When looking at a company or organisation and the way their staff work within it Essay Example for Free

When looking at a company or organisation and the way their staff work within it Essay When looking at a company or organisation and the way their staff work within it, we must take into account the effects and theories of motivation. Without motivation most of us find it difficult to undertake any task and the same can be said in the business world. Without the right motivation productivity will be affected in, more likely, a negative way. So what is the correct way to motivate; is there only one way or are there many different theories as to how to motivate? Surely pay alone is enough of a motivating factor? In order to better understand the effects of motivation we can look at various theorists who have given us globally recognised theories on motivation. I will be concentrating primarily on four of the most well known. Amongst the many theorists on motivation, four stand out more than any others. Partly because they were among the earliest to consider the differing factors and partly because their theories were so succinct and concise that they have stood the test of time and are relevant today. Their names, in chronological order, are Taylor, Mayo, Maslow and Herzberg, all of whom formed their theories between 1890 and 1960. Their theories are different but do have certain overlapping qualities as will be shown. To begin I shall look at FW Taylor who believed that the only thing that motivated people was money. In the early 1900s he conducted experiments in time and motion by looking at different work forces and figuring out how to make them work more efficiently. He worked out a simple, set procedure for the worker to follow maximising output and efficiency. By introducing a piecework rate (where you are paid per item made) he introduced a financial incentive which he believed was all that a worker required to be motivated. Interestingly, it was largely thanks to Taylor that the modern car is affordable to most people. Employed by Henry Ford in the early 1900s, Taylor improved efficiency in his factory by putting the cars onto a specially built assembly line that moved the car past the workers. This sped up production dramatically and reduced the time it took to build a car from around fourteen hours to under two. Next is Elton Mayo who in the 1930s conducted what is known as the Hawthorne experiments (amongst others), the name being taken from the electrical company he was studying. The basis for his experiment was to see whether the level of light in the factory played a part in production and efficiency, Mayo believing that it did. He split twelve women workers into two groups and adjusted the levels of light available to each group accordingly. He found that production was improved in both groups regardless of light levels. His conclusion was that the attention being paid to the women and the better communication and teamwork were what altered the output. Both Taylor and Mayo had theories that looked more at the environment and the effect it had on workers than what actually made the workforce tick. Our next theorist, Maslow, on the other hand looked at the needs of the individual and how meeting those needs altered or motivated them. He identified five levels of need, each one needing to be satisfied before the next level became a motivating factor. Normally drawn as a triangle or pyramid, it shows what Maslow believed people wanted from their jobs. He believed that everyone starts at the bottom and works their way up. Self actualisation === Esteem needs === ===== Social needs ===== ====== Safety needs ====== ======= Physical needs ======= hhttp://www.projectalevel.co.uk/business/motivationtheory.htm The definition of the five levels is; * Physical needs- Thirst, hunger * Safety needs- Safety and shelter * Social needs- The need to belong, group acceptance * Esteem needs- Respect and recognition from others * Self actualisation- Self esteem. The main problem with this theory is that not every one will have the same needs and different people may not fit into this pattern. The last theorist is Herzberg, who conducted surveys to find out what people liked and disliked about their jobs. He put the results into two categories: Motivators and Hygiene factors. Motivators are things like challenging and meaningful work, praise, responsibility and involvement in decision making. Hygiene factors are more basic, such as good pay, holidays, job security and congenial people around you. His belief was that you had to satisfy at least one thing from each of the two main categories to achieve happiness or fulfilment at work. Achieving more than one thing in one group and nothing in the other would not make you happy. Below is a table of Herzbergs factors. To this day, however, no-one is sure why he called them hygiene factors! Motivators Hygiene factors Achievement Company policy Recognition of achievement Supervision Meaningful and interesting work Pay Responsibility Interpersonal relations Advancement Working conditions hhttp://www.projectalevel.co.uk/business/motivationtheory.htm Each of the theorists looked at has stand alone theories; we can fit all of them into Maslows pyramid of needs however to see where they overlap. Self actualisation === Esteem needs === ===== Social needs ===== ====== Safety needs ====== ======= Physical needs ======= So, now that we have looked at four of the theories of motivation and how they work on paper, can we now fit all or any of them to a real company? To try this I chose the supermarket leader, Asda. With annual sales of over à ¯Ã‚ ¿Ã‚ ½135.4bn and a position never outside the top ten in the Times Online 100 best companies, Asda are clearly doing something right. But how significant is the way they treat their workforce in relation to their high turnover figures? To discover this we need to look at just what is on offer to the Asda employees, or as they are all called within the organisation colleagues. As an organisation, Asda has seen its fair share of ups and downs. Founded in 1965, Asda very nearly went bankrupt in the 1980s until a new management team was brought in, adopting many of Wal-Marts (at the time an American contemporary of Asda: now, after a à ¯Ã‚ ¿Ã‚ ½6.7bn takeover four years ago, Asdas owners) principles. The Asda chain is recognised for its caring approach, not only to customers but to staff as well. All employees are called colleagues and are given equal status, which fits with Herzbergs motivators or Mayos theories on teamwork and recognition. This instils self esteem in the workforce and proves to be a good move with 89% of staff saying they can have a laugh with their colleagues and 85% believing their managers are open and honest with them. Staff turnover of 29% is good for a company that employs over 136,000 people; with 46% of those employed being under 35 years of age, this is a youth oriented company. With an award for flexible working patterns under its belt, and with nearly 60% of the workforce on a part time basis, this is seen as an important benefit to the colleagues. On top of that there is the amazing benefit of at least sixteen weeks maternity leave on full pay, extra weeks maternity leave above the statutory forty weeks and a crà ¯Ã‚ ¿Ã‚ ½che on site or help with nursery fees. All of these benefits tie in with Herzbergs hygiene factors as well as both Mayos and Maslows theories on social and security needs being met. The only theorist to not get a mention in relation to Asda is Taylor, but then his theory is more applicable to a factory or industry where production of goods, not the manner in which they are sold, is paramount. Piecework is not something that could be introduced successfully to Asda as it goes against the ethos of everyone being equal. In conclusion I feel that many of the theories are applicable to modern day business. Involvement, recognition, good working conditions and job security are all basic but essential needs for a happy and productive working environment. With perhaps the exception of Taylor, all of the theorists are still as relevant in their thinking today as they were when they first carried out their studies, and these theories have stood the test of time and the change in attitude from employees of yesteryear to the present day. The success of Asda is most definitely down to the congenial staff attitudes and the light and airy feel to the work environment, brought about by respect and consideration. A good example of how far a member of their staff went to fulfil a customers needs is recounted in this story taken from the Times Online website: ..[The culture of care and respect]is typified by the story of a customer who wanted a sun lounger for her recuperation after a mastectomy. While she was shopping at the Tipton store in the West Midlands, staff member Chris Lee offered to help. Lee, who had undergone the same operation, gave the woman her home phone number and later spent two hours on the phone with her. The delighted customer wrote to Asda and as a result the company gave Lee and her grandchildren a trip to Disneyland Paris. The reward benefits not only the recipient, but the whole workforce and is an example to all of how great Asda really is at employer/employee relations. References 1. hhttp://www.projectalevel.co.uk 2. http://www.timesonline.co.uk Bibliography Elliott, C Quinn, F (2002), English Legal System (4th Edition) Harlow, Pearson Education LTD The Motivational Theorists. D. Pettigrew, FdSc Law Yr 1.

Decreasing Social Interaction Anxiety for Schizophrenia

Decreasing Social Interaction Anxiety for Schizophrenia CHAPTER V DISCUSSION, SUMMARY, CONCLUSION, IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS. This chapter deals with discussion, summary and conclusions drawn. It clarifies the limitations, the implications and the recommendations of the study which are given for the different areas in Nursing practice, Nursing education, Administration and Research. The primary aim of the intervention is to decrease the social interaction anxiety among patients with schizophrenia. DISCUSSION. Schizophrenia is relatively common affecting 1.1% of population in or around 65 million people worldwide. In India about 4.5 – 7.8 millions of people suffers from schizophrenia and 7 lakhs of people suffers from Schizophrenia in Tamil Nadu. The patients with Schizophrenia have been found to have pronounced deficits in the social skills. These deficiencies may reflect the primary influence of the illnesses itself.(Del prette,1999). The present study aimed to assess the effectiveness of social skills training on social interaction anxiety among the patients with schizophrenia. It was conducted at Kongunadu Mana Nala Arakkatalai ,a chronic centre at Coimbatore. The sample size was 30 patients who were diagnosed with schizophrenia. Demographic variables showed that 80 percent of the patients were under the age group of 40 – 60yrs, 53.3 percent of the patients were males, 70 percent of the patients completed their high school, 63.3 percent of the patients were married and 60 percent of the patients were from the nuclear family. Clinical variables showed that 73 percent of the patients were chronic schizophrenic patients, 50 percent of the patients were having the illness from 2 – 4yrs and 56.6 percent of the patients were admitted in the hospital for more than 2 yrs. The distribution of the subjects according to the mean pre test values of social interaction anxiety showed 47.97 and the distribution of the subjects according to the mean post test values of social interaction anxiety showed 43.57. The collected data of the present study were statistically analyzed and the results based on the objective are discussed below:- (1) To assess the social interaction anxiety before and after the social skills training among the patients with schizophrenia. The level of social interaction anxiety before the social skills training among the patients with Schizophrenia was assessed by using the SIAS scale. The scale consists of 20 questions which includes the aspects of communication, eye contact , listening, appropriate emotional response ,interaction anxiety , greeting and smiling to others. The mean pre test value of social interaction anxiety was 47.97 and the post test value was 43.57 respectively. It showed that the schizophrenic patients are having severe social interaction anxiety. From the above results the researcher came to a conclusion that the schizophrenic patients are having severe social interaction anxiety to go for effective communication which affects their day to day life. Thus by giving the social skills training; a behaviour therapy technique the patients can improve their social skills which further leads to the good communication. A study supporting the above result is as follows: Beaz . S.et al.,(2013) conducted a study to evaluate the social functioning performance (social cognition tasks) that incorporate the different levels of contextual dependence and their involvement in the real life scenarios.50 samples were included as the study participants and out of these 25 were the control subjects. The subjects were analyzed by using the pre prepared diagnostic assessment. The results showed that the both groups has the greater interaction anxiety and thus gives the poor performance in the social cognition tasks which constitutes emotional processing, empathy and social norms. The result suggests that the social skill deficits in the patients with schizophrenia will impairs their involvement in the real life situations. (2) Evaluate the effectiveness of social skills training among the patients with schizophrenia. The post-test level of social interaction anxiety was assessed after the intervention. The comparison between the social interaction anxiety of the patients before and after social skills training was statistically evaluated using paired t’ test. The mean pre-test value of social interaction anxiety was 47.97 and post test value was 43.57. The calculated paired ‘t’ value was 6.067 which is greater than the table value (1.672) and it was significant at P From the above analysis, the investigator came to the conclusion that the social skills training was an effective intervention for decreasing the social interaction anxiety of the schizophrenic patients. A study supporting the above finding is as follows : Imam.A.S,et.al.,(2004) conducted a study to determine the effect of social skills training program on social interaction anxiety of individuals with schizophrenia. For a one month program; 62 inpatients, 32 in the study group and 30 in the control group were selected as the participants and they were given 60 min training in 10 sessions for 15 days. The results indicated that social interaction anxiety had shown a tendency to gradually decrease with the lengthening of the group treatment time. The findings demonstrated that the social skills’ training is effective in reducing the interaction anxiety in individuals with schizophrenia. Similarly; as in the above described study, the present study also showed the effectiveness of social skills training programme on social interaction anxiety among schizophrenic patients. (3)Associate the social interaction anxiety with the selected demographic and clinical variables among the patients with Schizophrenia. The association of social interaction anxiety using with selected demographic and clinical variables is found out by using the chi square test and it shows that, the calculated chi square value for all demographic variables such as age , gender, education, type of family , type of schizophrenia, duration of illness, and period of stay does not have any significant association with the social interaction anxiety at P A study supporting the above result is that Hayes (1995) conducted a study on effects of social skills training on the community functioning and its impact with the chronic schizophrenic patients.63 patients met in small groups for 36 sessions of training over 4 months. The results showed that there is a significant association in community functioning with demographic status such as gender, educational status and marital status of the patients. No association was found between the age , type and duration of illness ,and period of admission. The association of social interaction anxiety with demographic variables such as age (0.842), gender (0.523), education (0.276), and type of family (0.36) were not statistically significant at P The association of social interaction anxiety with clinical variables such as the type of schizophrenia(0.589), duration of illness (0.657), period of stay (0.992) showed no significance at P The above mentioned study also supports that there was no association between the age, type and duration of illness and period of admission. And in the present study, the researcher suggests that irrespective of the age and gender; the people will have to deal with the stressful life events daily hassels which consequently affects the social decompensations which will be varying from one another and hence their perception towards the social skills might be different. And on the other side, the educational status; the participants may not have the capability to understand the social skills training it’s importance. For the other variables, type of family, type of schizophrenia, duration of illness, period of stay ; the duration and sample of the study is less. Hence this may be the reason these variables are found as no association in the present study. Similarly as the above ; in the present study there was a significant association with the social interaction anxiety and the marital status and no association was found between age, gender, education ,type of family ,type of illness and its duration and the period of stay. SUMMARY The present study was aimed to assess the effectiveness of social skills training on social interaction anxiety among the patients with schizophrenia. The objectives formulated were as follows:- To assess the social interaction anxiety before and after the social skills training among the patients with schizophrenia. Evaluate the effectiveness of social skills training among the patients with schizophrenia. Associate the social interaction anxiety with the selected demographic and clinical variables. The social skills training was the independent variable and the social interaction was the dependent variable. One group pre–test post–test quasi experimental design was used for the study. The samples include 30 schizophrenic patients. Non probability purposive sampling technique was used. The tool for the data collection consists of the demographic and clinical variables of the patients, and social interaction anxiety scale was used to assess the social interaction anxiety of the schizophrenic patients. The study was conducted at Kongunadu Mana Nala Arakkatalai, Coimbatore for a period of 6 weeks. After the pre-test, the researcher used social skills training as the intervention. The training showed a decrease in the social interaction anxiety for the patients which was assessed by the post test. As on the hypotheses and objectives, data’s were analyzed by using both descriptive and inferential statistics to find out the effectiveness of social skills training on social interaction anxiety among the patients with schizophrenia.. And it tested and proved the formulated hypothesis. MAJOR FINDINGS OF THE STUDY The pre-test and post-test values showed that there was a decrease in the social interaction anxiety among schizophrenic patients. Thus, it was an effective intervention to decrease the communication problems among schizophrenic patients. The calculated paired‘t’ test value for the social interaction anxiety among the patients with schizophrenia was 6.067. This value was greater than the table value (1.672) and‘t’ value was significant at 0.05 level. Thus this finding implies that there was a decrease in social interaction anxiety after social skills training. The association of social interaction anxiety with selected demographic and the clinical variables using chi square test shows that; among the calculated chi square values for demographic variables, marital status had a significant association at P CONCLUSION The conclusion drawn from the study is as follows:- The statistical analysis proved that, the social interaction anxiety of the patients with schizophrenia was decreased after social skills training. Thus, social skills’ training is a good intervention to improve the social skills among the patients with schizophrenia. IMPLICATIONS The present study contributes to nursing practice, nursing education, nursing administration and nursing research. The social skills training can be used to decrease the social interaction anxiety among the patients with schizophrenia. Nursing Practice The social skills’ training is an effective therapeutic technique to improve the social skills of the patients. In the nursing practice, the Psychiatric nurses as teachers or trainers can work collaboratively with their patients for behavioural modifications such as increasing socialization, improving assertiveness. The decrease in the social interaction anxiety will improve the communication pattern of the patients which in turn help them to improve their day to day life. By using this training ; nurses can overcome the social difficulties of their patients and help them achieve higher levels of psychosocial adaptation. Nursing Education. The nurse educator can encourage the staff to implement the social skills training technique for the patients in an active and more lively manner. The nurse educator can make the staff nurses , to understand about the social skills training and thus to deliver an effective and good quality of care to their patients. Nursing Administration. The nurse administrator can initiate the social skills training in psychiatric units. The nurse administrator can implement the social skills training as a group activity among the patients. Nursing Research. The nurse researcher should explore the factors that are contributing to the lack of social skills in the hospital environment among the patients with schizophrenia. More researches should be encouraged to assess the effectiveness of social skills training in all the areas of communication. LIMITATIONS The time period of the study was very short to assess the behavioural change of the patients. The study was conducted for one aspect of the social skills. The study was conducted with the limited number of samples. RECOMMENDATIONS. A comparative study can be done with the experimental and the control group. A longitudinal study can be done with large number of samples in different settings. Further research can be conducted focusing the other aspects of social skills. A comparative study can be done with the other behaviour modification techniques.

Legal Rights and Requirements for Children with Disabilities

Legal Rights and Requirements for Children with Disabilities Outline the legal and regulatory requirements in place for children with disabilities or specific requirements†¦ Every child regardless of age, ability and circumstance has legal rights and entitlements. A child with a disability has the right to be treated equally and fairly. Tutt R (2007) Every Child Included, Great Britain, Paul Chapman Publishing quotes ‘Every child not only matters, but matters equally’. Acts and laws have been put into place to ensure children’s disabilities are not discriminated against. Children with SEN have extra-legal stipulations that ensure their inclusion and protect them from further discrimination. These include The Equality Act 2010, which states that provision be mad e for people with disabilities to be able to access public and private services the same way an able bodied person does. Adjustments to public places should be made, such as ramps for access and wider doors. Services such as toilets adapted for disabled people and braille on signs for visually impaired children, accessible seating areas at events and amenable transport .The Special Education Needs Code of Practice provides help schools to ensure inclusion and equality. One of its most important aims is to give early intervention for children with SEN, with the best suited support. A child with SEN should have their needs met, this will normally be in mainstream school being included in the National Curriculum at a relevant level with an appropriate approach. From the 1St September 2014 all schools must adhere to this practice. The United Nations Convention on the Rights of the Child is a document giving rights to children regardless of their needs and circumstance stating that children’s’ views should be taken into consideration when decisions are made, where possible for their education and care. Whilst the United Nations Convention on the Rights of Persons with Disabilities is specifically for children with disabilities. It is aware that although they have different challenges they should still equally enjoy their human rights with non -disabled children. Article 7 outlines that the child’s best interests should be paramount and their right to express their opinions should be taken seriously. Article 31 says information must collected be collected with disabled people and shared so that a better understanding of the barriers can be overcome. Article 24 states a child should receive inclusive, free primary and secondary education within their community with quality teaching and individual support. Each country has to report to the United Nations committee showing how t hey are putting this convention into practise. These acts and bills that have been passed to protect the children are such an important aspect of disabled children and Sen children’s life. They provide good quality early intervention which will continue to help improve the long term outcome of all children. Explain why it is important to work inclusively with children with disabilities or specific requirements†¦ It is so important that children with disabilities are able to access main stream school education and be able to work alongside and with children without disability or additional needs. A child’s needs, strengths and interests should be built upon, with other children, to develop them under your care. (This is otherwise known as a child –centred approach) People’s opinions and the way they treat disabled children fall into two categories Medical Model of Disability and Social Model. The medical model sees disability as an illness to be made better. It focuses on their condition rather than the individual as a person. This labels a child as ‘sick’ instead of looking at their achievements and interests. If a setting chooses this approach they are not inclusive as they’ve chosen to focus on the disability. A social model sees that everybody is an individual with rights and feelings and this gives value to their choices .Society is responsible for the way we treat disabilities, our attitudes and behaviour determine whether we embrace and include disability into our everyday lives or we wrongly treat it like an illness. Lindon J (2012) Equality and Inclusion in Early Childhood, Great Britain, Hachette UK ‘Words matter because they are a reflection of deeply entrenched attitudes in our society’ By incorporating a child as a person with individual needs and listening to them a child will feel respected which will increase their self -worth and well- being. A child will feel safe and secure in their environment and the other family members will equally feel that they are respected too. Planning is a very important part of inclusion, if the child has a special interest in something (i.e. animals) this can be incorporated into learning bringing in resources to count, sort, describe and write about etc. It will keep the child interested and motivated to continue learning. A practitioner needs to show an understanding towards the child’s feelings and points of view and not pity as this would not be productive in any way. Thinking from the child’s point of view will enable you to adapt the setting to the individual needs of the child. Children should be encouraged to take responsibility and have independence as this gives them belief in their abilities and future skills and by watching able bodied children complete tasks they learn what can be achieved. Gaining an understanding of how a child’s disability affects them their learning would greatly help to include each different disability to ensure they aren’t excluding the child even unintentionally. A child needs to feel welcomed; this could be as easy as a smile or calling their name. All pictures should display positive images of different disabilities around the classroom to provide a positive environment. All role models need to maintain a positive attitude to make these changes and by working in an enthusiastic team inclusion can be achieved which has to be the best thing for all children. This poem written by an 8yr old girl describes how she feels about her friend in her class who cannot walk or talk and shows how beneficial inclusion is. Tutt R(2007) Every Child Included, Great Britain, Paul Chapman Publishing. Evaluate the benefits of working in partnership with parents and professionals when working with children†¦ All parents should be constantly involved and consulted when making decisions about a child with special educational needs as this enables a parent to feel they are respected and their child is valued. A parent sees their child as a whole person with interests and characteristics and not just a child with an illness or condition. They have the best source of information on the child, their personality, personal skills, social abilities and emotional state as well as their physical situation. They are also able to relay their coping techniques and what methods they use to produce results for development and behaviour. Parents have a right to contribute to the decision making according to the Code of Practice as does a child have the right to be involved in choices and preferences .This is a good idea as each child is a sensitive individual with individual needs. Having this parental partnership helps outside agencies such as Social Services , Speech and Language therapists , Doctors and Paediatricians form a clearer picture and understanding of the child they are involved with and are able to build on this knowledge to know where their child is in their learning and development to give them the best help , For example a Physiotherapist will suggest exercises to do at home , a Speech and Language therapist would devise a plan that would be implemented at school and home. A Social worker will also have a vital role in supporting a family with a SEN Child giving support and guidance where necessary and also practical help. As children with SEN are seen to be potentially vulnerable they also help with their protection and safe guarding and working closely with a family is the best way to do this. Parents will often need additional information to help support their child in the best way as this will be a new experience and learning curve for them too. Additional information would help these parents and support them in preparing them for meetings they would need to attend. A parent will also need their own personal support as this is an emotional and difficult time they are trying to cope with. They should be respected and contact should be professional but with understanding and compassion as sometimes there is unacceptance of the situation too. Each school now has to have a designated member of staff as a SENCO who is responsible for providing provision for each child. The SEN code of practice says they must ensure each child should be valued and equality and inclusion must be provided and early intervention where required. Details of the SEN policy have to be provided for parents and carers and support when required. It is so important for parental involvement to continue with all these different parties and for strategies to be worked out together for the best interests of the child. Describe how PR actioners can adapt their existing practice to support children with disabilities or specific requirements†¦ It is the responsibility of the setting or employer to make sure premises are suitable to cater for the needs of all children with disabilities, so they can participate within their school and their community. The environment is a key factor to helping support the children , access to a building is vital ,this could be achieved with a ramp , possibly a lift or simply moving a classroom to a more accessible place i.e. nearer the entrance. It is important to look at the child’s actual disability, to look what they are able and aren’t able to do. For example if a child has limited movement and in a wheelchair, to adapt the area might include changing the table layout, a door entrance widened to accommodate a wheelchair. Resources would need to be kept at a lower level (but not on the floor) and labelled so the child can reach them, maybe choosing the activities and resources they prefer at an achievable independent level. Any floor activities could be adapted for a child to do at the table and be changed to adapt a wheelchair. If a child is visually impaired you would need to make sure they have a seat at the front of the class enabling them a better view of the whiteboard and t eacher, maybe a magnifying glass. It might be possible to have Audio Description, as hearing is heightened when vision is impaired. Labels around the classroom and lots of sensory and tactile resources should be available. It might be that resources need to be in braille and assisted help required. A visually impaired child would benefit from a classroom not being changed around so they are familiar with the layout of the room and can avoid obstacles and move about safely. You need to look at a classroom from a child’s view and adapt with this mind set, it is also important for the area to be regularly checked for safety reasons and the children should be encouraged to help to understand the importance of this . All ages and stage appropriate activities need to readily available. SEN children may also need additional help with their personal care, fastening buttons and zips; these can be made easier with Velcro fastenings to encourage independence. Some children find it difficult to make their own choices and feelings; this can be helped with visual aids such as a choice board to enable a child to make a simpler independent choice or a feelings board to express their emotions appropriately. For inclusion to work the adults involved have to have a positive attitude to any changes and adaptations needed. Practitioners should ensure activities and resources are ability appropriate and meet each child’s individual needs. Positive beliefs and a passion to help the children will help build an environment inclusive to all.

Free Essays - Amazing Grace :: Amazing Grace Essays

Within the next few pages here I intend to address two issues. First I will try to give a personal review of what I saw this book to hold, and second I will try explain the revelence which this book has to the field of Public Administration.   First try to picture children in a slum where the squalor in their homes is just as bad as that which is in the streets. Where prostitution is rampant, thievery a common place and murder and death a daily occurrence. Crack-cocaine and heroin are sold in corner markets, and the dead eyes of men and women wandering about aimlessly in the streets of Mott Haven are all to common., Their bodies riddled with disease, disease which seems to control the neighborhood. This is Mott Haven, in New York City's South Bronx, the outback of this American nation's poorest congressional district, also the setting of Jonathan Kozol's disturbing representation of poverty in this country.   The stories, which are captured Amazing Grace, are told in the simplest terms. They are told by children who have seen their parents die of AIDS and other disease, by mothers who complain about teenagers bagging dope and loading guns on fire escapes, by clergy who teach the poor to fight injustice and by police who are afraid to answer 911 calls.   Kozol seems to be disparage about the situation of the poor in American today, especially when more and more the poor are blamed for being poor. Kozol’s portrait of life   in Mott Haven is gentle and passionate.   Even though rats may chew through apartment walls in the homes of Mott Haven, the children still say their prayers at night. What seems to bother Kozol is that many people do not even want to look at this picture of America, but in Amazing Grace he dares us to recognize it does exist. Kozol spent a year wandering through Mott Haven and its neighboring communities; visiting churches, schools, hospitals, parks, and homes. Talking with parents and kids, social   workers, religious leaders, and principals and teachers; struggling to try to understand how these children and parents cope with poverty and violence. Kozol trys to determine how their fellow citizens can tolerate, even demand policies that guarantee misery and death for those living a few subway stops north of glitzy midtown Manhattan. Perhaps nothing can halt the tides of social policy where citizens of this nation are allowed to live in such conditions. If on the other hand anything can, it may be Kozol's forecasting visions and the openness and humanity of the remarkable people whose

The Son of God in Milton’s Paradise Lost: Taking One for the Team Essay

The Son of God in Milton’s Paradise Lost: Taking One for the Team Among those familiar with the Judeo-Christian belief system, Jesus is normally accepted as a selfless figure, one who became human, suffered, and was put to death out of divine love for humanity. In his portrayal of the Son of God in Paradise Lost, John Milton does not necessarily disagree with the devotion or love present in the Son. His characterization of the Son does not oppose this tradition; rather, it is simply different. By Milton’s portrayal, the Son has an acute craving for attention, a desire for gory revenge over Death, and an appetite for glory. Furthermore, while the Son, after accepting the task of becoming mortal and dying to save Adam’s descendants, receives plenty of specific praise from his father (â€Å" ‘thou... hast been found by merit more than birthright Son of God’†(3.308-9)) and from the narrator (â€Å"[he] breathed immortal love to mortal men† (3.267-8)), he builds up the ramifications of his sacrifice even more in his own language. Such language from the Son comes across as not only grandiose, but even narcissistic at times. The Son of God’s speech betrays narcissism not only in its visual language (that is, the images depicted in the speech), but also in its emphasis on drawing the attention of the angels and future humans to himself. The Father precipitates his Son’s not-quite-selfless speech by musing before all the angels who might actually undertake the doubtlessly miserable task of becoming human, suffering, and dying for the sake of Adam and his descendants. â€Å" ‘Where shall we find such love,’† he wonders,â€Å" ‘[where] in all heaven charity so dear?’† (3.213-6) The implication of such language is that becoming mortal is such a chore, ... ...th the redeemed would complete the Father’s vision. Perhaps this is true in the context of Paradise Lost, but for the Son himself to say so (rather than, say, the narrator) serves no purpose but to boast of his own importance and high place in his Father’s heart. Lastly, we can look at the angels’ reaction to the Son’s acceptance speech. The narrator tells us that â€Å"admiration seized all heaven†Ã¢â‚¬â„¢ (3.271-2). The Son has, in that case, prompted the reaction for which he had aimed. He wanted the admiration and the attention. It is important to notice that, at this point, such admiration is not for the Father’s grace or mercy but rather for the Son, the bringer of said grace and mercy. The Son has succeeded, then, in diverting the attention from the message to the messenger. In true narcissistic fashion, he has made it perfectly clear who the star of this production is.

Employee Rights & Managing Discipline

Employee Rights & Managing Discipline All corporations strive to have strong employee relations, recognizing employee rights and effectively administering discipline are two vital aspects of developing this relationship. These aspects, meticulously executed, generate increased job satisfaction amongst employees and improved performance. Identifying and observing various employee rights is an integral piece of managing discipline. Management must be cognizant of these employee rights, divided into three separate categories: statutory rights, contractual rights, and other rights (Gomez-Mejia, Balkin, and Cardy 441).Statutory rights, particular rights protected by specific legislation are often regulated by an agency of a state or federal government. A crucial right, developed by the Civil Rights Act of 1964 is the protection from discrimination based on race, sex, religion, national origin, age, or handicap. The Equal Employment Opportunity Commission of the federal government monitors employers to ensure that current and/or potential employees do not suffer from unfair discrimination.Protection against unsafe or unhealthy working conditions, another vital statutory right, falls under the regulation of Occupational Safety and Health Administration (Gomez-Mejia, Balkin, and Cardy 441). Contractual rights, granted by the law of contracts, derived from a legally binding promise created by two or more competent parties with remedies for non-compliance are another key element. Employment contracts, a classic example, clearly define the terms and conditions of employment for all involved parties.An advantage of such contracts entitles an employee to compensation if he/she is discharged for reasons other than nonperformance; this particular privilege is usually only available to individually negotiated contracts. Yet, benefits sheltered by union contracts include the right to due process and wrongful discharge remedies. Due process, the impartial investigation of discip linary actions allow members under a union contract to claim back pay and other job rights if found to have been wrongfully discharged (Gomez-Mejia, Balkin, and Cardy 441-442).However, these contracts are rare in the work force; most individuals, commonly employed at will, grant employer and/or employee an opportunity to terminate the relationship at any time for any cause. Employee rights, neither statutory nor contractual are other rights, encompassing, the right to ethical treatment, a limited right to privacy, and a limited right to free speech. Fair and ethical treatment by an employer is a reasonable expectation of employees, thus management needs to devise a culture promoting such treatment.Developing this culture include, but not limited to, techniques, such as, developing trust, acting consistently, demonstrating integrity, and ensuring that employees are treated equitably. Incorporating some of these practices will aid organizations to avoid high turnover rates, which can be damaging to the bottom line. The limited right to privacy, another defined other right, enables employees from unreasonable and unwarranted invasions of their personal affairs. Searches of an employee’s personal workspace or listening to their conversations should be limited situations initiated by reasonable cause or acquiring prior consent.Mark Dupont and Roy Clarke, shareholders of Richards, Watson, & Gershon, outline an effective method in which a corporation can acquire consent from employees: â€Å"Cover everything. Make the policy as broad as possible to cover all types of electronic communications that occur on work equipment, including those that may be developed and implemented in the future [cell phone, e-mail, text messaging, instant messaging, and so forth). The policy should be set up to evolve with the rapid pace of technology. . . Make sure the policy matches practice. . .Take care that mid-level managers do not undermine the policy with stray comments and assurances that are contrary to the policy. Make sure that the policy matches up with actual practice. If the policy intends a no-personal-use policy, do not undermine that directive with mixed messages. It is also advisable to have employees sign an acknowledgement that they have read and understand the policy, . . At the same time, make sure the policy is practical if incidental personal use is inevitable, understand the implications of such a policy, and address it (Privacy rights). Another privacy issue arises from the handling of employees’ personnel files, containing sensitive personal information. These essential files ought to be available only to a limited population of the corporation in order to protect an employee’s privacy. Individuals vigorously protect the right to free speech, a cornerstone of the U. S. Constitution; nonetheless, this is limited within the private sector. An employee publicly disagreeing with corporate strategies is to expect disciplin e. Moreover, inflammatory or abusive language insulting superiors, peers, and/or clients warrant negative onsequences (Gomez-Mejia, Balkin, and Cardy 442-445). Successful implementation of discipline while adhering to the standards and expectations of employee rights does encounter adversity; random drug testing, whistle blowing, and the restriction of office romances consist of a few challenges management must confront (Gomez-Mejia, Balkin, and Cardy 447). Many employees view random drug testing as a direct violation of their right to privacy, claiming the practice is an unreasonable invasion. The intent of random drug testing is to create a safer work environment by the most equitable means, but it continually meets resistance.Therefore, many private corporations have opted for other avenues to ensure workplace safety. One method utilized by private firms is pre-employment drug testing, a test given to all potential employees, as a step in the hiring process dissipates tension bet ween employee and management concerning the issue, in essence, an applicant’s failure of this drug test enables a firm the right not to extend an employment opportunity. Another alternative is probable cause drug testing, occurring when an employee engages in unsafe or suspicious behavior.Both forms of testing do not arise randomly, but transpire for a predetermined reason, alleviating the issue of invasion of privacy (Gomez-Mejia, Balkin, and Cardy 447-449). The act of whistle blowing, an instance when an employee discloses illegal, immoral, or illegitimate practices of an employer, presents another delicate situation for corporations. A whistle blowing incident requires a tempered response from a firm’s management team, compelling them to retain authority without trampling an employee’s right to free speech.Managers must refrain from behaving inappropriately and encouraging dire measures, such as, ostracizing, harassing, or firing the vocal employee. Despite a reasonable response from management, whistle blowing is still a risky endeavor and an individual should accumulate the proper documentation before going forward. Yet, such undertakings have produced valuable legislation; the Sarbanes-Oxley Act of 2002, provides protection to whistle blowers and holds offending parties accountable for their infractions (Gomez-Mejia, Balkin, and Cardy 451-453). Administering restrictions on office romances commands another balancing act from managers.Management must determine the appropriate measures to limit the firm’s liability from sexual harassment litigation, but not infringe upon employees’ off-duty relationships and behaviors, invading their privacy. A few corporations elect to establish a no-dating policy even with this policy’s drawbacks; namely, the difficulty of enforcing the policy or being compelled to terminate a valuable employee for a violation of this policy despite no illegal activity occurring. Conversely, othe r firms encourage office romances acknowledging the benefits of a happier and more stable work force.These two scenarios are the extremes, most companies find comfort with the middle ground of neither condemning nor condoning office romances, rather accepting them as long as they do not involve a supervisor and his/her direct subordinate (Gomez-Mejia, Balkin, and Cardy 453-454). Effectively disciplining employees while respecting their rights may be cumbersome, but two different approaches, commonly used, are a progressive style and a positive style of discipline, both consisting of the manager discussing questionable behavior with an employee (Gomez-Mejia, Balkin, and Cardy 454).Progressive discipline, multiple interactions giving employees opportunities to correct deviant behavior before dismissal, typically addressing minor infractions comprise of three to five steps. The initial step, a verbal warning, describes the behavioral miscue and notifies the employee of possible consequ ences if the undesired behavior persists. An employee committing another infraction of the same policy within a specified period will be subjected to a written warning.This recorded documentation, entered into the employee’s personnel file, reiterates the issue and describes further repercussion if the problem continues. The severity of the situation increases with each successive step of the progressive discipline process, thus not heeding these warnings, an employee may face unpaid suspension and/or eventual discharge from a company (Gomez-Mejia, Balkin, and Cardy 455-456). Another multiple step form of discipline, positive discipline, is similar to the progressive method without the adversarial aspect.This process encourages cooperation among managers and employees, opening a dialogue to correct deficient behaviors. The first step involves a discussion of the poor performance and a verbal solution to the problem. If this proves ineffective, the subsequent step is another c ounseling session, but the agreed upon resolution is now documented. Squandering both these opportunities still results with the employee taking time away from the work, as with progressive discipline, however, under the positive method this is paid.This approach attempts to avoid ill-mannered behavior from the offending employee upon return with hope that the performance is improved, if not, separation of employment is the final action. While the initial implementation is costly and the administering of this method is time-consuming, both, managers and employees prefer this process. The cooperative construct of counseling eliminates apprehensions regarding discipline, creating managers more apt to intervene when an issue arises, fostering better working relationships with their employees (Gomez-Mejia, Balkin, and Cardy 455-457).Incorporating basic principles within the management of discipline regardless of the severity of the infraction creates uniformity and understanding. Manage ment should communicate the rules, expectations, and performance criteria to all employees clearly, thus creating a workforce knowledgeable of the policies, procedures, and consequences of their violation. All information, properly documented, enables both, management and employees, to present and/or dispute only facts.Furthermore, discipline administered quickly, consistently, and without discrimination is the most effective. Michael S. Lavenantan, attorney at the law firm of Landegger & Baron, specializing in labor & employment law suggest: â€Å"To avoid liability for harassment, discrimination, or wrongful demotion or termination, every organization should train its supervisors to follow these six non-negotiable rules of discipline. 1. Be fair. 2. Be consistent 3. Be uniform. 4. Be honest. 5. Be objective. 6. Be prepared.Following these six rules will help you minimize liability when an employee makes a claim. Educating supervisors about these rules will give them the right bal ance between authority and receptivity. The result will be low turnover and high productivity for your organization† (The Art of Employee Discipline). In conclusion, recognizing employee rights and managing discipline is a complicated task requiring the attention to numerous details, yet, done in an efficient, effective manner will generate a stronger work force prepared to succeed.Works Cited Gomez-Mejia, Luis R. , David B. Balkin, and Robert L. Cardy. Managing Human Resources. 6th ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2010. Print. Dupont, Norman, and Roy Clarke. â€Å"Privacy rights: employee use of electronic devices in the workplace. † Public Management 92. 10 (2010): 24+. Academic OneFile. Web. 30 Nov. 2010. Lavenant, M.. â€Å"THE ART OF EMPLOYEE DISCIPLINE: How to Retain Control & Increase Production. † Nonprofit World 1 Jul 2010: ABI/INFORM Global, ProQuest. Web. 1 Dec. 2010.

Tv Series N Fashion

Television is a cultural reference point for most of us, a type of shorthand that makes it easy to carry on a conversation. Columnist Ellen Goodman wrote that to those born since the baby boom of the late ‘40s, â€Å"All history begins with television. † We compare ourselves to those on TV; we change how we dress and cut our hair and talk based on the latest television trend. Viewers pick up catch phrases and turn them into side-splitting party parodies that in turn become part of our culture.For decades, almost ever since the inception of the television, the two have seemed to influence each other. In the '60s, Jacqueline Kennedy was seen as a fashion icon after bringing style to the White House. News reports focused almost as much on her wardrobe as on her husband's dealings as president of the country. Diane Keaton brought thrift store couture to a whole new level with her now-famous â€Å"Annie Hall† look of menswear with a twist of femininity and Madonna chan ged the way the world viewed undergarments worn as clothing with her videos on MTV in the '80s.Today's small-screen fashion icons range from the geek chic of the â€Å"Ugly Betty† characters to the vampire- and dark-influenced â€Å"True Blood† to the retro teachers and students on the ever-popular â€Å"Glee† to the chic girls on â€Å"Gossip Girl. † â€Å"TV and fashion are inseparable,† said MeeAe Oh-Ranck, a fashion designer and professor at Philadelphia University and Pennsylvania College of Art & Design in Lancaster city. â€Å"Some of the shows have had such a huge impact on sharing fashion with the world. â€Å"Shows like â€Å"Sex and the City,† â€Å"Ugly Betty† and â€Å"Glee† are at the top of Oh-Ranck's fashion-influencing list. They illustrate how fashion and television help each other by making looks popular that may have been questioned in the past, she said. â€Å"Geek chic has become an acceptable form of f ashion because of shows like ‘Ugly Betty,' † said Oh-Ranck said. â€Å"It shows that being a geek is acceptable,† Oh-Ranck said. â€Å"It shows that there is fashion everywhere, and it's up to each person to create her own style. The breakdown for the geek chic look is heavy glasses, braces, slim pants and mismatching colors and prints. (pic: famous tv sitcom – Ugly Betty) Another popular look stolen from the small screen is the â€Å"Gossip Girl† glam of a layered casual look with funky accessories and cocktail dresses. Park City Center store Charlotte Russe carries the Eric Daman for Charlotte Russe collection, which is actually designed by â€Å"Gossip Girl† stylist Eric Daman. The line features party dresses, shoes and accessories, according to a CW Network press release. The line was launched Oct. 4 and everything in it is priced under $50. According to David Hacker, vice president of trend and color for Kohl's, â€Å"popular television shows like ‘Gossip Girl' typically feature the most up-to-date looks and accessories which help viewers translate fashion forward, runway ensembles into hip, everyday looks. † For teens and 20-somethings, the jury is out on whether some of the TV characters' fashions are acceptable or not. Recently, â€Å"Glee† and â€Å"Gossip Girl† stylists came under fire for the not-so-modest dresses and attire worn by many of the characters on the shows.Some of MTV's shows have escaped the critical radar, even though the fashions are very similar and show just as much skin. â€Å"Feminine details, lace and embellishment rule the screen this holiday season,† Hacker said. â€Å"Take cues from Addison on ‘Private Practice' or Rachel on ‘Glee' and layer your lace and ruffle-trimmed top under a LC Lauren Conrad motorcycle jacket or cardigan to create a lingerie-inspired look. † However, the main fashion characters on â€Å"Glee† — Ra chel and teacher Emma — are found on the conservative side of the spectrum with their classic, almost retro look.Rachel sports a prep-school inspired look during school scenes with girlie skirts, ruffles and fun, quirky accessories. Emma, the doe-eyed, red-head teacher, wears layers, pencil skirts, cropped cardigans and Mary Jane-inspired chunky heels. It's during the musical acts that the tight, and sometimes revealing, clothes are worn by the characters and critics have questioned the appropriateness given the show airs at 8 p. m. , when the younger generations can still be exposed to the not-so-conservative clothes. Left is Rachel from the famous TV sitcom Glee, Right is Emma from Glee) Although many teens and 20-somethings look to TV and movies for fashion inspiration, Oh-Ranck encourages them to develop their own fashion sense and says it's OK to use these characters as influence and inspiration, but that they should try to find a fashion voice of their own. â€Å"It's great to borrow some of the pieces of these looks,† Oh-Ranck said. â€Å"But adapt it into your own personal style and have fun with fashion. † Top 10 most influential Style and Fashion TV showsPop culture in general has greatly influenced the styles and  fashion  of today. Popular TV shows in particular have helped mould the way fads and  trends  have evolved to what they are today. Below are some of the most influential shows that have set the tone for what’s in and what’s out in the fashion world. The Fashion Show This show offers viewers a chance to look into what will soon be hitting the runways from the hottest new designers. It incorporates the most popular up-and-coming designers and some friendly competition. Trends are born on every episode. Project RunwayOne of the pioneers in reality fashion is Project Runway with its iconic Tim Gunn and the ever-popular Heidi Klum. This show takes designers for a whorl wind adventure through the trials and tribulations of making it in the fashion industry. The audience gets to see first-hand where  style  comes from. What Not To Wear This series is a raw, in your face tour through what not to wear. Participant’s closets are stripped down to bare hangers and empty shelves and are forced to start with the basics with fashion experts coaching them the entire way. Informative and entertaining, this show gives you your ashion medicine for the day. Gossip Girl This hot and steamy series takes a look at the life and styles of affluent young people in New  York City. Aside from the drama and betrayal, this show exhibits the lattest styles directly from Fifth Ave. Keeping Up With The Kardashians The Kardashian clan has made a spectacle of themselves in many ways but fashion is a subject where they have excelled. The women of this show are decked out in the hottest trends from noon to night and spare no expense at parading around with their immaculate taste for fashion on perm anent display.The Real Housewives Series Through the many series, the styles were as outlandish as the cat fights. Straight from the styles of the rich and wanna-be famous, the woman of all the seasons of The Real Housewives franchise showed viewers how to dress in style yet act like a bull in a china shop. America’s Next Top Model Although this series’ main focus is the journey of aspiring models, the fashion trends shown come in a close second. As they worked with the hottest designers on the market, these young woman flaunt fashions unlike anything you see window-shopping. Sex and The CityPerhaps the most iconic fashion show of its time, Sex and The City paved the way for all trendy shows to come. With its varying styles amongst the women, this show presented New York trends in a way that felt as if we could all reach them one day. Fashion Star With a new spin on the traditional reality fashion show; this series gives designers the opportunity to showcase their line s for actual buyers from some of the biggest retails in the market. Fashion star gives viewers the ability to view what will be hot and what stores they can find their favourite styles at.