Office Management – Assessment 1

Levels of Decision Making Overview Strategic decision making is when decisions are made to determine the long term direction of an organisation at the highest level within the organisation. According to Gregory Hamel (Hamel, G. 2008) (Small business, 2012) Strategic decision making is an on-going process that involves creating strategies to achieve goals and altering strategies based on observed outcomes. Operational decision making is a short term decision made within an organisation which involves the day to day running of the organisation. These short term decisions are usually made by the office manager.According to Npower (Business Case Studies) Often these decisions are administrative in nature and can be implemented quickly and tend to carry a little risk and are smaller scale, but are never the less important choices that people have to make to fulfil their role. Strategic Decision Implementing that laptops are to be used by partners while out of the office would be a strateg ic decision. There are lots of problems with the partners being out of the office and with the use of laptops as communication tools this will provide a direct link between the office staff and the partners.I believe that this is a strategic decision as with the right planning and overseeing the development this could really be a step forward for Classic Interiors because work can be exchanged between partners and the office and messages can be passed on effectively meaning that there won’t be a build-up of work or office staff with no work and communication between everyone will be made a lot easier. Operational Decision Stipulating a lunch time for each staff member would be an organisational decision. The current system for lunch time is not convenient as the employees get to decide when they go as long as one of them is in the office.I believe this is an operational decision because if affects the day to day running of the organisation. If the administrators were set a lu nch hour each they would have to stick to it and get used to working alongside the time set. Role of Office Manager Operational Planning Process As the office manager my role in establishing a new routine for lunch hour would be to organise a meeting to communicate the proposed changes with administrators and gain their views. Then I would create a plan to put forward to the administrators and partners.When a decision has been reached and the new plan is put into action I would have to oversee the progress of the plan gathering feedback at every opportunity. Issues There is increased frustration between partners and administrators due to the partners carrying out task they believe the administrators could be doing which would free up more time for the partners. The solution to this would be to for all administrators to be trained how to use the specialist interior design software, this would enable them to alleviate the work load from the partners and feel more involved in the desig n side of their work.This would likely be time consuming to train the administrators but the overall outcome would be beneficial to the company. The relationship between partners and the administrators is suffering due to the partners being out of the office as communication is often via short telephone messages and emails which has led to information being mis-communicated. The solution would be to introduce the use of PDA’s (Personal digital Assistants) for partners to be able to communicate with administrators.This would enable the administrators to contact the partners if a problem arises while carrying out work so that no mistakes are made and also they would be able to check their diaries to make appointments without the chance of double booking. Instant messaging could also help with communication as they are received instantly and can be replied to in seconds. Financial Planning and Budgetary Control Financial Planning According to Jim Priebe (ehow) A financial plan i s like a blue print. It is a description of what you want to achieve and the tools you need to achieve it.Financial planning is the process of asking questions to ensure that you manage your risk against unexpected events. Managers need to be able to exercise control over the organisation that they manage to make sure that financial plans are being achieved both for the long term and the short term. Benefits of financial planning are: 1 Reducing the risk of a financial crisis. 2 Allows you to understand how each financial decision made affects other areas of finance. Barriers of financial planning are: 1 It can be time consuming 2 Can be costly as will involve accountants. Budgetary ControlBudgetary control is precise control of an organisations operations through establishment of standards and targets concerning income and expenditure. Continuous monitoring is required to be effective. Benefits of budgetary control are: 1 Coordinates activities across departments. 2 Provides a reco rd of organisational activities. Barriers of budgetary control are: 1 Budgets can demotivate staff. 2 May cause competition for resources. Effective Delegation Delegation is the distribution of tasks by the office manager. Giving responsibilities to employees to carry out the work but the work will remain liable to the office manager.When delegation is carried out properly very good results and high productivity can be achieved. The Process of Delegation Delegation can be very difficult. The process of delegation is: 1 Define the task 2 Select the Individual 3 Explain what must be achieved (clear instructions) 4 Discuss requirement to completion 5 Agree a deadline 6 Be there for support 7 Always give feedback Benefits Time management would be a benefit of delegation as this would allow partners to delegate work so that they have a more manageable work load.Delegating tasks will motivate staff and increase productivity. Barriers Forcing someone to do a task that they don’t wan t to or are not capable of would be a barrier, this can be seen in the case study when Izzy asked one of the administrators to just follow what had been done before. This lead to the administrator getting upset and Izzy feeling unable to approach anyone else. This could have been avoided by management setting out a procedure for staff to follow and allocating the task to someone suitable.Confusion about who is ultimately responsible for tasks is a barrier to effective delegation, this can be seen in the case study as partners are frustrated because they believe that administration is responsible for some of their tasks. This can be corrected by training administrators to make the delegation process easier. Leadership Models I think Tomi uses democratic leadership. As Tomi involves the staff in the decision making process of meeting times and encouraged staff to offer their opinions which made the administrators feel like what they said mattered.I believe Izzi uses Autocratic Leaders hip. When Izzi was in charge she would decide the times of meetings even when it was inconvenient to the others meaning work started to suffer which she then thought they could not manage and devised a new procedure which is hopeless but Izzi cannot see this. Staff find it difficult to communicate with her. Autocratic Leadership works where there is no need for input on the decisions and Democratic leadership works when a leader seeks help and guidance from staff to make decisions.Democratic leadership The impact of this leadership style is that it gives staff a voice and they are able to communicate better with management. Democratic leadership style encourages better cooperation and motivates staff because they feel well informed in everything that affects their work. Autocratic Leadership The impact of this leadership style is that it fails to motivate staff and they feel forced to do things managements way although It is not always the best way and staff become stressed being pu shed.Autocratic leadership style encourages no communication between staff and management as management make all the decisions based on what they feel is best for the organisation. References Hamel, G. (2008) ‘What is strategic Decision Making’ http://smallbusiness. chron. com/strategic-decision-making-23782. html Npower. ‘Developing people through decision making’ http://businesscasestudies. co. uk/npower/developing-people-through-decision-making/tactical-decisions. html Priebe, J. ‘What is the purpose of Financial Planning’ http://www. ehow. com/info_7755005_purpose-financial-plan. html

A financial quagmire Essay

The whole world is in a financial quagmire. A myriad of financial woes have engulfed financial institutions and any other corporations in this domain all the world round. This financial meltdown came to the light following the collapse of Lehmann Brothers, after which this financial crunch came to be addressed in the open and by all the governments. The United States of America was at the core of this crunch. This was further aggravated by the fact the Bush administration was finalizing on its clench to power. A presidential election was looming and the major rivals; Barack Obama and John McCain were faced with the uphill task of unveiling their plans regarding keeping the crisis at bay and mitigating the effects. Both unveiled their economic plans to the American public and the public chose to go as per Mr. Obama’s plans; a bailout through a federal stimulus package (BRUNE, para 4). After his election, the Congressional Democrats in partnership with President Obama came forth with an $825 billion dollar fiscal recovery package known to many as the Federal Stimulus Package. This would give the unemployed Americans a chance to improve their lives and ensure that each and every American faces little or no difficulty in dealing with the costs of living during this period. Analysts have come forward and allegedly claim that the effects of this crisis would be felt for the next several years. The package would be used on education, aid to states for Medicaid costs, increase in unemployment benefits and on an arena of public works and projects in order to increase the jobs available to the public (HERSZENHORN, para 2 ). The proposal of the stimulus came under serious criticism and has become subject to a lot of intense haggling, fierce lobbying by the Republicans and its core details have come under intense negotiations. A lot of pessimism has been expressed over this stimulus. Many bear the taciturn notion that it will only plunge the country into deeper waters. The Americans would have to face an ugly recession, which is in its all-time high, and a nationwide unemployment rate of 12%. The plan, christened by the Democrats as â€Å"American Recovery and Reinvestment Bill of 2009†, has been President Obama’s core agenda as many see it as the determining factor of the direction of his presidency. The fact that it was one of his major campaign promises that gave him an edge over his rivals leaves him with no choice but to be more pragmatic and see to it that this succeeds. A breakdown of the package includes $87 billion towards the aid to states for Medicaid costs, $79 billion for colleges and local public schools to avoid cutbacks, $90 billion for infrastructure, $54 billion to push for the production of energy from renewable sources, $10 for science and research, $6 billion for enhancement of broadband services in rural areas, $13 billion for the disabled students, $1 billion towards technology enhancement and $43 billion to extend jobless benefits and retraining; to name but just a few. Though viewed by critics as a step of misplaced ambitions and misdirected energy, it is a major leap and a good example of walking the talk rather than sitting back to let nature take its course (HERSZENHORN, para 8). Economic experts are quick to add that though the stimulus is huge, it is not close to enough in stabilizing the economy of the United States of America. This is the highest amount of bailout that a single government has ever instituted on its economy. It is a great effort and jolt to the American economy, seen as a move to curb economic catastrophe. Bearing in mind that there is no other viable fiscal plan at hand, the stimulus package is worth a try. Many are wise enough to note from history of The Great Depression that counteraction is the measure and any procrastination would translate to nothing short of economic suicide. Work Cited: HERSZENHORN, D. M., Congress Moves on Stimulus Bill and Bailout Money. Retrieved on 2nd April 2009 from: http://www.nytimes.com/2009/01/16/business/economy/16webstimulus.html?_r=1&pagewanted=1, 2009 BRUNE, T., Economic stimulus package could reach $1.2T. Retrieved on 2nd April 2009 from: http://www.newsday.com/news/printedition/nation/ny-usstim085956982dec08,0,5280976.story, 2008

Blasted by Sarah Kane Essay

When I was on vacation in San Francisco, the 19:29 Theater Company from London put on the play Blasted, by Sarah Kane.   I knew very little about Kane or her work, but went with a few friends on Monday, June 23.   The play was taking place at the Mossmer Hotel, and we decided to go to the early showing.   Upon hearing people talk about it and seeing some posters, I got a better idea about the kind of experimental play I was about to see.   However, I had no idea what I was getting into, and the experience far exceeded my wildest imaginations and the unconventional nature of this play would stay with me long after the final line was spoken.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When we were about to enter the theater, some people were handing out veils to all the audience members with holes cut out for mouths and eyes.   This was interesting at first, but the festive atmosphere created by the initial strangeness of the veils soon gave way to a creeping fear of something heavy about to be parlayed.   We were in essence walking as if to a firing squad, some of us cognizant of what was about to happen, while some of us still laughed at the novelty and the seriousness of the situation.   As soon as the play began, no one was laughing. Blasted is set in a naturally lit hotel room, with a bed and some furniture and a bathroom that permeated a blue glow.   No programs were given out and the play just began very unceremoniously.   The actor and actress in the hotel room began their dialogue in a style that was very naturalistic and conversational.   The characters are called â€Å"Ian† and â€Å"Cate,† with Ian an older man and Cate a younger woman.   Ian just swears and speaks racists and bigoted tirades, while Cate seems to shrink from him.   Ian tries to get Cate to make love, but she refuses.   After several attempts and severe stages awkwardness, the scene ends to the sound of rain.    The next scene begins the next day after Ian raped Cate.   After a bit, Cate breaks free from Ian out the bathroom window.   Soon after, a soldier runs into the room and a bomb hits it, leaving the scene to end to the sound of rain.   When the next scene begins, the room is virtually destroyed and there is a large hole in the wall.   The stage is much darker and the light is very sparse.   The soldier explains to Ian about the war going on and the terrible things he has witnessed.   The sound of gunfire can be heard continuously. The soldier then rapes Ian and blinds him, and like the other scenes it ends with the sound of rain.   During the next scene, Ian is blind and the soldier has killed himself, and Cate returns carrying a dead baby.   She describes what she has seen and buries the baby under a hole the floor before leaving.   The final scene shows Ian slowly deteriorating into madness and despair.   Starving, he crawls into the hole where Cate put the dead baby and eats it.   A voice offstage then says that Ian dies, and the play ends with Cate coming back with some food that she got by having sex with a soldier.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the play I was simply shocked by the turns it took, as well as the bleakness of what was being portrayed on stage.   Even with actors that may not be the most schooled in theater, the material is so deep and disturbing, and the production is tight, that it almost becomes the perfect play.   It certainly stayed with me long after I saw it, and provoked everything but indifference from everyone that saw it.   I like to think that I had a good idea about what Kane was trying to say, but when it comes down to it, I can only guess that her greater message was that life is absurd.   The violence, perversion, and general human degradation she portrayed in Blasted certainly speaks of the darker side of humanity, but one that certainly exists and seems all too common in much of the world. Blasted was Sarah Kane’s breakthrough play, and her emergence put the theatre world on its ear in the 1990s.   More than any other recent theatrical event, the plays of Kane shocked the theatre world to the core.   Kane’s debut play, Blasted, created a scandal when it was released.   The play angered many of the critics, but cemented a lasting impression on the world of theatre.   According to playwright Mark Ravenhill: â€Å"History has made Kane’s critics look rather foolish.   But, really, who could have said then that Blasted was a landmark in theatre?   In retrospect, we – theatres, audiences, translators, teachers, students, biographers – pick out the good art from the bad until we’re left with some kind of canon. But in the moment no one can really tell† (Ravenhill).   Its scenes of anal rape, cannibalism, and brutality created the biggest theatre scandal since the baby stoning scene in Bond’s play Saved; Kane admired Bond’s work and he in turn publicly defended Kane’s play and talent (â€Å"Sarah Kane†).   Blasted’s merits were recognised by fellow playwright Harold Pinter and it was later generally accepted that the play is not an adolescent attempt to shock, but instead draws parallels between acts of domestic abuse and the war being fought in Bosnia, between emotional and physical violence, and thus confronts audiences with moral challenges rather than amoral shock tactics (â€Å"Sarah Kane†). Kane’s subsequent plays continued to deal with violent sexual desire, cruelty, pain, torture, and death, though without the massive scandal caused by her first play.   She measured human suffering through physical and psychological means, and presented theatre that might be offensive and difficult to watch at times, but overall redemptive. Her suicide stigmatized her films, but her work continues to transcend theatrical boundaries and national borders.   Theater critic Michael Billington remarked on the success of Kane’s plays around the world:   â€Å"If we still find it hard to grasp her in Britain, it is because of her ruthlessly uncompromising vision and total rejection of our naturalistic inheritance. The whirligig of time, however, brings in its revenges – and I suspect, judging by her campus popularity, that the next generation of theatre-makers will intuitively understand her black humour and romantic agony† (Billington).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It seems difficult to place the work of Sarah Kane in the same pantheon as Anton Chekhov and Arthur Miller, if only because they seem the opposite ends of the spectrum, but both playwrights have contributed to the spirit of change and were once considered radical departures from the norm.   As Blasted continues to gain acceptance and grows in popularity, Kane’s place in the canon will be assured, and perhaps she will become a part of conventional theatre, like Chekhov and Miller.   As history dictates, what shocks today is a reaction to yesterday’s conventions, so the possibility exists that plays like those of Sarah Kane become commonplace and conventional, only to be subverted by a new, evolved form of genteel light comedy. Works Cited: Billington, Michael. â€Å"The best British playwright you’ll never see;† Guardian Unlimited; 23. Mar 2005. 10 Jul 2008. . Ravenhill, Mark. â€Å"Suicide art?   She’s better than that,† Guardian Unlimited. 12 Oct 2005. 10 Jul . â€Å"Sarah Kane.† Wikipedia, The Free Encyclopedia. 5 Jan 2007. Jul 2008. .

Discuss the factors that affect the market price of a product (part A) Essay

Discuss the factors that affect the market price of a product (part A) and (part B) describe the trend in world price of oil over the past two decades and discu - Essay Example However, the broader description of a product as anything that is made available in a market, as provided by Philip Kotler in his book Marketing Management needs to be taken into account in this discussion. In simple terms again, the price of any product is controlled by the demand of the product and the supply of the product and yet there are many factors that play a role on the supply side and the demand side of the product and it is these factors that need to be examined (Fletcher. T & Russell-Jones N. 1997. VALUE PRICING: How to Maximise Profits Through Effective Pricing Policies. Pp 14 to 43). The initial factors on the supply side are availability of the product and cost of production of the product. The greater availability of the product will tend to lower the price of the product. The more the cost of production the higher will be the price. The next factor is competition. Competition in normal circumstances is present for all products and acts as a control on prices, unless a single entity or a group of suppliers is in a position to dominate the supply of the product and therefore exact higher prices. (Competition and the Effects of Price Controls in Hawaiis Gasoline Market. 2003.). The next factor is legislative control on the price of the product in the market. Legislative action is normally used as a measure to protect the consumers from being over charged by suppliers. The next factor is changing markets. Changing markets could have a positive or negative impact on prices. The next factor is technology, which tends to increase efficiency and thereby reduce the pr ice of the products. Then we come to management strategies in terms of profit goals and growth objectives. These have an effect of raising the prices of a product. On the demand side there is only one factor and that is consumer demand for the product. Consumer demand is however controlled by the economic state of

Critique paper Essay Example | Topics and Well Written Essays - 500 words

Critique paper - Essay Example Basically, it is a positive effect in work output and efficiency due to the attention given by the management in understanding the needs and observing the work ethics of the people. Based on the article, Hawthorne effect works like an investment to the workforce. When the people are given what the need such as proper compensations, workload, and even trust, they are bound to produce better results which then serve as rewards to the organization or company (Accel, 2010). Based on the data presented by the article, Hawthorne effect can be considered as an observable positive effect due to the attention given by the superiors or the researchers. There are underlying issues then in such case. Due to the probability of a Hawthorne effect, the credibility of the results of the study decreases. In an analysis of the Hawthorne effect and the empirical research undertaken in Hawthorn Works of the Western Electric Company there are factors questionable in the research (Adaira, 1984). One signi ficant observation is related to the procedure undertaken. There are problems in the variables involved in the study. Basically, defining the variables in a study is the most important part of the procedure.

College Athletics. Should college athletes be paid Essay

College Athletics. Should college athletes be paid - Essay Example Numerous college students have stated that they have to sacrifice their major of choice for one that require less in put in order to make time for their sports (Steeg, Upton & Berkowitz, 2008). This shows that from the first day of admission, the athletes already had to sacrifice something. Another well known fact is that college sport is commercial and it is marketed and sold in a similar fashion to all the professional sports (Goldman, 1989). If the efforts of the students are being used to generate income, one can justify that they have every right to a share of the profits in the form of a salary. The NCAA however, limits use of funds generated to scholarships and doesn’t offer any additional payments even to cover minor expenses incurred by the students. Surveys have been carried out to analyze what student athletes thought of their first semester showed that the majority of them thought it was stressful and busy. This shows that the athletes are being overworked in a lucrative industry for no compensation (Higbee & Schultz, 2012). Studies have also shown that the college athletes lack the necessary communication and negotiation skills they should possess as athletes. Little attention is paid to this aspect, hence, they are unable to negotiate or express their concern to their superiors (Camire, Trudel & Fomeris, 2009). As a majority of the student athletes are under stressful conditions, the communication style of a coach should be adjusted to cater for these conditions. Most coaches neglect the concerns of the students and paying them would help alleviate the stress from coaches with poor communication skills as the athletes will feel they are getting some reward for their input (Melville, Robey, Kawakami & Lemmen, 2011). There should be a faithful relationship between an athlete’s advisor and the athlete because he listens to a large amount of

Suggesting Violent Computer Games are Morally Wrong Essay

Suggesting Violent Computer Games are Morally Wrong - Essay Example This paper shall analyse moral arguments on whether or not playing violent games are morally wrong. It will mostly consider the argument that playing violent video games are not morally wrong and various moral theorists shall be considered in order to support this position. Body Violent computer games have increased in type and number in recent years. Coupled with the increase of sales in home computers, more people seem to be engaged in these types of games. Violent video games have also been made more graphic in their portrayals of violence (McCormick, 2001). The features of these games also include screams from victims, recoil from gun shooting, writhing victims, blood splatter from victims, as well as flying and severed body parts. The players also have options in terms of weapons to use including grenades, machine guns, flame throwers, rail guns, sniper rifles, and similar weapons (McCormick, 2001). As more improvements in gaming have been introduced in recent years, the clamour for further improvements seems to be detected from the gamers. And the gaming companies are ready to comply with these demands. With these gaming activities, concerns have been forwarded on the fact that violence in video games seem to be desensitizing the gamers to violence and death, possibly making it easier for them to commit acts of violence in the future (McCormick, 2001). It is easy enough to understand these views especially with the actual reports involving children and adolescents who are re-enacting or testing what they have been playing in their video games (Dill, 1998). On the other hand, others argue that the act of playing a game, even if it is very realistic is not immoral because in the first place, the game is far from real. What matters in the end are the real actions of real humans in the real world (McCormick, 2001). Acting violent in a video game is not equivalent to actually acting violent in real life. The simulation of acts which represent morally objection able activities is not per se a morally objectionable activity because giving moral credit in such a way would be tantamount to giving moral credit or passing judgment over an actor playing a murderous role in a movie (McCormick, 2001). Based on these considerations, the issue on whether or not playing video games is morally objectionable is now a valid moral consideration. There are various ways to evaluate the issue. One way would be through the utilitarianism moral theory. The utilitarian theory highlights the fact that people object to video games because of its consequences and because these video games seem to contribute to the tragic outcomes seen in school shootings or violent altercations among adolescents (Durkin and Lowe, 1998). Under normal conditions, playing video games is not a dangerous act on its own. Based on Bentham’s utilitarianism, acts are good so long as they ensure benefits to people, and they are bad to the extent that they cause harm to other people (Mill, 1998). Based on these general ideas, utilitarianism may argue that violent video games are morally unacceptable because they increase the risk for harm. However, this increased risk of harm cannot be the only consideration for utilitarianism (Mill, 1998). Based on utilitarian grounds, the negative impact of the violent games has to outweigh the positive impact. So far however, the positive impact of video games seems to be outweighing its negative

Summary and analysis speech Essay Example | Topics and Well Written Essays - 500 words

Summary and analysis speech - Essay Example He also argues of improving the condition of schools which will lead to employment of teachers. According to him this will help America in restoring the laid down teachers. This speech also touches on the issue of taxes, whereby he urges big corporations and the wealthy Americans to pay taxes of a fair share in order to raise the countrys income for purpose of development. Obama raises the issue of middle class workers being highly taxed as compared to high class workers. He gives an example of construction worker earning $50,000 paying more tax than a person earning $50 million as suggested by Cincinnati.com (2011). Hence he promises a change of the situation as it is all about priorities and choice. His urge is for an economy which respects hard work values as well as responsibilities. He also talks about creating jobs fro veterans who have played an important role in fighting for the country. He encourages people to open businesses and al should strive to contribute to the success of the country in all ways possible. In heroic citizenship it requires the citizens to sacrifice their personal independence and strive to build a strong community spirit through their independence. Hence in as far as this speech is concerned; the idea of heroic citizenship has been implied. For instance the president urges the wealth citizens (who are independent) to pay their fare share of tax in order to boost the economy of the country for the best of the whole community. He also implies this concept by asking the congress to pass the jobs bill in order to create employment for different workers. Therefore, Obama urges the citizens to portray the heroic citizens which will help improve the economic condition of Oho and America as a whole. The concept of crisis refers to an event likely to lead to an unsteady and harmful condition affecting a person, community, a group or society. In this speech, the concept of crisis

UK Economic Policies Dissertation Example | Topics and Well Written Essays - 500 words

UK Economic Policies - Dissertation Example Economic Policy Measures undertaken on or before the 1990s. †¢ Privatization ï  ¶ Mainly aimed to tackle the stagflation that gulped the nation during the 1970s and to prevent further such developments. However has been criticised by a number of economists. ï  ¶ Also enabled the revision of labour laws so as to reduce the power of the labour union and assign more power to the company. ï  ¶ Moreover, the competitive spirit that the step would instil among the producers will help the nation to achieve a comparatively advantageous position. ï  ¶ Most relevant sectors, other than the postal system, were privatized. ï  ¶ The scheme was preceded by a number of failures and required a lot of effort from the then Prime Minister, Margaret Thatcher, before it finally achieved success almost a decade later. †¢ Reduction in unemployment benefits combined with a modification of tax laws that might act as an incentive for higher production and thus an improved GDP position (Wagnur, 2000). †¢ Modification of the education system in the country and providing maximum financial coverage to the students. †¢ New pension plans so as to shift the burden from the state to the individuals. ï  ¶ Introduction of pay-as-you-go scheme in the occupational structure, where the individual has to purchase and become a part of some pension benefit scheme (Taylor-Gooby, 2006). †¢ Increased housing ownership due to introduction of buyer-side subsidies. †¢ Capital account convertibility that helped the inflow foreign investments.

The Foremost Negotiator in Africa Essay Example for Free

The Foremost Negotiator in Africa Essay Lade Adeyemi is a man known to some and referred to be many, as Africas foremost Negotiation trainer, coach and author. The commonwealth trained lawyer and Negotiation specialist is the founder of Africas first Business Negotiation School, the Transatlantic Negotiation School of Business which was incorporated in California USA and has training centres in West, East and Southern Africa. The Negopreneur ( has he called fondly by some of his products), started his career as a legal officer and solicitor ,with work experiences from organisations in Singapore, United States, Australia, Nigeria and Mauritius, His skill acquisition and expertise in the area of Business Negotiation has been severally harnessed not only in his innate abilites, but also his intercultural prowess in the usage of Negotiation techniques for and on behalf of the various National and International Organisations as well as professionals he has be privileged to serve over the years. The Harvard University trained Negotiation professional has tutored and taught over 100,000 professionals from 6 continents , comprising of Magistrates ,Lawyers, Entrepreneurs, Governments, NGOs, CEOs, Insurers, HR executives, Managers, Political leaders,Engineers, Fellows of the Sloan School of Management at the MIT in Cambridge USA, African delegates of the Harvard Universitys Programs on Negotiation, as well as other students from the following Universities; Idaho State University USA, Brigham Young University Rexburg USA, Fresno Community College California, Legion University Accra, Ghana, University of Lagos Lagos, Nigeria, University of Cape Town Cape Town, South Africa, Members of the Rotract Club, Africa. The Certified Negotiation Expert (CNE), is also a member of various organizations such as the African Round Table, Academy of International Business, International Bar Association, Investment Management Consultants Association, International Association of Business Communications, Commonwealth Association of Lawyers, Rotary International etc. The California Advocate Newspaper front page personality has also been involved in capacity building of youths and entrepreneurs and has a great passion for youth development and growth. Lade Adeyemi has also amongst a few written various articles some of which include, Looking Next Door: Indentifying Undermining Characteristics of Legal and Business Negotiation Ethics from an Afro-Asian Stand Point:Article written and published in an Entrepreneurial Magazine in Perth, Australia. Amongst some of the books he has authored are, Think Wealth, Think Africa, 123Business Negotiation Techniques for Managers as the best selling Negotiating as a Pro. Others to be published in 2013 include; Intercultural Negotiations: an international Business guide for Win-Win outcomes, Negotiating the Non-Negotiables: Dealing with the Principalities in Negotiations,100 Key Negotiation and Persuasion Techniques for Effective Communication: co- authored with Prof Andra Hansen, Negotiation and Church Leadership: co- authored with Dr J. Blackwood and the long awaited Legal Professionals Negotiations: 100 Negotiation techniques for lawyers and judicial officers. On the employment side (from the recent), he is currently the convener of Africas first Business Negotiation School, Founder / President, Transatlantic Negotiation School of Business USA, Founder Africas first Wax and digital museum; Our Heritage House of Wax and digital Imagery Company, Group Chairman, Nubian Group, Africa, currently serves as the Subject Matter Expert on Negotiation, Lagos State Government, was the Special / Legal Assistant to the E.C Lagos State Public Works Corporation, served as Legal Adviser / Company Secretary, Taxi-AD Germany, Managing / Life Partner Funmi Adeyemi Co, was the first African to be employed as the International Business Executive Asian Centre for Professional Excellence- Singapore. Before setting off tonSingapore, he practiced as a Lawyer in Chamber with IDOWU Queens Chambers, Gadzama Attoneys at Law Abuja as well as Lateef Adegbite Co. A man of numerous indigenous and international awards amongst which are, the Paul Harris Fellowship award Rotary International, Honorary Member, Worldwide Whos Who, USA , Role Model Award recipient , Young Entrepreneurs’ Network of Africa, Role Model award recipient , faculty of Arts and Communication, University of Lagos, Award of Recognition in Negotiation and Leadership, Faculty of Communications, Fresno Community College Carlifornia  USA as well as the first African to be presented with the prestigious African Leadership Award in Negotiation by the African Leadership Magazine, Cairo, to mention but a few.

A Review of Chuck Jones Duck Amuck

A Review of Chuck Jones Duck Amuck Chuck Jones Duck Amuck. Cartoons all across the Hollywood Studios at this time resembled those of Disney, with their connection of editing and using an accelerating gag structure in their narrative. But with these cartoons being considered as a comic fantasy genre, animators could experiment with the medium. Warner Bros. were a big believer in this, creating situations where their cartoon characters would talk to the audience or refer to the animator or studio executives. These cartoons compared to Disney were very different, the action was often more violent and faster paced, changing the situations regularly. Chuck Jones reached past expectation with his cartoons, extending the limits and shocking the audience. One of the greats being Duck Amuck where he used every bone in his body to create which is now known as one of the master pieces of animation, using every element to create a 7minute film just using Daffy and the unseen animator. By using these elements he was able to manipulate Daffy in any situat ion, creating an expectancy with the audience that anything could happen next. Duck Amuck, a cartoon subject to its own deconstruction. The cartoons conventions are constantly challenged, using the colour, costume, sound scenery and all the essential elements need to create the cartoon, often without the awareness of the audience. Daffys first appearance as a musketeer, a cavalier waving his sword around with such confidence soon realises he has been betrayed by the animator, that the background of the scene has disappeared and he as well as the audience is left uncertain to the context we were accustomed to. Daffy rapidly drops character and addresses the camera, reacting in a rather professional way as if he were a part of any live-action movie and enthusiastically pushes the animator to carry on. A farmyard scene is drawn, although not what Daffy was expecting, he continues on, changing to suit the scene. But once again as hes just about adjusted to the scene, an arctic layout is displayed in the background. Throughout the piece there is a constant battle be tween foreground and background, and above all the relationship between the character and the forever changing environmental context. All of Daffys actions are dominated by his reaction to the area he occupies. Tensions like these help the basic structure of narrative in most cartoons. With all the changes, Daffys main thought is for the animator to make up his mind. By using Daffys body, each environment is shown through a number of iconic cultural illustrations the dungarees and the straw hat in the farmyard scene, the grass skirt and banjo in the Hawaiian setting. While the white space is defined as the empty context of the cartoon, although there is unlimited space, Daffys sense of awareness becomes isolated and helpless. To make things worse he is then erased from the page, where all that remains is his voice. Chuck Jones intensions when he created his characters where for them to be recognized in any situation, to exist as a body without a voice, or a voice without a body. Es pecially in this scene, a programmed perception of Daffy as a character is known, where he can be understood by any of his parts. Perhaps, the only element the animator is unable to get rid of is Daffys personality. If this was to be taken, the cartoon would no longer be a Daffy Duck picture. Even though, the elements are frequently altering and manipulated, the audience is still able to recognise its a Daffy cartoon. Daffy is shown as eager to please and entertain, but is easily provoked and angered by any slight change, and to top it off has a rather obsessive behaviour, especially if he doesnt get his way. Duck Amuck shows all his traits as a character through the use of his body and actions, using the limitation of any control Daffy thought he had. As the viewer it is easy to watch an animation and forget the effort applied to design the background scenery. its almost insignificant. Are attention is continuously on the characters and their actions. Duck Amuck reminds us that the re is more then what meets the eye, and in this case on the screen and only by eliminating the background, can we realize and appreciate this. Daffy is endlessly alienated, trying to keep his image and self-respect, but contradicts himself by constantly losing his temper. As soon as Daffy is repainted back on the screen as a cowboy with a guitar, we as the audience establish music will be played or daffy will sing. Daffy modestly opens his mouth and strums the guitar, but with the shock on his face acknowledges there is no sound. He holds up a small sign saying Sound Please. As the audience we are drawn to the fact that anything could happen, and Daffy would not be expecting it. He snobbishly goes to strum the guitar, to find it creates the sound of a machine gun, then a horn and a donkey. The use of mismatching image and sound, is yet another comedic element used within this film, helping create a sense of alienation towards Daffy, with every action he is restricted by the animators command. He breaks the guitar with frustration, and tries plea to the animator, to discover he has been given the voice of chicken and a few o ther different birds. After many attempts he slowly loses his will, so with one last try he endeavours to speak, but at an extreme volume his voice returns. Embarrassed, Daffy is once again revealed helpless to the animator. Daffys traits are explicitly shown, especially his willingness. He stresses for a scenery and colour, but is given a child like drawing background, and is painted in many colours and patterns. This is followed by a mini tantrum by Daffy. Daffy is constantly challenged by the world around him, but his reactions to the events increase the likely hood of the next action made by the animator. If he was not such a drama queen and self absorbed, the constant bad luck happening would most likely be lowered. But clearly, the circumstance of the cartoon remains issued to the desire of the animator. These series of occurrences only cause added anticipation from the spectators who want to further witness the amount of knockbacks the character can take. Chuck Jones gives Da ffy centre stage, but at the same time controls every part of him during the animation, meanwhile breaking the fourth wall and highlighting the construction of the animations art form. With a simple idea of concept of fate, the audience are able to gather a small meaning from the piece that no matter what life throws at you, one should adjust and accept what nature has planned for you, instead of find fault. Throughout the whole animation, whatever Daffys expectations are or wishes to receive, he is given the complete opposite. Several times he tries to take control of the situation, to find himself being manipulated even more, but at the same time the audience are able to witness his anger levels rising. A great example of this is when he finds himself on a small deserted island in the distance, he calls for a close up, which the audience can hardly hear. But instead of receiving the camera to come closer, the frame of the screen shrinks to frame him, Daffys first response is quite sarcastic but soon explodes with frustration. The camera quickly zooms in to reveal just Daffys aggravated eyes. Daffy tries to gain an understanding between himself and the animator, but he is soon interrupted by a black material weighing him down, eventually tearing up the screen. He then returns to suggesting the cartoon should begin even though it has already been running for several minutes. Throughout t he piece Daffy continuously tries to regain his strength and control, but time and time again he is interrupted by some kind of gag narrative. Daffy is soon appointed as a pilot, but this is purely to launch a series of gags, including an off screen air crash, the fall, his parachute turning into a weight, the explosion of the weight which becomes a bomb. At this point Daffy is left helpless, a loss of all control, but with one finally attempt to regain some dignity, he demands to know Who is responsible for all of this? I demand that you show yourself! The enclosed boarder that the audience is now accustomed to is broken as the camera pulls away to reveal the animator Bugs Bunny. The whole piece is a series of independent gags, no relevance to one another except to torment Daffy. But with such shock and surprise to the biggest gag of all, that it was his arch-enemy Bugs Bunny who was the master mind the entire time. Chuck Jones great skill was creating a comic suspense, planting a joke and letting the audience wait for the evitable outcome. By doing this, it created a build up for laughter, the fulfilment of a gag. Duck Amuck demonstrates this immensely, practically every rest point in the animation is the start of a gag. While Daffy is reassuring himself possibly after a gag, he is yet unaware of the next gag about to begin. Real life elements are incorporated throughout Duck Amuck, from film strips, to paint brushes, to erasers, used to manipulate the characters environment and appearance. But these are all cleverly used to show the interactivity between the creation and the creator. Elements like these create another dimension to the story, that we as the audience, to an extent can believe we are with the animator as they makes their decisions. Characters like Bugs Bunny and Daffy were wise cracking cynics rather than innocent altruists like Mickey Mouse. But although the Warner Brother characters are similar this animation wouldnt have worked with anyone else except Daffy. His loss of control and humiliation is what creates the piece, his frantic ways, and his self pity of being unable to negotiate, or come to terms with the higher power destroys Daffy leaving him speechless, and in the end becomes more of a subject defined by a gaga. The animators at Warner Brothers experimented over many years tryin g to push to the extreme, but perhaps none were so extreme as Duck Amuck, although it was made within the Hollywood system, the sense of it almost feels more experimental film, with the request to the audience to be a part of the exploration of techniques in the cel animation. Olivia Farrar References Furniss, M. (2005). Chuck Jones: Converstations. United States: University Press of Mississippi. Jones, C. (1999). Chuck Amuck: The Life and Times of an Animated Cartoonist. United States: Farrar Starus Giroux. Kenner, H. (1994). Chuck Jones: A flurry of Drawings, Protraits of American Genius. United States: University of California Press. Klein, N.M. (1996). Seven Minutes: Life and Death of the American Animated Cartoon. United Kingdom: Verso Books. Wells, P. (1998). Understand Animation. United Kingdom: Routledge.

Instructional Leadership Supervision Education Essay

Instructional Leadership Supervision Education Essay Abstract: Leadership is a discussion in every issue and everybody recognize how essential and valuable leadership is. Why some companies, teams, and schools do well as other fails? The credit or fault generally goes to the manager, coach, or principal. In school scenario the principal has to accept these consequences, as he occupies a distinct and key responsibility that has an effect on the quality of schooling. The questions about school scenario are (i) what is the main purpose of school (ii) How their students learn in the school (iii) How he coordinates all the activities i.e. students, teachers and curriculum. The focus of this article was on the theoretical basis of the instructional leadership and to review the model to build up the understanding of instructional leadership. Objectives: Following were the major objectives of the study To explain the concept of instructional leadership To review the James Weber Instructional leadership model What is leadership? Leadership is defined differently by different authors (Terry, 1960) called it the activity of influencing people to strive willingly for group goals. In the context of this definition the knowledge, values, structure, and skills are necessary for a principal as a leader to inspire all members of the school community to work together toward the goal of an excellent education for all students. According to (Thomson, 1980) Leadership is best defined as getting the job done through people. This definition means that two things are necessary for effective leadership: accomplishment (getting the job done) and influencing the others (through people). According to (Weber, 1987) leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as a kind of moral and transformational power over the organization. In most definitions of leadership the two functions are generally considered indispensable to its meaning: setting directions and exercising influence. Each of these functions can be carried out in different ways, with such differences distinguishing the many models of leadership from one another.(Yukl, 1994) comments, leadership influences the interpretation of events for followers, the choice of objectives for the group or organization, the organization of work activities accomplish objectives, the motivation of followers to achieve the objectives, the maintenance of cooperative relationships and teamwork, and the enlistment support and cooperation from people outside the group or organization. He further explained the popular distinction between doing things right (management) and doing right things (leadership) as largely meaningless: accomplishing success as a leader, requires doing right things right. What is Instructional Leadership? (Debevoise, 1984) encompasses Instructional leadership as those measures that a principal takes, or assigns to others, to raise growth in student learning and consists of following tasks: describing the purpose of schooling; setting school-wide goals; providing the resources needed for learning to occur; supervising and evaluating teachers; coordinating staff development programs; and creating collegial relationships with and among teachers. Student Learning Instructional Leadership Supervision Teacher Development Teacher Performance Figure -A The above figure depicts that Instructional leadership consists of principal behaviors that set high expectations and clear goals for student and teacher performance, monitor and provide feedback regarding the technical core (teaching and learning) of schools, provide and promote professional growth for all staff members, and help create and maintain a school climate of high academic press. (Hoy Hoy, 2003) explained that the principal must communicate a clear vision on instructional excellence and continuous professional development consistent with the goal of the improvement of teaching and learning. The instructional leaders are listeners as well as talkers; they are collaborators with teachers and students, whose needs present the most important demands in an instructional role. The leadership process is interpersonal as well as dynamics. Particularly it becomes dynamics when the principals are accountable for whole instructional program. As instructional leader the principal is the pivotal within the school who affects the quality of individual teacher instruction, the height of student achievement, and the degree of efficiency in school functioning. According to (Mendez, 1989) there are three major forces that serve to shape and describe a school the public, the staff and the students and that these forces interact through curriculum. The role of the principal is to manipulate these forces in order to maximize the quality of instruction. The three key elements of learning: Teacher, students and curriculum Teacher Curriculum Student Instructional leadership is a complex task, it means that becoming a leader of leaders- learning and working with others i.e. teachers, students and parents to improve the instructional quality and curriculum. A Model of Instructional Leadership This is a model presented by James Weber (1987) which is based on two assumptions. The principal is the main instructional leader. The principal works with the leadership functions that are sometime shared and sometime not sheared. The functions of the Webers model are as under 1. Setting Academic Objectives A principal who is an instructional leader provides guidance for the school program, and describe the objectives to the general understanding. Vision for success (Leithwood, Doris, Alicia, 1993) and his colleagues found in a study that teachers commitment to change in instructional programs was affected the most by leadership that gave direction, purpose, and meaning to their work, e.g. the purpose of the school is to educate all students to high levels of academic performance. The principals responsibility is to ensure that the school has a clear academic mission and communicate it to the staff, which is focused on the academic progress of the students. 2. Organizing the Instructional Program After setting the goals for the school, the next step by instructional leader is to develop the strategies for bringing that goals into reality by allocating the staff, student grouping, and organizing the curriculum. These also involve the collaborative planning between instructional leader, students and parents. e.g. decision to place a student in one class or another. Certainly, the decision to place a student in one or another classroom, study group, or program is a decision that involves teachers, principals and the parents. The following are the some principals behavior that proved generally effective. Listen actively to staff and faculty ideas and produces opportunities for staff to implement innovative coaching arrangements. Make available resources and a encouraging environment for collaborative planning. Organize planning sessions to discuss grouping and scheduling arrangements with staff. Utilize staff recommendations. Keeps staff informed of policy changes. Expands options by varying periods in school day and days in cycle. 3. Supervision and Evaluation The most important task of principals instructional leadership is teachers supervision and evaluation. Instructional leadership means very little unless leaders are willing and able to observe teachers, offer advice about problems, and make formative evaluations that support and pinpoint areas to improve. Supervisors must have the knowledge of curriculum and instruction to know what to look for. According to (Gardner, 1988) To help others believe in themselves is one of a leaders highest duties. Following are the some tips that are effective for supervision. Classroom observations will be used to observe what is actually going on in the class rooms. What is the teacher and what are students are actually performing. Meets with teachers after each visit to discuss what was observed. Encourages teacher to express feelings and opinions about observational data and class activities. Offers teacher alternatives teaching techniques and explanations of class room events. Give praise for specific development of teachers skill if observed. Recommends resources and training programs in areas in which teacher need to improve. 4. Protecting Instructional Time and Program A study by (Cusick, 1973) found that 200 minutes of a students normal school day were spending on routine or maintenance tasks. He noted that the time spent actively engaged with some teacher over a matter of cognitive importance may not exceed twenty minutes a period for five periods a day. This is a high estimate. I would say that if an average student spent an hour to one and half hours involved on subject matter that was a good day. Teachers use instructional time for taking attendance, distributing materials entering and leaving the classroom, late start or early ending or such non classroom activities as field trips etc. grouping practices, instructional strategies, and the size of the class can all determine how time is spent in classrooms. Finally, achievement and instructional time both suffer when students are not in school or find it hard to concentrate because of disciplinary problems in the environment. Truancy and absenteeism can arise from a great variety of social and personal conditions, ranging from poverty and peer group influence to boredom and poor academic background. Discipline problems often emerge from conflicts, misunderstanding about rules, or the absence of clear boundaries for behaviors. Following are some of the behaviors associated in the research with increasing academic learning time (that is, time spent learning). The list focuses two crucial dimensions for learning time: ensuring c lass attendance and allocated time for instruction. For improving attendance Identify problems in enforcing rules on attendance and discipline observe that policies are clearly communicated to the staff members Put together community support particularly with parents Help teachers to set up a reward system for good attendance Distribute duty with teachers in informing parents of class absence. Allocated time for instruction Holds staff meeting to discuss common problems in instructional planning and offer solutions Protects classroom instructional time from interruption Insists on observing schedule Expects teachers to start and end classes on time, using the full allocated time for instruction Streamlines clerical tasks so that teachers can perform them more quickly. Visits classrooms to observe teachers and students 5. Creating a Climate for Learning All the important factors that appear to affect students learning possibly having the greatest influence is the set of beliefs, values, and attitudes that administrators, teachers, and students hold about learning. When a staff commits to support specific values, the concept of school improvement moves from the future to the present, and from the abstract to the concrete. So important is learning climate that it has been defined as the standard, viewpoint, and attitudes reflected in institutional patterns and behavior routine that improve student learning. The attitude that students shape about academic learning come, at least in part, from the adults in the school. It is clear that the norms for learning come from the staffs requirement of students: the amount of time needed for studying, the amount of work assigned, the degree of independent work that students can do, the degree of attentiveness students feel about the work given to them. High expectations are the fulcrum point that instructional leaders can use to get involved teachers, students and parents away from unhelpful unencouraging attitudes. Following are elements which are used to raise or lower the expectations Amount and quality of praise for correct answers Actual amount of teaching that students receive Content covered Teacher encouragement and support Teacher assistance and willingness to help Wait time Response opportunity factor (No of times students are called on) 6. Monitoring Achievement and evaluating programs It is a primary task of instructional leaders to assess and revise the instructional programs in schools. As in the case of supervising and evaluating teachers, whole programs can be reviewed for planning, objectives, success in reaching the objectives, and particular successes and problems. Ultimately the success of any educational program comes down to the performance of the students. Are they reaching the objectives proposed? Where are they failing and why? The more specifically that problems can be identified, the more successfully the learning problems can be remedied or traced to particular objectives, units, or course activities. Supervision and Teacher Development: Ernest Boyer (in Sparks, 1984) observed that when you talk about school progress, you are talking about people development. Thats the only aspect to improve schools unless you mean painting the buildings and fixing the floors. But thats not the school, thats the shell. The school is people, so when we talk about excellence or improvement or progress, were really talking about the people who make up the building. Focusing on people is the most useful way to change any organization. In fact, it can be claimed that organizations do not change, only persons change. It is only when a sufficient number of people within an organization change that the organization can be transformed. So, supervision means helping workers by offering professional advice and technical support in speed up efficiency and improving effectiveness of the process of production and product itself. Support and evaluation are the two major function of the instructional supervision. Support provides the support to improve the teaching process in terms of effective use of text books helping materials and methodologies needed for the individual needs of the students. Evaluation is the process of collecting the information for improvement in instruction and analyzing the data which then be used to improve the quality. If this assumption that people are the key to school improvement is correct, then it follows that the fundamental role of the principal is to help create the conditions which enable a staff to develop so that the school can achieve its goals more effectively. In short, a key to school improvement is the willingness and ability of principals to assume the role of staff developers who make it their mission to alter the professional practices, beliefs, and understandings of school personnel toward an articulated end. Supervision and teacher development go hand in hand. Supervision provides support and help to teachers. Principals have a responsibility to help teachers, improve their practice and to hold them accountable for meeting their commitments to teaching and learning. These responsibilities are usually referred to as supervision. Supervision enhances teacher development. The principal should keep in mind that what actions should be taken to bring about greater understanding of te aching and learning? Principals must encourage teachers to acquire new skills, support them during the inevitable frustrations, and recognize their efforts. Procedures must be in place to gather data on the impact of staff development initiatives, and principals must publicly celebrate indicators of improvement in order to help sustain those initiatives. Supervision is primarily formative and collegial, being concerned with improving teaching effectiveness. It is also important that principals be committed to continuous improvement. Schools can become learning organizations capable of significant change only if those within them recognize that school improvement is a complex, ongoing process rather than a task to be completed. While it is important that principals celebrate the attainment of improvement goals, it is even more important that such celebrations serve as motivators for staying the course rather than signal that the improvement process has ended. Most importantly, principals must not mistake congeniality with collegiality. They must strive to create a culture in which teachers talk about teaching and learning; observe each other teach; plan, design, research, and evaluate the curriculum, and teach each other what they have learned about their craft.

Essay --

A classic is defined as â€Å"an author or literary work of the first rank, especially one of demonstrably enduring quality† according to the dictionary. Classic works are treasured by the experiences in novels that relate back to the reader, they hide emotions that float to the surface once you feel the pain of the characters truly come to life; with classic novels every read should feel as though it were the first. John Green’s The Fault in Our Stars could easily become a classic novel one day; while reading this novel readers can understand Hazels passiveness, have experienced the love that’s being shared within the pages, and the book just can’t be put down because of its dry humor that makes readers want more. Hazel, the passive teenager, puts a lot of effort into trying not to hurt other people. Today it seems as though America as a whole does this same thing though? She tries to make things easier for everyone in her life because she's afraid of hurting them. Everyone during their lifetime holds things in or hides small facts for the safety of family and friends, no one wants to be...

Burrhus Frederic Skinner Essays -- B.F. Skinner Psychologists Psycholo

Burrhus Frederic Skinner People do on a day to day basis, many actions without realizing it, and most of the time, they don’t know why they do them. Certain reinforcements, some positive, and some negative have conditioned their actions and thoughts. All organisms, including humans, are greatly influenced by the consequences produced by their own behavior. The environment holds the key to most of the changes that occur in the way a person behaves and a human’s own behavior brings consequences that change his or her actions (B. F. Skinner). Dr. B.F. Skinner forged the theory of Behaviorism, â€Å"a school of psychology that rejects the unobservable and focuses on patterns of responses to external rewards and stimuli† (Skinner, B. F.). Burrhus Frederic Skinner was born March 20, 1904, and raised in Susquehana, Pennsylvania, where his father worked as a lawyer and his mother was a strong and intelligent housewife (Boeree). Skinner’s parents encouraged him in his schoolwork, and he was well read as a child (B. F. Skinner). B. F. was â€Å"an active, out-going boy who loved the outdoors and building things, and actually enjoyed school† (Boeree). He enjoyed literature and biology especially (B. F. Skinner). Skinner attended Hamilton College in New York State (R. W. Kentridge). â€Å"He didn’t fit in very well, not enjoying the fraternity parties or the football games. He wrote for school paper, including articles critical of the school, the faculty, and even Phi Beta Kappa! To top it off, he was an atheist – in a school that required daily chapel attendance† (Boeree). He continued to read widely and to pursue interests in literature and biology. He began to write a lot of fiction and poetry, and became known as an aspiring poet. After his junior year, he attended the Summer School of English at Breadloaf, where he met Robert Frost (B. F. Skinner). When he graduated, â€Å"he planned to spend a year writing a novel, but found that he had nothing to write about and suffered through what he would later refer to his ‘dark year’†. Skinner considered pursuing graduate study in English, but eventually settled on psychology instead. â€Å"The choice of psychology followed Skinner’s realization that what intrigued him about literature was actually human behavior, a topic he felt could be approached more suitably through science† (B. F. Skinner). The writi ngs of Frances Bacon had interested... ...ood and bad. He tested his theory by inventing the Skinner Box and operant behavior. With his theories and testing, people now know how the many actions they perform throughout the day, and why they perform them. Works Cited A Science Odyssey: People and Discoveries: B. F. Skinner. PBS. 15 May 2000. <http://www.pbs.org/wgbh.aso/databank/entries/bhskin.html>. B.F. Skinner. Boise State University. 9 May 2000. <http://education.boisestate.edu/FACHTML/cohort3/skinner.htm>. B.F. Skinner Foundation - Documents - A Brief Survey of Operant Behavior. The B.F Skinner Foundation. 14 May 2000. <http://www.bfskinner.org>. Boeree, Dr. C. George. B.F. Skinner. 9 May 2000. <http://www.ship.edu/~cgboeree/skinner.html>. Leahey, Thomas H. "Skinner, B.F." Academic American Encyclopedia. 1995 ed. R. W. Kentridge. Skinner Box. 17 May 2000. <http://www.biozentrum.uni- wuerzburg.de/genetics/behavior/learning/Skinnerbox.html>. Skinner, B. F. 17 May 2000. <http://www.encyclopedia.com/articles/11954.html>. Skinner, B. F. About Behaviorism. New York: Alfred A. Knopf, 1974. Skinner, B. F. Science and Human Behavior. New York: Macmillian, 1953.

Motivationed and Social Adjustment

41 B. Ed. ELECTIVE COURSE IV GUIDANCE AND COUNSELLING OBJECTIVES: At the end of the course, the student- teachers will be able to To recall the principles underlying guidance To recognize the need of guidance and counselling in schools To describe the different services in the school guidance programme To acquire the skills necessary to administer and interpret standardized tools To know the qualities required for a good counsellor UNIT-I Guidance Guidance- Meaning, Definitions, Aims, Nature, Principles and Needs.TypesEducational, Vocational, Personal, Social- Relationship between guidance and Counselling – Benefits- Limitations UNIT-II Counselling Counselling– Meaning, Definitions, Elements-Characteristics – Objectives – Need – Types: Directive Counselling, Non-Directive Counselling, Eclectic Counselling – Meaning, Characteristics, Steps, Advantages, Limitations – Difference between Counselling and Guidance. UNIT-III Guidance Movement in India History of guidance movement in India – Problems of guidance movement in India – Ways to improve guidance movement in India.UNIT-IV Qualities of a Counsellor Counsellor – Qualities – Functions- Professional Ethics- Difference between Counsellor and Teacher. UNIT-V Group Guidance and Group Counselling Group guidance – Meaning, Definition, Objectives, Problems, Significance – Techniques, Uses. Group counselling – Meaning, Requirements – Uses. 42 UNIT – VI Theories of Vocational Choice Theories of Vocational Choice – Ginzberg, Super, Holland, Havighurst, Structural theory UNIT –VII Non –Testing Devices in Guidance Non-testing devices in guidance: Observation – Cumulative record, Anecdotal record, Case study, Autobiography, Rating Scale, Sociometry etc.UNIT-VIII Testing Devices in Guidance Testing devices in guidance-Meaning, Definition, Measurement, Uses of psychological tests: Intellig ence tests – Aptitude tests- Personality InventoriesAttitude scales – Achievement tests – Creativity tests -Mental health – frustrationconflict. UNIT- IX Guidance Services in Schools Guidance services at different school levels–Meaning, Significance, Types – Organisation of Guidance services in schools – Role of guidance personnel – Career and Occupational Information – sources, gathering, filing, dissemination- Career Corner- Career Conference.UNIT X Guidance for Exceptional Children Guidance for Exceptional Children- Meaning and Types. Guidance for gifted, backward, mentally retarded, orthopaedically handicapped, visually impaired, deaf and dumb, juvenile delinquents. SUGGESTED REFERENCE BOOKS: Chauhan, S. S. (2008). Principles and techniques of guidance. UP: Vikas Publishing House Pvt Ltd. Sharma, R. N. (2008). Vocational guidance & counseling. Delhi: Surjeet Publications. Jones, A. J. (2008). Principles of guidance. (5 ed). Delhi: Surjeet Publications. Crow, L. D. , & Crow, A. (2008). An introduction to guidance. Delhi: Surjeet Publications. 43 : ! † # :Sharma, R. A. (2008). Career information in career guidance. Meerut: R. Lall Books Depot. Meenakshisundaram, A. (2006). Experimental psychology. Dindigul: Kavyamala Publishers. Meenakshisundaram, A. (2005). Guidance and counseling. Dindigul: Kavyamala Publishers. Qureshi, H. (2004). Educational guidance. New Delhi: Anmol Publications Pvt. Ltd. Bhatnagar, R. P. , & Seema, R. (2003). Guidance and counselling in education and psychology. Meerut: R. Lal Book Depot. Vashist S. R. (Ed. ). (2002). Principles of guidance. New Delhi: Anmol Publications Pvt. Ltd. Sharma, R. N. (1999). Guidance and counseling. Delhi: Surjeet Publishers.Sodhi, T. S. , & Suri, S. P. (1997). Publication. Aggarwal, J. C. (1991). Educational, vocational guidance and counseling. New Delhi: Doabai House. Sharma, N. R. (1989). Educational and vocational guidance. Agra: Vinod Pustak Mandir. Kochhar, S. K. (1984). Guidance and counseling in colleges and universities. New Delhi: Sterling Publishing Pvt. Ltd. Indu, D. (1983). The basic essentials of counseling. New Delhi: Sterling Publishers Private Ltd. Madhusudan, M. (1983). Educational and vocational guidance. Sambalpur: Saha Publishers & Distributors. Anne, A. (1982). Psychological testing. New York: McMillan Company.Chauhan, S. S. (1982). Principles and techniques of guidance. New Delhi: Vikas Publishing House Pvt. Ltd. Rao, N. S. (1981). Counseling psychology. New Delhi: Tata Mc Graw Hill Publishing Co. Kochhar, S. K. (1979). Guidance in indian education. New Delhi: Sterling Publishers Private Ltd. Guidance and counseling. Patiala: Bawa 44 Gaur, J. S. , & Saraswat, R. K. (1978). Occupational literature: An annotated bibliography. New Delhi: NCERT. James, C. H. (1978). Counselling process and procedures. New York: McMillan Co. Pasricha, P. (1976). Guidance and counselling in indian education. New Delh i: NCERT. Cirtes. (1974).Handbook on vocational guidance. New Delhi: Ministry of Labour and Rehabilitation,Govt. of India. Tolbert, E. L. (1974). Counselling for career development. Boston: Houghton Mifflin. Patterson, C. H. (1973). Theories of counselling and psycho-therapy. New York: Harper and Row. Sinha, S. N. (1973). Dynamics of vocational behaviour. Jaipur: Asia Publishing House. Nanda, S. K. , & Sagar, S. (1972). Fundamentals of guidance. Chandigarh: N. B. S. Educational Publishers. Barclay, J. R. (1971). Foundations of counselling strategies. London: John Wiley and Sons Inc. Brewer, J. M. (1971). Education as guidance. New York: McGraw Hill.

Intimate Violence and Sexual Abuse: Lived Experiences Essay

Abraham Maslow’s (1970) Hierarchy of Needs listed love and belongingness as the third level of human need (Kozier et al., 2006). Indeed, among the most basic needs of human beings is â€Å"belongingness.† Thus, humans go into intimate relationships to fulfill that need for love. Intimate relationships cover a wide range of interactions. It may include marital relationships, but it is not confined to these. It may also include formerly married partners, dating partners, and live-in partners  (Centers for Disease Control and Prevention (CDC), 2006). Unfortunately, though, instead of fulfilling the need for love and belonging, some of these intimate relationships cause more harm than good. Sadly, a lot of abuse and violence occur within the supposed â€Å"shelter† of these relationships. In US alone, 4.8 million cases of physical assaults and rapes recorded each year occurred within intimate relationships  (Tjaden & Thoennes, 2000). With this, the study aims to examine the lived experiences of individuals in an abusive intimate relationship, focusing on its perceived cause, and its effect on the abused individual. However, it is the study’s ultimate hope that with the data gathered; it may provide and serve as a basis for preventive and curative interventions for intimate relationship violence.   More specifically, this study aims to answer the following questions: 1. What are the most common reasons and risk factors for abuse as perceived by individuals experiencing intimate violence? 2. What are the perceived physical and emotional/psychological health consequences of intimate relationship violence and sexual abuse on the abused individual? Literature Review Intimate partner abuse or violence, in its most basic sense, is defined as a maltreatment occuring between two non-blood-related individuals interacting in an intimate relationship (CDC, 2006). The term â€Å"intimate relationship† is most commonly associated with marriage. However, it can also refer to any relationship between individuals not related by blood or consanguinity. Therefore, intimate relationships also cover â€Å"dating or courtship relationships, relationships where partners live together, relationships where two people have children in common but are no longer formally involved with one another, and marital relationships  (Mouradin, 2000).† And in all these relations, intimate violence or sexual abuse can occur. Intimate partner violence manifests itself in different forms. Physical abuse involves the actual use of force to inflict physical harm. It may include hitting, cutting, slapping, choking, spanking, kicking, hair pulling, pushing, and others  (Mouradin, 2000). Emotional abuse, on the other hand, involves verbal and non-verbal acts that inflict harm on the other, without the actual use of physical force. It can include threats, yelling, swearing, insulting or belittling, and other treatments that lack the respect deserved by the other partner (Mouradin, 2000). However, although physical and emotional abuse are most common, there are also other forms of abuse that exist. Economic abuse entails the deprivation of a partner’s right for financial independence. This type of abuse achieves the same result as emotional abuse by inflicting fear and dependence in the abused individual  (Mouradin, 2000). Another type of intimate partner abuse includes social isolation. Social isolation refers to prohibiting a partner to go out, socialize and maintain social support networks  (Mouradin, 2000). Still, perhaps among the worst kind of intimate partner violence is sexual abuse. Intimate sexual violence includes a â€Å"range of coercive behaviors from suggestive comments to forced intercourse  (Allen, Raimer, & Rothman, 2004).† Although research studies on intimate partner violence are limited, surveys have shown that this problem has increased in prevalence over the years. In a national survey conducted by the National Violence Against Women, it was revealed that 0.3% of males and 7.7% of females experience in their lifetime an attempted or consumated rape by an intimate partner  (Tjaden & Thoennes, 2000). In addition, statistics suggest that Hispanic and Native American women are at a greater risk for intimate partner sexual abuse  (Tjaden & Thoennes, 2000). Further, a study conducted by Campbell et al. (2002), revealed that out of 2,005 women participating in an organization for health maintenance, around 361 reported that they were forced into sexual activities at least once in their lifetime (Campbell et al., 2002). Overall, an estimated number of five women and one man out of 1,000 individuals, are documented as new cases of intimate sexual abuse cases per year  (Tjaden & Thoennes, 2000). Survey organizations point out a lot of factors causing intimate sexual   abuse. Among these factors include unemployment, drug or alcohol use, low educational attainment, early onset of sexual experience, and a lot others. Also, another cause of intimate sexual abuse is the existence of myths on rape (i.e. some people deserve or benefit from rape), and the idea that rape can serve as a proof of power or dominance  (Allen, Raimer, & Rothman, 2004). In all these, women respond to sexual abuse in different manners. However, most commonly, victims of intimate sexual violence sustain psychological trauma and negative effects, including depression and post-traumatic stress disorder  (Allen, Raimer, & Rothman, 2004). Methodology Primarily, this study utilized a qualitative research design. Qualitattive research focus on the quality, rather than the quantity, of a human experience. This study design gives emphasis on the â€Å"inherent depth of humans, and the ability of humans to shape and create their own experiences  (Polit & Beck, 2006).† This study follows the phenomenological qualitataive research tradition, by attempting to understand the social context in which intimate partner abuse occur  (Polit & Beck, 2006). Twenty individuals experiencing intimate violence and sexual abuse were chosen for this study through snowball or network sampling. All respondents were aged 18 y/o and above, with mixed genders: 17 females and three males. Race was not expressly considered among the respondents, but some cultural variations were noted. After being ensured of confidentiality and anonimity, the respondents gave their consent to participate in the study. Data For this study, data was collected through secondary data analysis and surveys. In secondary data analysis, previously existing data related to the study is examined. Data may come from journals, books, records, magazines, documents, previous studies, and others. This is done to establish a baseline and support for the study  (Polit & Beck, 2006). Surveys, on the other hand, are nonexperimental studies involving polls. In here, researchers use questionnaires, inteviews, and checklists to gather data  (Polit & Beck, 2006). For this study, after the analysis of secondary data, a simple questionaire was constructed. The questionnaire focused on the causes and perceived health consequences of intimate violence and sexual abuse on the abused individual. It was administered among the respondents and then was followed by an interviewed to expound on each specific topic. Hypotheses This study aims to prove the following hypotheses: 1. The commonly perceived causes/risk factors for intimate abuse are drug and alcohol use, unemployment, childhood abuse history, conflicts, and stressful life events. 2. The perceived physical health consequences of intimate violence and sexual abuse on abused individuals are wounds and lacerations, fracture, fatigue, nausea and vomiting, bleeding, emaciated body state, eye/facial damage, and abdominal injuries. 3. The perceived emotional/psychological health consequences of intimate relationship violence and sexual abuse include post-traumatic stress disorder, low self-esteem, trust issues, depression, eating and sleeping disorders, and unsafe sexual behavior. Discussion and Interpretation This chapter deals with the discussion of the data gathered from the survey and analysis. Perceived Causes/Risk Factors of Intimate Abuse After the data was tallied and analyzed, it was revealed that most of the causes of abuse among intimate relationships are personal and situational, although some societal factors may also come into play. It must also be remembered that abuse is the effect of the interaction of multiple factors, and not just the effect of a single event or factor. In the survey, 80% of the respondents said that their partners abuse them due to the influences of alcohol, while 55% responded that the abuse was due to the partner’s drug use. This was supported by the World Health Organization’s (WHO) World Report on Violence and Health that there is a direct relationship between a man’s drinking frequency, and a woman’s increased risk for being a victim of violence (World Health Organization (WHO), 2005). Respondents also confirmed that unemployment was another factor for intimate violence. Nine out of 20 respondents said that their partners abused them because he/she has no job or is having a hard time finding one. This was verified by Allen, Raimer & Rothman (2004), who listed unemployement as a cause or factor for intimate abuse (Allen, Raimer, & Rothman, 2004). Another reason agreed on by respondents are marital or relationship conflicts. Ten respondents claimed that they fight about a lot of things. Indeed, the WHO enumerated the following as parts of conflict that cause intimate abuse: lack of obedience on wife’s part, arguing back to the partner, questioning the man’s actions, refusing sex and the woman’s suspected infidelity (WHO, 2005). Further, five respondents added that their partners beat them due to a sexual compulsion/ dysfunction. These dysfunctions may also be attributed to personality disorders that affect a person’s sexual behavior. Although research on this topic is limited,   it was included as a risk factor for abuse by the WHO (WHO, 2005). However, a most serious cause and risk factor for intimate abuse pointed out by respondents was the presence of a history of chilhood abuse. Ninety percent of the respondents reported that their abusive partners were abused emotionally, physically, and sexually as children. According to the WHO, history of violence in the family of origin is a powerful risk factor for intimate violence and sexual abuse. Studies all over the world showed that â€Å"rates of abuse were higher among women whose husbands had either been beaten as children or had witnessed their mothers beaten (WHO, 2005).† In addition to this, victims of intimate abuse themselves presented a history of abuse as children. Sixteen respondents claimed that they were abused as children. In an interview, a respondent revealed that this history of abuse made her feel â€Å"like abuse was a normal thing, since [she] grew up with it.† Other factors pointed out was lack of education, lack of information on rights as a wife or partner, and the acceptability of intimate violence as a social norm. Among the respondents, abuse was greater among individuals who did not finish high school and among those with low self-esteem. Around 45% of the respondents did not finish high school, while 70% claimed that â€Å"they were ugly and worthless.† Abuse was also higher in those that experienced a recent stressful life event, and in some cultures that considered the wife as a â€Å"property† of the husband. Perceived Physical Effects of Intimate Abuse Depending on the prevalence of these causes, the severity of abuse can vary. However, the effects are all the same. Among the respondents, 100% of them reported that after each abuse, there were cuts, wounds, bruises and tears in their body, especially in the vagina or anus. Seventy-five percent of the respondents reported abdominal or chest injuries and disorders, 60% reported the presence of fracture, 55% reported vaginal/anal bleeding, 50% reported fatigue or tiredness, 35% reported nausea, vomiting and eye/facial damage, and around 25% claimed that the abuse led to an emaciated body state.Still, some added that the sexual abuse led to unwanted pregnancies and that the intimate violence caused miscarriage or stillbirths in some pregnant women. This finding was validate by the WHO’s report which enumerated physical effects of abuse very much similar to those found in the study (WHO, 2005).

Global Supply Chain Presentation Briefing Notes

You do not need to conduct in depth analysis using the equations we have looked at in supply chain planning or in global supply chain design You can consider the different variables which are used in these equations, which impact on supply chain planning and network design Part of the task is to manage the level of content in the time period you have. In your future careers you will be asked to present on projects for which you have undertaken considerable work; the skill is ensuring you get across what you think are the key points to your audience, which makes them want to find out more.Don't be afraid to question the approach your client is taking – they are obviously experts in their field for their company and you have had limited insight into their operations and they know this. However, we are asking you to consider your role to be that of a consultant, to bring in a different perspective, to question. As long as you are taking a logical approach which is well supported, your recommendations and insight are welcomed! The Task Critically analyse the challenges that your company faces managing their global supply chains.Outline how the company has addressed these challenges where possible and present your recommendations. You must ensure that you cover the key aspects of global supply chain management which we have discussed in topics one to five; however we would advise that you focus your presentation on just one or two of these topics which you consider to be especially relevant to your company’s operations. You must therefore justify why you view these topics as being of particular importance for your company. Each group must include application of appropriate frameworks in their presentation.Presentations which are mainly descriptive will be marked down as per the assessment criteria. All material must be clearly referenced using Harvard. The Topics and Some Questions to consider in relation to the challenges they face†¦ As outlined above, you need to demonstrate your understanding of the following topics – they do link together, but you do not need to cover every element in detail – focus on one or two areas which you feel are particularly relevant to exploring the challenges the company faces (but justify why in your introduction).Foundations of Global Supply Chain Management What are the macro trends impacting on their global supply chain? (ensure a balance, don't just focus on macro trends as one topic – you need to demonstrate how it links to the management of their global supply chain) Networks and Cycles in their supply chain? Supply chain processes; ‘Push' or ‘Pull' approach employed? Supply Chain structure to meet business objectives? Strategy in relation to nature of demand/supply – agile, responsive, efficient, risk hedging?Managing Supply Chain Performance: SCOR Plan, Make, Source, Deliver, Return – are there any areas of weakness or potential threats i n your client's global supply approach in these areas? Green strategy? Global Supply Chain Planning What forecasting methods are used? If not, what do you think might be some of the risks the company faces? Where do you think might be some of the ‘cost pressures' in their supply chain which would impact on profitability? Designing a Global Supply Network Location decisions?If you feel increased demand for their product may arise from new markets in say China, and you consider the location of your company's current manufacturing plants, what might be the risks associated with increasing capacity at their current manufacturing plant? If relocation is an option, what factors would you take into consideration? How might this impact on the overall design of their global supply chain network? Global Sourcing Make or buy decisions – challenges your company faces? Risks with their current strategy? Relationship with suppliers? Factors influencing the total cost of ownership?

Race Racism and Society Essay

Race racism and society What do you consider the most convincing theoretical explanation for racism in society today? Whilst there are many theories for why racism exists in society today, in my essay I will be discussing what theories have emerged to explain racism in society today and what reasons sociologists put forward for this. Racism: what does this word mean? Where did this word come from, when it was originally used? I will also discuss the word race and what it means and how it differs from ethnicity, discussing the effects of the word. I will be discussing the theories behind racism in society today. My aim is to create an understanding of racism in society, where and how it came about and why it is still such a great issue in society today. I will talk about sociologist views, why some of them dispute that racism is even a real word. I will be exploring the history of race and racism. Finally, I will conclude the theories that I have found which hold the best understanding of the effects of raci sm and why it still exists. Racism â€Å"Racism† said to believe that race accounts for the differences in human beings, whether it be for their character or for their own personal ability. This suggests that perhaps a particular race is above others. â€Å"Racism† when there is intolerance between two people of different racial backgrounds, purely based on the colour of their skin. There is also something called discrimination, which is when there are differences between two people based on the ethnicity or sexual preferences. Racism is said to be happening in day-to-day life, however many of us fail to recognise racism as we do not think anything of it. Police often accused of being racist when they carry out stop and search; people accuse them of stopping ethnic minority people more, studies such as the study by the guardian carried out to prove that there is some truth in this. (V Dodd; 2012, study) In addition, there are many videos up on the renowned YouTube where people are having rants about â₠¬Å"immigrants and coloured people† in the country. Some of these examples classed as racism however failed to identify as racism in daily life as it is happening so often. â€Å"British women arrested for racist rant on tram† (YouTube) this shows that there is proof of racism in daily life. This theory argues that class based conflict is due to an inherent and important part of society. These theorists thus argue that racial and ethnic conflict tied to class conflict and that in order to reduce racial and ethnic conflict; class conflict must be reduced. (Anderson M L, 2009) These three theories provide an insight on what sociologist think of racism in society and how they view the reasoning behind racism in society today. It shows that there are different opinions as to why there is racism in society today. The most popular theory is the interaction theory; many people think that ethnic minorities grouped in areas and make their own society distancing themselves from other societies preventing them from learning and mixing wit h the British culture and society. Race V.s Ethnicity The definition between race and ethnicity is actually different. The term ‘race’ is usually referred to as a group of people who are sharing the same physical or biological characteristics, especially skin colour, ancestral heritage, cultural affiliation, cultural history, ethnic classification, and the social, economic and political needs of a society at a given period of time. However, sociologists tend to reject the idea that ‘race’ is a scientifically valid concept (this is why ‘race’ is normally in inverted commas by most sociologists.) (Bernasconi; 2001). â€Å"Race simply cannot be tested or proven scientifically,† according to biologists (Hall 1999 p101). On the other hand, ethnicity refers to the nationality, culture, beliefs, and ancestors. There is much confusion between these two words as people tend to class race and ethnicity as one but it is two different concepts. â€Å"Many people like to make ethnic distinctions as well as national distinctions to hold onto their ethnic culture and identity.† (P.Essed; 1991) Theories There are many theories that can explain the use of racism in society today; however, I have chosen a few that have proved to be the most convincing theories. These theories give background on why these factors are a cause for racism in our society today. Many people believe that there is racism in society today due to the amount of immigrants in the country, living in the UK illegally, â€Å"taking all the jobs, and claiming the benefits. In addition, people believe that white people have more rights in the UK over any non-whites whether they are British born or not.† (J Ghosh; 2011) This is one of the theories on why racism exists in society today and the recession has not helped as this has developed a lack of jobs and money in the society and benefits have become harder to qualify due to new cuts by the new leading political groups. Many believe that ethnic minorities such as â€Å"Pakistanis, Muslims, Indians, Iraqis don’t deserve to be here because they do nothin g at all for our country and get free housing, food and they have their own country.† Immigrants can be scapegoated for economic problems, as they are an easy target when people believe they have no sense of belonging in today’s British society. Racism may also exists due to political beliefs this is also possible, as political movements such as the EDL (English defence league) combined with the national front have created a group that influences thousands to join their group to make Britain an all-white country because they believe non-whites do not belong in this society. This causes racism amongst society members as they can go to the extremes. The EDL riots held mainly in non-white populated areas, some of their most famous riots have been conducted in Bradford, a very Asian populated place. These riots have had thousands of police involved to prevent them spiralling out of control and are called peaceful protests however do not remain peaceful for very long as there is always conflict. This suggests that there are many people involved in causing difference s between the white and non-white people even today. A theory still exists in the sociological world that suggests that racism will be around until we voice and accept that all ethnic minority groups are different. Racism will continue to exist because we all strive for equality, however we fail to realise that whether we are from different ethnic backgrounds or not we are all in fact different. (W Spisak; 2007) The other theories that have emerged for the reasons behind racism today are the fact that people fear for their own security, this suggests that the media who impose these stereotypes on people such as; â€Å"Afghans – Because they hijack planes and kill people.† ; â€Å"People in Iraq †¦ did horrible non-forgivable actions!† In addition, racism could be due to the indifference that we have between the other and the white majority; people dislike difference such as colour difference, cultural differences. In a survey 60% of people want less black and Asian immigration, this may have been due to immigration rise and the recession. (Young; 1995) Psychological theories claim that racism is a form of extreme prejudice and is a manifestation. Some psychologists also claim that there is a distinct personality type that is inclined to adopt racist attitudes; however, this has never been proven. (Blackscademy; 2005) Social identity theory maintains that individuals naturally strive for positive self-image, and the process of categorising people into in-groups and out-groups enhances social identity. In other words, social psychologists have a tendency to see no need to look outside. Cultural stories and everyday social customs can promote racism. An example of this is when parents want their child to only marry within their own race and culture because they do not want a mixed race child in the family or they may find it difficult to get along with a different cultured family and so forth. This in itself tends to perpetuate racism. Sociologist views Sociologists such as Marxist disagree that racism is because of inherent human tendency. Marxist believes that is a fictitious concept which has become a big part of society, however according to the sociologist Cox racism originates in a practical exploitive relationship, which is used to justify the exploitation of one group by another (O.Cox; 1948) According to Hall racism as a philosophy opposes that there is any natural connection between the way that people look, whether it be the difference in skin colour, hair, eyes or what they think and do. From how intelligent that they are and whether they are good athletes, dancers, workers or not. Also their good characteristics and how they act in society. However, racist people believe that these characteristics in a human being are according to their race and ethnicity background. Halls principle focus is not on the effect of racism; rather how racism is cultivated in our minds, â€Å"blacks are not as clever as whites† Halls believes that this has never been proved. There are inferior and superior groups in society. For example, if you see dust in the house you clean it, because there is no sense of belonging for it. In the same way, some people want to stay superior by putting ethnic minority down and feel they have no sense of belonging in this society. The reading by Lentin (2008) considers what she refers to as an increasing ‘silence’ about ‘race’ within European politics, and particularly the UK despite the persistence of racism, exclusion, and inequality. She writes that racism is part of history and is not present in the world today. †¨In the contemporary period- and related to the ‘crisis of multiculturalism’ there has emerged a popular and political discourse that suggests ‘race’ no longer matters. The election of President Obama in the US is central to a view that argues we are now in an age of ‘post-race’. In Britain, too such ideas have become dominant. The term ‘post-race’ captures the way in which politicians and the media, particularly those on the right, argue that systemic racism has been largely eradicated from society. Others argue that we must move beyond ‘race thinking’ to challenge the power of this form of categorisat ion (Gilroy; 2000) History Racism exists when one ethnic group or historical together dominates a society, which excludes, or attempts to get rid of another because of the differences between them, believed to be genetic or unchangeable differences. An ideological basis for explicit racism ended in the west during the modern period. Before the middle ages, there was no clear indication of racism in Europe or any other cultures. When the devil and witchcraft within the Jews was identified, this is when the first signs of racist views in the world appeared, this was in the early 13/14th century. Official permission for attitudes came later in Spain when Jewish people converted to Christianity due to becoming the victims of discrimination and exclusion from society in the early 16th century. In 1500 and 1600’s Britain had migrated over Indians and Negros to work as servants and sailors in the port towns such as Bristol and Liverpool. Britain made a lot of profit from this very cheap labour and from the sla ve trade that started in the 1600’s this finally ended in the 1800’s. In 1792, there were 140 slave ships in Liverpool alone therefore; it is unclear how many there were in other ports. It was much later in the late 19th century that black Caribbean people started migrating to the UK and building their own communities establishing their own lives, which caused a stir amongst the â€Å"white British† people. This created new politics amongst the government; they were paying more attention towards â€Å"coloured† workers debating about their rights. During the early 20th century, there was a new phenomenon about racial differences between the black and white people. According to Harris the main theme of the debates surrounded by whether black people created a social problem, according to them there was social decay due to the black population in certain areas where black societies had settled. (J Solomos; 2003) when black people’s rights to vote was taken off them even after many regimes had been passed to group them as equal citizens. â€Å"The climax of history came in the 20th century in the rise and fall of overtly racist regimes† Racis m: (G M. Fredrickson; 2002) â€Å"In the 1993 elections Racism had a serious impact as the people were already worried about their futures and their jobs, playing on this economic distress, and to deal with the fact that there is growing sentiment that something is deeply wrong with the system, the ruling class used racism to create the perception that the problem is crime and violence, that the criminals are Black and Brown people, especially youth.† (S Marshall; 2012) Legal â€Å"The Federal Equal Employment Opportunity laws, including the Civil Rights Act of 1964, Equal Pay Act of 1963 and Genetic Information Nondiscrimination Act of 2008, forbid an employer to treat an applicant or employee differently than others based on race. Hiring, firing, pay rate, promotion, training and benefits cannot differ based on race. Employers and co-workers cannot harass others who are a different race. Derogatory terms, offensive language or racial teasing or comments are illegal. When racism affects employment, it is a crime.† (Act of 1963) Conclusion All my research suggests that racism still exists because of human mind-sets due to the society in which we are bought up. What kind of upbringing we have, there are also more factors to contribute to racism in society today such our surroundings, political beliefs, media and how they portray ethnic minority reports in their articles and headings and TV. Political groups such as the EDL also inflict thoughts of racism amongst the â€Å"British† as they promote a country where only white people live and not a multicultural society. However the theory that I have found to be the most convincing theory behind racism in society today is the increase in immigration which leads to more jobs being taken by ethnic minority, however if you look at the kind of jobs that immigrants have it’s the more derogatory jobs such as cleaning. The jobs that the â€Å"British white† people do not want to do. Although this is not what the British people see, they believe that the immig rants are seizing all the jobs and money. According to the sociologist, Marxist claims racism does not exist and is just a fictitious concept. On the other hand, Hall argues that racism is due to the lack of understanding from people also telling us that there is no set conclusion for the reasoning behind racism today it all depends on the individual the inferior and superior model for people in society today. The theories that I have found to be most convincing are that racism is because we all strive for equal opportunities and equality generally and we don’t want to admit that there is ethnic differences that we all have to accept. Bibliography Anderson, M.L. and Taylor, H.F. (2009). Sociology: The Essentials. Belmont, CA: Thomson Wadsworth. Bernasconi, R. (2001) Race, Wiley Blackwell Oliver Cox’s 1948 work, Class, Caste and Race presents a Marxist interpretation of Race) George M. Fredrickson (2002) A Short History; Princeton University Paul Gilroy; 2000 Against Race: Imagining Political Culture Beyond the Color Line Jayati Ghosh; 2011; Fear of Foreigners: Recession and Racism in Europe Hall, Stuart (1999) â€Å"Old and New Identities.† Les Back and John Solomos (eds.), Theories of Race and Racism: A Reader. London: Blackwell Stuart hall; 1997; Race, The Floating Signifier John solomos. (1986) ‘Varieties of Marxist conceptions of ‘race’, class and state’, J. Rex and D. Mason (eds.) Theories of Race and Ethnic Relations, Cambridge: Cambridge University Press John Solomos; Second edition, theories of race and racism; 2000; Routledge; pg.76 Alana Lentin; 2008; Racism and Ethnic Discrimination; pg 71-73; Rosen PUBLISHING Scott Marshall; 2012, The Fight Against Racism Today Philomena Essed; 1991; Understanding everyday racism (An interdisciplinary theory) Wendi Spisak; 2007; Why racists still exist Vikram Dodd; (2012) â€Å"Police up to 28 times more likely to stop and search black people – study;† The Guardian Young; 1995; A literature review for the commission for Racial Equality (CRE);Dr. Nissa Finney and Esme Peach www.blacksacademy.bi2/ba (2005) @font-face{font-family:'Roboto';font-style:italic;font-weight:500;src:local('Roboto Medium 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Racist Rant on Tram Gets British Woman Arrested - YouTube The Young Turks4.2M subscribersSubscribeRacist Rant on Tram Gets British Woman ArrestedWatch laterShareInfoShoppingTap to unmute4:43If playback doesn't begin shortly, try restarting your device.More videosFull screen is unavailable. 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