research, someone can get a real feeling of what is actually happening. Gerbner is real effective in getting his point across about the abundance of violence on television. Cherry 2  Ã‚  Ã‚  Ã‚  Ã‚   First, I think Gerbner is most affective in this article with the facts and evidence from the Cultural Indicators project (CI), which began in 1967. This shows that â€Å"by 1994 its computer archive contained observations on 2,816 programs and 34,882 characters coded according to many thematic, demographic and action categories† (Gerbner 15). From this study they were able to break down characters in shows from their behavior, their ethnic background, or even their social status. This study shows that â€Å"average viewer of prime time television drama sees in a typical week an average of 21 criminals arrayed against an army of 41 public and private law enforcers. There are 14 doctors, 6 nurses, 6 lawyers, and 2 judges to handle them† (Gerbner 16). To go with these characters, there is â€Å"an average of 150 acts of violence and about 15 murders† (Gerbner 16) that happen every week.   Ã‚  Ã‚  Ã‚  Ã‚  Gerbner’s article is also affective because he does not fail to leave anything out. Every counter argument that could be derived from this article, I think is covered by Gerbner.

Oscar Romero Essay -- essays research papers

Remembering a Hero   Ã‚  Ã‚  Ã‚  Ã‚  You can only describe him as a man of determination. Someone who demonstrates extraordinary courage in the face of injustice and inhumanity. He had a resolute intent to do what is right, true, and just, which made him the Archbishop that people remember and make movies about. Because of him, the world was informed about basic human rights and dignities and how this was being ignored in his country of El Salvador. He took it upon himself to use the church as a light of hope to the oppressed and a challenge to the oppressors.   Ã‚  Ã‚  Ã‚  Ã‚  Oscar Romero was born in 1917 and taken away in 1980. He was appointed Archbishop in 1977. Before he served his term, the Church in Central America was being protested by two political ideals. One was those priests who wanted non-confrontation with the Church and the state. And those who thought the Church should have say in the government and what it was doing. Romero was chosen because he was thought to be a â€Å"middle man† whom all could agree with. Although, soon after being appointed Romero’s close, personal friend Father Rutillo Grande was assassinated by the government’s soldiers. Obviously, this had a significant and intense effect on his life, changing him from a moderate and equal lookout to a ferocious and impetuous activist against injustice. His dramatic and passionate change in view shows how if you put your mind behind...

Equality, Diversity and Inclusion Essay

1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. There is various legislation and codes of practice relevant to the promotion of equality and valuing of diversity in including: see more:analyse the potential effects of barriers to equality and inclusion Human Rights Act 1998 – Gives further legal status to the standards on Human Rights that was set out in 1948 with the Universal Declaration of Human Rights. This highlighted the principle that all humans have the same rights and should be treated equally. This act also sets out the rights of all individuals and allows individuals to take action against authorities when their rights are affected. Every Child Matters 2003 – Every Child Matters was introduced for all organisations and agencies in order to ensure they work together to ensure that they support the children they work with, between birth and 19 years, fully in order for them to achieve the 5 outcomes they set out. The acronym SHEEP can help you to remember them: Stay safe Healthy Enjoy and achieve Economic wellbeing Positive contribution SEN Code of Practice 2001 – The Special Education Needs and Disability Act (SENDA) 2001 was introduced to strengthen the rights of parents and SEN children into a mainstream education. It also made significant changes to educational opportunities that are available to children with disabilities and special educational needs which means that these children are more likely to be educated in mainstream schools. UN Convention of Rights of the Child 1989 – The UK signed the legally binding  agreement in 1990 which leads on from the Human Rights Act. This act sets out the rights of children to be treated equally and fairly without being discriminated against. This treaty was ratified in 1991 by the UK government and they ensured that all rights of children are protected through law. This legislation also makes their rights extensive making sure that all children have a right to an education and that their views are respected. Children Act 1989 and Children Act 2004 (updated 2010) – The 1989 act sets out the duty of Local Authorities to provide services according to the needs of children and to ensure their safety and welfare. The 2004 Act underpins the Every Child Matters outcomes in order to provide effective and accessible services for all children. Education Act 1996 – This act sets outs the responsibilities towards children with special educational needs and also requires schools to provide additional resources, equipment and/or support to meet their needs. Racial and Religious Hatred Bill 2005 – This bill makes it illegal to threaten people because of their religion or to stir up hatred against a person because of their faith. Employment Equality (Religion/Belief) Regulations 2003 – This act outlaws discrimination (direct/indirect discrimination, harassment and victimisation) in employment or vocational training on religion or beliefs. Non-belief is also covered by these regulations. Employment Equality (Sexual Orientation) Regulations 2003 – This act outlaws discrimination in the same way as the Religion/Beliefs regulations but on the grounds of sexual orientation. This act covers people who are gay, lesbian, bisexual and heterosexual. Age Discrimination Act 2006 – This act makes it unlawful to discriminate against anyone based on their age. The act covers all forms including that of young and older pupils. The Equality Act 2010 – The Equality Act 2010 brings together the following pieces of legislation: Human Rights Act 1998 Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Together this legislation prevents services from discriminating against any group being race, gender or disability. It also requires schools to promote inclusion, disability and race equality for all. This act also made it illegal, whether directly or indirectly, to discriminate. Under this act schools must also actively promote equal opportunities and positive relationships between all groups of children and there is a statutory requirement on schools to encourage inclusion of children with disabilities into mainstream schools. Special Educational Needs and Disability Act (SENDA) 2001 – This act prevents all educational providers from discriminating against pupils with SEN or a disability. Code of Practice on the Duty to Promote Race Equality 2002 – This is a statutory code which supports the public authorities to meet the duties set out in the Race Relations (amendment) Act 2000. All schools must produce a written race equality policy and include information on practical ways in which schools will work to promote racial equality. Schools need to create policies which show they are working towards the following outcomes: Reducing the gap of educational achievement between different ethnic groups Improving the relationships between different racial groups Improving the behaviour of pupils Promoting greater involvement of parents and community Ensuring staff working in the school reflect cultural diversity of the society Creating an admissions policy which does not discriminate These policies must also include the strategies in which the school use to monitor the difference that the policies make to individuals and the school. Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for education of children with SEN and/or disabilities. The principles included are the need for: Early Intervention Removal of barriers Raising achievement Delivery of improvements through partnerships across services Disability Equality Scheme and Access Plan – The Disability Discrimination Act 2005 builds on the 1995 act by requiring all schools to produce a DES. This sets outs the ways in which schools promote equality of opportunity and promote positive attitudes towards staff, pupils and others with disabilities. It must be an action plan which identifies how discrimination barriers are removed i.e. improvement to the physical environment such as ramps, lifts, room layout and lighting. School Policies – School policies must include a mission statement which sets out the commitment of the school towards inclusion and equality of opportunity. They must have written policies which reflect the rights and responsibilities of those within the school environment. Also the policies must provide guidance for staff and visitors to the school for the ways in which they can ensure inclusive practice. My setting, Hillbourne, has the following policies which relate to these terms: Racial Equality Policy Equal Opportunities SEN Policy Anti-Bullying Policy Child Protection Policy Disability Policy Gifted and Talented Pupils School policies must also include ways in which the school promotes rights and equality of opportunity for children and young people. The school must also monitor the strengths and weaknesses in their policies. 1.2 Explain the important of promoting the rights of all children and young people to participation and equality of access. It is important as a practitioner that you ensure the children you work with are learning and playing in an inclusive environment as they all have a right to a broad and balanced curriculum. They also have a right to have equal access to the curriculum regardless of background, race, culture, gender, needs or disability. It is also imperative that you ensure you are aware of the needs of all the children you work with for example if they have EAL or SEN, if they are new to the school, if they have a different culture or ethnicity or if they are in foster care. You need to allow children to have equal opportunities as it is part of their human rights – all children have a right to play and learn together. It is important that all children are not discriminated against in any way – if this happens you need to make sure that the correct measures are used to deal with the problem and prevent it from happening again. It is essential that all children are allowed to participa te in activities that will broaden their horizons i.e. school outings. At my setting in Hillbourne, last summer Reception went on a school trip to Honeybrook Farm and there was a child, S. CD, in the class who had SEN. His mum had written a note to the class teacher to say that she wanted him to go on the mini bus with the other children and she would meet us at the farm. At the farm he stayed with his mum and his one-to-one up until lunch time. He had lunch with all the other children and after this he went home with his mum (as he only did mornings in Reception). After lunch we had a tractor ride so S and his mum went with the first group as they were going to go home – this was good because even  though he had SEN he was able to participate in most aspects of the school trip just as much as the other children. There is a dilemma when promoting rights of all children and young people as there can be times when they wish to undertake a task which you feel is not in their capabilities or not safe to do so but the children have the right to do activities that will broaden their experiences. While promoting the rights of children and young people, you should ensure that all children participate in as it can help to raise their achievement, self-identity and good relationships with their peers. It is important that you allow equal opportunities in education as children and young people are more likely to do better in inclusive settings, academically and socially. By promoting the rights of children and young people, they will feel like they belong and it will help improve their self-esteem. It is also important that where applicable you should ensure that all activities are always tailored so that all children can participate regardless of their needs. 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. We now live in such a diverse society with different religions, cultures and a lot of people with EAL that it is important that we value and promote cultural diversity especially when working with children. It is important that we teach children that it doesn’t matter where you come from, what beliefs/views you have, what language you speak or what you look like, everyone is equal and deserves the same opportunities as anyone else – by doing this we encourage children to value everyone which in turn will help them have an open mind and be able tolerate differences more easily. It is also important to value and promote cultural diversity because it can help to prevent stereotyping, prejudice, discrimination and also reduce the risks od tokenism (where you only acknowledge different cultures/religions through posters or at certain times of the year). Promoting and valuing cultural diversity benefits children in the following ways: They have the chance to learn about other cultures and views that are  different from their own They may have minimum adjustment issues – learning about cultures and distinct features of places will add knowledge and if they travel to these places their adjustment to life there will be minimal and natural as they have grown studying and being around other cultures Helps children to realise that their cultures are just as diverse as others and that the other children are just like them Helps children and young people make sense of their learning with connections to their own lives It is important that when we value and promote cultural diversity we understand and take account of the backgrounds and cultures of the children and young people in our care as it will help us build effective relationships with them and help us provide more effective support during their learning. Also by doing this we can help children feel like they are accepted – if we penalise a child because they come from a different background this can make them feel unwanted and this will also affect the way the other children in out care learn as they will pick up on the way we behave and they may think that it okay for them to behave this way. It is important that we get across that just because a child is from a different culture or can’t speak our local language doesn’t mean they don’t belong – they will eventually pick up the language and they have the same rights as any other child i.e. they all have a right to play and learn together. By promoting and valuing cultural diversity we can live with freedom from bias because as we interact with people of different cultures on a daily basis there should be no scope for people to gather and from baseless prejudices or feelings of superiority. Valuing and promoting cultural diversity can help to promote patriotism as we can help children learn to compare other values, beliefs and cultures to their own and can help them to appreciate food/things from their on cultures whilst also respecting others. Valuing and promoting cultural diversity can help with the education that we give to the children and young people we work with as they can learn about different cultures, habits and other things unique to a specific culture. It also helps to promote education through books but also by facing different cultural issues in the classroom and how to overcome them. At Hillbourne in Year 1 the TA, Mrs. C has bought in different things like artefacts and  necklaces from different places she had been when it is relevant to a topic they are doing for the children to look at. This helps them to find out about things and objects that we don’t necessarily get in this country while learning about another country and can also compare the way things are made from that country to the way they are here. At Hillbourne they also do topics on stories that are set in other countries for example in Year 1 they look at a book called Handa’s Surprise which is set in Africa and a story set in Australia called Wombat Goes Walkabout – the story set in Australia gave the children a chance to see pictures of animals that we don’t get the chance to see in this country. My other setting, Old Town School and Nursery, help value and promote cultural diversity by having a welcome sign, written in different languages from English and French to Arabic and Polish, outside the Reception classroom. Old Town show they are accepting of differences and promote and value cultural diversity as across the school from Nursery to Year 2 they have about 26 different languages spoken. In the main hallway Old Town have a poster showing the different first languages that are spoken by the children/staff. By promoting and valuing cultural diversity you help everyone to celebrate each other’s differences, provide an enriching curriculum for the children and young people in your care and help to reduce prejudices and discrimination which can make a happy environment for everyone to play, learn and work in and also allows everyone to get along well with each other. 2.1 Explain ways in which children and young people can experience prejudice and discrimination. It is important throughout our work as practitioners that we are aware of the fact that a child/young person will experience some form of prejudice and discrimination through their time in schools and also that as children get older prejudices and discrimination can get worse and have more serious consequences. Children and young people can experience prejudice and discrimination in many ways. Prejudice is when you have preconceived negative thoughts or beliefs about individuals who belong to a particular group and discrimination is led behaviour or actions motivated by unfair  beliefs – this can be directly or indirectly. Direct discrimination can be: A child not being allowed to access part of the curriculum or school activities because of their race, gender or disability. Child not being allowed to join in because of their religion Child not being accepted because of special education needs Children not playing with another child because of a specific reason (i.e. skin colour, hair colour, gender etc.) Indirect discrimination can include: Practice and procedures are applied without consideration to individual’s circumstances i.e if you plan a school trip where you may be required to wear a hard hat – this would discriminate against someone who wears a turban. You can also have individual discrimination where policies and procedures allow practice which directly or indirectly discriminates against someone. Individual discrimination can be practised by individuals or groups. Mostly prejudice can occur because of a lack of knowledge and understanding in diversity which is way it is imperative that we value and promote this through our practice. Mainly discrimination occurs because of the differences between people – this could be because of age, gender, culture, skin colour, religious beliefs, ethic traditions or size. Children and young people can also experience discrimination through labelling of a group because of prejudice i.e. boys are expected to be noisy whereas girls are expected to be quiet. Prejudice and discrimination can also happen when a child does not receive equality of opportunity. 2.2 Analyse the impact of prejudice and discrimination on children and young people. Experiences of prejudice and discrimination can affect children and young people in many ways. There are cases where the effects are minimal but there are also cases where the effects and consequences of such actions are very serious and will require a lot of support from staff that look after that child and possibly will need help from outside agencies depending on the  situation. When a child experiences prejudice and discrimination this can mean they may have lack of motivation, they may feel angry, depressed and confused. Young children in particular could feel confused because they would think â€Å"Why are they picking on me? I’m no different to them† – they may not be fully aware of the fact that they may be different and this could be the reason for the child discriminating against them but then the child discriminating may not be aware that that is what they are doing so it important to teach children about discrimination and what to do if it happens m aking sure the teaching is appropriate with their age. With older children they are more aware of the ways in which they are different from their peers meaning that their actions could have more serious side affects on the person being discriminated against. One side affect could be a young person self-harming – this could happen when a young person is being discriminated against so often that it would be classed as bullying. If a child or young person experiences prejudice and/or discrimination they will not feel like part of the group and they will not want to be in class. Feeling this way will affect them academically and socially. They will be affected academically as when in class they may know the answer to a question but may not feel brave enough to put up their hand and actually answer. Also they may feel they know an answer but then they may start to doubt their answer and then will not put their hand being too afraid they may get it wrong. Their learning will also be affected because they will not want to join in in activities with their peers so they don’t draw attention to themselves. They will feel worthless and like they are under achievers by outing themselves down meaning that they will withdraw from their education refusing to participate in activities and may decide that if they are under achievers they aren’t capable of doing any of the activities even if they have done it in the past. Children and young people’s personal, social and emotional development (PSED) will be affected as they will find it difficult to form positive relationships with peers and the adults that work with them. Children will feel withdrawn socially and will not settle in while at school or feel happy which will impact on their learning as they will find it hard to concentrate meaning they may fall behind. Children and young people’s physical development (PD) will also be affected as their health and  well-being will decline meaning that they will find it harder to be happy and play with others. Their self-esteem and confidence will be knocked and they will find it harder to open up about how they feel. They will feel that they can’t talk to the adults looking after them and could feel that they will share the same views as the children who are discriminating against them. With a feeling of low self-esteem children and young people will not feel valued as a person and if they are being discriminated against because of religion or ethnic background they will feel they don’t belong and may start to lose faith in their religion. It is possible that while children and young people feel they can’t join in with the group they may sit in a corner by themselves as they will feel left out and their behaviour will be affected – someone who is normally quite happy and full of energy may suddenly have very negative behaviour towards other children and young people and possibly even the adults caring for them. This will lead to a very unsettled atmosphere in the setting and could impact on the other children as they will start to feel unhappy and then the adults in the classroom will have more problems to deal with meaning they could become stressed If the adults become stressed their behaviour could change meaning that all the other children in the class will start to feel like they don’t want to go school and they will be fewer positive relationships throughout the class. This is why it is imperative that when prejudice and/or discrimination occurs we get to the bottom of it as quickly as possible and deal with the situation as professionally and sensitively as possible so that all the children in our care can be healthy, happy and safe and enjoy their learning while making good relationships with their peers. 2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people. As a practitioner you have a legal duty to protect the rights of all children and young people you work with therefore it is vital that you assess and evaluate your attitudes, behaviour and values regularly and make a point of  looking at how they can affect your practice with the children and young people you work with. Your attitudes, values and behaviour can impact on your work with children and young people in both positive and negative ways for example if you make a point of finding out and learning about the backgrounds, interests, abilities and individual needs of the children and/or young people you work with this will help you to provide more effective, appropriate personalised support as you will have a broader range of knowledge of the different cultures and customs of the children and/or young people meaning you will be able to talk and act in the appropriate way towards them and they will know that you care about them and are interested in what they do – this wi ll help you to build positive relationships with them and they are more likely to want to and be happy to talk to you when they have problems or are worried about certain things as they know you will listen and take what they say seriously. Generally my behaviour is appropriate and professional when I am working with the children in my care but sometimes I can get a bit annoyed when children come to ask me something, this is normally if I am busy with a job the teacher has given me for example if it’s gluing in pupils work or sorting out sheets to be laminated. If I am busy with this and children come to ask me something or tell me that someone has been mean to them I can get annoyed as they have disrupted me from what I was doing. This can have a negative impact on the children as they may start to feel that I don’t care about what they have to say or that I don’t want to listen to them. I need to make sure that even if I am doing a job I still need to be approachable so that the children know I am happy to help them when they need it and that they can talk to me about anything if there is something worrying them – I need to remember I am there to care of them and make sure they are happy an d safe and not be a reason they may be unhappy just because of the way I spoke to them. It is important that you remember that children will take in any information you give them which is why it is important to surround them with positive messages about their peers and own importance in society and to raise them with a strong sense of self-worth. You need to make sure that you don’t let  your own values and beliefs affect your practice and the ways in which you support pupils. If you respect others beliefs and values they are more likely to return the favour meaning everyone can get along and the support you give will be more efficient. This is also important in the case of SEN children – you can’t decide to not support a child because they have SEN and you think they should be in a special school, it’s not just up to you. If they school are able to adapt to meet the needs of the child and the SENCO and other professionals from outside agencies who may come to see the child are happy that they are doing well enough in mainstream education t hen they have the right to be and this is something you should respect. SEN children have just as much of a right to an education as all other children therefore it is important that you give them the same attention and support as you would any other pupil. However, you need to make sure that you don’t just spend time supporting those with additional needs. If you only spend time with children who have additional needs this can affect them as well as the other children or young people in your care. The children and young people who have additional needs may feel you are crowding them all the time and feel like they can’t do anything without help, it is okay to help them but you need to know your boundaries and know that sometimes they just need help starting something off and then they can carry on themselves. Spending all you time with children who have additional needs also affects the other children and young people in your care as they will feel that you don’t care about them or the work they are doing, even with children who often don’t need support it is important that you acknowledge the work they do and push them in their work when you feel it is appropriate i.e. you might give them some extra work to do if they finish the first task set fairly quickly. At Hillbourne in Reception, the teacher Mrs. B did a similar thing for two children. She took a group of children to do a maths activity with them, a student who is training to be a teacher took a group and another volunteer took a group as well but she gave two children, M. S and E. C a challenge to complete independently. When I got back to classroom I asked M and E what the task was they had been set – they told me they had to  try and fill up some boxes and see how many things (they were using small pebble s and little plastic frogs) they could get in the boxes. They had a whiteboard and pen to help them remember what they found out. I sat with them watching what they were doing and they were telling me about which box would the most and least. It is important to think about the ways in which your practice can be affected by your values, attitudes and behaviour so that you can ensure you provide effective and professional support for the children and young people in your care whilst remaining true to yourself and your beliefs. 2.4 Explain how to promote anti-discriminatory practice in work with children and young people. It is important that you promote anti-discriminatory practice in your work with children and young people in order to create an inclusive environment where everyone can enjoy and achieve. This is defined as an approach that promotes: Diversity and the valuing of all difference Self-esteem and positive group identity Fulfilment of individual potential In order to promote anti-discriminatory practice you need a message, a means of conveying it and an appropriate audience to spread the message. By promoting anti-discriminatory you can help to form a basis of an environment where there’s no discrimination towards individuals on the basis of race, ability, gender, culture or ethnicity. It is important that you take positive actions to counter discrimination. This includes: Identifying and challenging discrimination Being positive in practice, differences and similarities between people It is vital in your work with children and young people that you apply principles in the way in which you form relationships in school both with adults and children and also through acting as a role model. In order to  have effective anti-discriminatory practice you need to have competent colleagues who are able to see discrimination when it happens and know the right ways of challenging it. It is important that you are racial aware – this means that you are aware of what words and actions you use are considered to be discriminatory towards individuals from ethnic groups. You also need to make sure that you aware of customs and norms for an individual and ensure that you are sensitive towards that individual. Another way to promote anti-discriminatory practice is through eliminating stereotypes i.e. you could encourage boys to play with dolls and prams as well as girls. You could also have visitors or parents come in to do a talk with the children i.e. if they are from a different culture or background so the children can learn about other cultures which will help them to understand why some children may not be able to join in with an activity. 2.5Explain how to challenge discrimination. Through your work with children and young people it is important that you challenge all cases of discrimination and take all of those cases seriously no matter how small and make sure you deal with them as quickly and professionally as possible. The school have a duty to follow the code of practice to promote race equality which requires them to monitor and report all racist incidents to the LEA. One important thing to do when challenging discrimination is that you recognise anti-discriminatory practice and make sure you require knowledge of policy, procedure and practice as this well help you feel more confident about what is good practice allowing you to deal with incidents more effectively when cases arise. It is important that when dealing with cases of discrimination you recognise that it can be intentional but can also be because of ignorance and lack of understanding. It is also vital you take into account the age of the children as very young children may say something not understanding the implications and meaning of what they have said in which case you will need to explain to the child that their comments are not acceptable and that everyone should be treated fairly and equally. In cases involving older children you may need to take further action as they should know how to behave and treat people – further action  may require recording and reporting it to a member of the Senior Leadership Team in your setting. It will help in your practice if you make a point of learning assertiveness strategies that will help you to recognise discrimination. It is important that you make yourself aware of the school’s policy when racism happens and when challenging discrimination it is important that you do the following: Explain what happened or what had been said that is discriminatory State the effect of this on the individual, group and o thers Suggest/model ways to ensure anti-discriminatory practice 3.1 Explain what is meant by inclusion nd inclusive practices. Inclusive practice is not only about the way in which schools provide of children with SEN and disability. Inclusive practice is defined as: The process of identifying understanding and breaking barriers to participation and belonging Ensuring everyone feels valued Having a sense of belonging Recognising, accepting and celebrating of differences and similarities Understanding the medical and social model of disability Inclusive policies should take account of needs of all pupils in the school. Inclusive practice is based on the social model of disability. The social model of disability is based on the assumption that a way the school operates, what barriers are present and how different attitudes can prevent individuals from participating in society. Legislation requires schools to make ‘reasonable adjustments’ to remove barriers so children and young people can take part in educational and social activities within the school alongside the other pupils. The medical model of disability is based on the assumption that children must adapt to the environment – this can help to promote an atmosphere of ‘dependence’ and providing information i.e. worksheets in a larger print, audiotapes, alternative forms of communication. Inclusion is ensuring that all children and young people no matter their background/situation are able to participate fully in all aspects of school life and providing the same opportunities and access in order for a high  quality of education. It is important that you help children with additional needs as they often require extra support from a teaching assistant or school support worker. Inclusion for pupils isn’t only about providing additional support, it can also relate to adjustments being made to the school environment as well i.e. providing lifts, ramps, furniture at right height for children with physical disabilities. 3.2 Identify barriers to children and young people’s participation. Bibliography Baker. B, Burnham. L, (2010) Supporting Teaching and Learning in Schools Harlow: Heinemann Baker. B, Burnham. 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