BIOLOGY Essay Example | Topics and Well Written Essays - 500 words

BIOLOGY - Essay Example An outer membrane which forms the outer covering of the organelle and inner membrane which is twisted n folds to form specific structure called Cistae. There are granules attached in the inner folds of cistae and the inside of a mitochondrial is filled with mitochondrial matrix. The main function of mitochondria is to produce energy for the cell in the form of ATP hence the name ‘power house of the cell’. Ans3. Centrifuge is process through which we can obtain different cell organelles. The process works in a way that when a solution containing cells is centrifuged, the supernatant fluid containing our required cell organelles separates out on the surface which is then collected and observed under the microscope to study required cell organelle. Ans4. Hemoglobin is present in red blood cells and is a necessary component for living things to survive. Hemoglobin’s main function is transport of oxygen. When deoxygenated blood goes through the lungs, the hemoglobin in RBCs attracts oxygen towards it. Oxygen binds with hemoglobin in the blood cells and is carried out to the body tissues where it is released from the hemoglobin and blood once again goes to lungs for oxygenation. Ans5. The main mechanisms of transport through cell membrane are 1) Diffusion 2) Active transport and 3) passive transport. Diffusion is the simple moving of molecules through the cell membrane across a concentration gradient. Active transport occurs when a molecule is supposed to be transported against the concentration gradient. Active transport takes place with the help of specific carriers that carry our required molecules against the concentration gradient through specific channels and this process requires energy. Passive transport occurs when a molecules uses another channel to move across the cell membrane. Ans7. DNA consists of two ribose sugar strands which are joined by nucleic acids Adenine, Guanine, Cytosine, Thymine. These bases form the inner

Marxist Analyses And Motivation Theories Management Essay

Marxist Analyses And Motivation Theories Management Essay Motivation defined as: The set of processes that arouse, direct, and maintain human behaviour towards attaining some goal. Motivation is the inner drive that pushes individuals to act or perform. Employees motivation in a company or a firm is a very crucial management practice which should not be underestimated since its implications are very much pronounced. Motivated employees have greater concentration and are less likely to make mistakes, cause accidents or be involved in conflict. They are also likely to show greater loyalty to the company and have less absenteeism. Some authors argue that there is no problem of worker motivation in capitalist economics, as managers can rely on job insecurity to ensure compliance. Other have identified the characteristics of capitalism is that production of commodity occupies a dominant position and production of surplus value. The conflict of interests between owners and employees will be caused the problem of worker motivation in capitalist organizations (Knights and Willmott, 2007). Because of the owners interest is not making work more satisfying for employees but exploit them. The purpose of this essay was to explore is there a problem of worker motivation in capitalist economies. The following presents the literature reviews about motivation theories and Marxist analysis of the nature of capitalist economies. Secondly, the case of Wal-Mart that used illustrates the problem of worker motivation in capitalism. And also some critical arguments will be presented. Finally, make a conclusion that is based on the justified argument. Literature review: Marxist Analyses and Motivation Theories 2.1 Marxist Analyses Capitalism is a mode of production based on private ownership of the means of production (Heilbroner, 2008). Capitalists produce commodities for the exchange market and to stay competitive must extract as much labor from the workers as possible at the lowest possible cost. The economic interest of the capitalist is to pay the worker as little as possible, in fact just enough to keep him alive and productive (Isaac, 2008). In capitalism, the worker, who is alienated from the products he creates, is also estranged from the process of production, which he regards only as a means of survival. Estranged from the production process, the worker is therefore also estranged from his or her own humanity, since the transformation of nature into useful objects is one of the fundamental facets of the human condition (Pinder, 2008). The worker is thus alienated from his or her species being-from what it is to be human. Finally, the capitalist mode of production alienates human beings from other human beings (Harder, 2008). Deprived of the satisfaction that comes with owning the product of ones labor, the worker regards the capitalist as external and hostile (Carter, 1995). 2.2 Motivation Theories In this increasing competitive world where satisfaction of workers needs is the centre of attention for both private and public organizations. Not all people are motivated by the same thing and over time their motivations might changes (Hutchens, 1989). Therefore, Motivation theory can help us to consider the different investments which can be made in people. A motivated and qualified workforce is crucial to increase productivity and the quality of the organizational services in order to achieve organizational objectives (Isaac, 2008). The most popular needs classification is the one developed by Abraham Maslows. Maslow Hierarchy of Needs put forward a theory that there are five levels of human needs which employees need to have fulfilled at work. At the most basic level, an employee is motivated to work in order to satisfy basic physiological needs for survival, such as air, water, food, sex and sleep. Following the achievement of physiological needs, ones attention shifts to safety and security needs in order to overcome the threat of physical and emotional difficulties. The next three levels in Maslows theory relate to intellectual and psycho-emotional needs: love and belonging, esteem and finally the highest order need, self-actualization. He believes at this point individuals have the desire to achieve their full potential and skills (Anonymous, 2009). All of the needs are structured into a hierarchy and only once a lower level of need has been fully met, would a worker be motivated by the opportunity of havin g the next need up in the hierarchy satisfied (Pinder, 2008). For example a person who is dying of hunger will be motivated to achieve a basic wage in order to buy food before worrying about having a secure job contract or the respect of others (Locke Letham, 2004). Herzberg (1966) proposed a two factor (motivation-hygiene) motivation theory. The satisfier/motivators include achievement, recognition; work itself, responsibility, advancement and growth, while the hygiene factors include company policy and administration, relationship with supervisor, working conditions, personal life, salary, and relationship with subordinates, status, and security. Motivators are the factors that fulfill individuals needs for meaning and personal growth; hygiene factors create dissatisfaction when they are mishandled. Worker motivation problem in Wal-Mart In 2001, Wal-Mart became the worlds biggest company in terms of sales revenues and 2.1 million employees (Fortune, 2002). However, in order to minimize operating costs and maintain low prices, Wal-Mart pays relatively low wages, provides minimal benefits to its employees, and also Wal-Marts Punitive Policies Drive Employees to Work Sick. A deli section worker said: Everyone comes to work sick, including employees handling food. In the deli section, most of girls come coughing their brains out, but cant go home because of points coughing too loudly switch you to another department. Since you cant take days off. Her cough worsened, and she ended up hospitalized with pneumonia (Institute for Global Labour and Human Rights, 2009). Being sick, deli section work was hard because its a hot area, requiring in and out visits to a freezer to get meat. Everyone is sweating and your hair is all wet, but we cant use fans because of the dust (Greenhouse, 2002). Another Wal-Mart worker told: Wal-M arts (sick) policy has not changed, and no one said anything about this. As a result, one worker said morale is low in their workplace and pretty much everyone hates their jobs, but havent much choice in todays economic climate (Institute for Global Labour and Human Rights, 2009). Under Wal-Marts Open Availability policy, management demands everyone be available 24 7. A flood of people would leave the company if they could find other work. Fear and need keep them there. In order to provide low-cost products to customers, they cut staff salaries; reduce full-time employees health insurance fee and also no health insurance fee pay for temporary workers. Overall, Wal-Mart treats employees punitively. Theyre overworked, underpaid, and treated like wage slaves (Kaufman, 2000). Capitalist organization, like War-Mart think that they had managed quite well without to motivate staff, as they still rely on the fact that people need a job. Marx argues that labor is central to a human beings self-conception and sense of well-being. Labor are as much an act of personal creation and a projection of ones identity as it is a means of survival (Harder, 2008). However, Wal-Mart deprives employees of this essential source of self-worth and identity. The employees approaches work only as a means of survival and derive none of the other personal satisfactions of work because the products of his labor do not belong to him (Carter, 1995). Everyone comes to work sick, all of the staff do not have the right to rest when they are sick. Unless you found a new job then you can rest. If you are coughing too loudly that they will switch you to another department. Everyone hate their job but fear and need keep them continue to work. This entire situation is due to these individual rights are expropriated by capitalist company. In addition, the power of the profit motive encourages unscrupulous individuals to act unethically (Burawoy, 1979). Poor treatment of staff and lack of consideration for motivate. According to Maslows model of work motivation based on a hierarchy of needs in which individuals are posited to first seek the satisfaction of physiological needs before pursuing other desires (Ford, 1992). Employee is motivated first and foremost to satisfy physiological needs. Organizations must provide employees with a salary that enable them to afford adequate living conditions. Employees will feel less motivated to do some tasks if they feel their compensation is not appropriate. Paying employees less will lead to dissatisfaction. A dissatisfied employee is an unmotivated employee (Hutchens, 1989). However, wages at capitalist Wal-Mart have always been as little as we could get by with at the time The current wage does not honor Wal-Mart workers personal development and it stifles their participation as individuals in society (USA TODAY, 2012). According to Living Wage Calculator, the per-hour salary necessary to meet the minimal life necessities in Charlotte, North Carolina is approximately $8.73 per hour (Washington monthly, 2006). The current wage of many Wal-Mart employees falls well below this benchmark. From a more macroeconomic vantage point, economists estimate that the aggregate annual income of a full-time Wal-Mart employee is approximately $17,600 a year. Moreover, the annual income of an individual compensated by a living wage comes in at $18,152.40, well above Wal-Marts average figure. Even more disturbing, using very conservative estimates as approximations, a newly hired Wal-Mart employee can expect to earn approximately $14,560 annually. Not only does this figure fall far below the recommended living wage value, but it also only marginally clears the abject poverty standard for an individual of $11,201 (Anthony, 2006). In Wal-Mart, Employees money need does not satisfy. The company pay minimum wages but in getting in more out of them. Their minimum wages only enable workers to survival, let alone to meet other needs. These salary figures ha ve direct bearing on a Wal-Mart employees ability to purchase health care. Some authors said that it happens because the capitalists monopolize one thing: surplus value of labour belongs to them (Braverman, 1974). Another researcher said that capitalism has its drawbacks. Profit is a motivator who lacks morals. It is focused only on a single outcome of business actions ignoring all other outcomes (Cater, 1995). Company pays lower wages to gain higher profits. Wal-Mart cannot meet staff needs it will led them lack of motivation, that they tend to resort to anti-work behaviours such as absenteeism, late-coming, failure to meet deadlines, display of open frustration and all these factors work negative to the performance and credibility of an organization. As a result, with most the recent staff cynicism and resign, shoppers are waiting longer for service and getting upset (Institute for Global Labour and Human Rights, 2009). It can be observed that Herzberg (1990) ranked hygiene and motivator factors as the most important motivational theory when uncertainty exists, problems can arise. If an employee is concerned that her job is not secure, she/he may be unmotivated to produce a full effort. Without safety, an employee can be unmotivated. If the motivational factors are met, the employee becomes motivated and work performs higher (Ford, 1992). In Wal-Mart, the working environment is bad that deli section workers working in a hot area, where everyone is sweating, but they cant use fans because of the dust. For above situation, Wal-Mart does not do anything and do not make any changes to meet employees needs. As well as, Open Availability policy also let staff feel that they become Wal-Wart Androids. For reducing the costs, Wal-Mart cut employees health insurance fee, and no insurance fee paid for part-time workers. Capitalist organizations think that they had quite well without theories of motivation; managers can rely on the fact that people need a job as a powerful force for motivation (Knights and Willmott, 2007). Their interests is not making work more satisfying for employees but in getting in more out of them. As a result of lack of employees motivation, most of employees began to hate their jobs, give a negative emotional attachment to their jobs, and being dissatisfied with its role in the work environment. Further, a recent study shown that; employee motivation is directly proportional to organizational performance and profitability (Fortune, 2002). With all these negative and unappealing characteristics of being a Wal-Mart employee, why do people inevitably find themselves working at this dreadful modern day sweatshop passed off as a nationwide superstore? Wal-Mart has left their employees in a dilemma that produces the mindset that no other stores will provide a job opportunity in this difficult economy but in return employees receive extremely poor treatment and considerably low wages (Nlcnet, 2001). Conclusion The problem of worker motivation is inevitable under capitalism because the workers are an exploited class. The lower their wages are, the higher the owners profits. The owners take the products, services and infrastructure created by the workers, sell them on the market, and pay the workers as little as possible. The Maslow need theories maintain that an individual is motivated to do something if he or she experiences a specific need that may be fulfilled directly or indirectly by performing that action. The lower order needs have to be satisfied in order to pursue higher level motivators along the lines of self fulfillment. In addition, Herzberg said that in order to motivate people an organization needs to first have the baseline that is the hygiene factors in place and then the motivators will be used to motivate and in absence of the base line motivation is not possible to achieve. It is indicative of the above discussion that most of the employees need to motivate. However, in the case of Wal-Mart, they paying staff lower wages, cut their self-control, and also the sick policy regulates everyone comes to work when they sick. Under those circumstances, most of the employees began to hate their jobs, and being dissatisfied with its role in the work environment. All of this is due to compan y wants to profit maximization. In sum, the long-term survival of any organisation depends largely on the motivation of its employees be it financial or non-financial. Therefore organisations should be willing to continuously and on regular basis, undertake employees surveys such as this one in order to understand what their employees expects from their current job. The result of such exercises could prove useful for the organisation, because knowing what their employees wants and efforts in meeting these needs facilitate a mutual working environment for both the employees and its management. Using the power to motivate workers will cause worker motivation problem.

Government Providing for the Poor :: American America History

Government Providing for the Poor "In the Middle Ages men were united by custom and prescription into associations, ranks, guilds, and communities of various kinds. These ties endured as long as life lasted. Consequently, society was dependant, throughout all its details, on status, and the tie, or bond, was sentimental. In out modern state, and in the United States more than anywhere else, the social structure is based on contract, and status is of the least importance." This quote by William Graham Sumner in his 1883 speech "What Social Classes Owe to Each Other" illustrates my main focus of this week's proposed question, "Does American Government have an obligation to provide for the poor?" Sumner supports that the American Government does not have an obligation to provide for the poor because in America, all people have the opportunity to work hard and bring themselves out of poverty, where in Europe and their other native lands, people were trapped in a caste system in which they could not escape. In America, th ere was is a defined class system in which those living in the society were confined and hard work, followed by success, is a luxury offered in America. By living in a free state like America, Sumner says, its citizens live equally among one another in a society based on a contract, which allows the most leeway for individual developments and successes. Every man must fend for himself in this society that allows for personal establishment. Sumner also says, "It follows, however, that one man, in a free state, cannot claim help from, and cannot be charged to give help to, another." He directly says that it cannot be imposed upon the American Government that hard-working tax-paying citizens should have to financially assist the plight of the poor. The Populist Party Platform of 1892 says in its second declaration that "Wealth belongs to him that creates it...If any will not work, neither shall he eat." The Populist Party realized that men were fully entitled to their earned keep and s hould they not work, they should not be provided for by the government, especially not by collected tax money. Sumner goes on to say that those who rely on the support of the government become so dependent that welfare inevitably produces lazy citizens. He says, "The man who has nothing to raise himself above poverty finds that the social doctors flock about him, bringing the capital which they have collected from the other class, and promising him the aid of the State to give him what the other had to work for. Government Providing for the Poor :: American America History Government Providing for the Poor "In the Middle Ages men were united by custom and prescription into associations, ranks, guilds, and communities of various kinds. These ties endured as long as life lasted. Consequently, society was dependant, throughout all its details, on status, and the tie, or bond, was sentimental. In out modern state, and in the United States more than anywhere else, the social structure is based on contract, and status is of the least importance." This quote by William Graham Sumner in his 1883 speech "What Social Classes Owe to Each Other" illustrates my main focus of this week's proposed question, "Does American Government have an obligation to provide for the poor?" Sumner supports that the American Government does not have an obligation to provide for the poor because in America, all people have the opportunity to work hard and bring themselves out of poverty, where in Europe and their other native lands, people were trapped in a caste system in which they could not escape. In America, th ere was is a defined class system in which those living in the society were confined and hard work, followed by success, is a luxury offered in America. By living in a free state like America, Sumner says, its citizens live equally among one another in a society based on a contract, which allows the most leeway for individual developments and successes. Every man must fend for himself in this society that allows for personal establishment. Sumner also says, "It follows, however, that one man, in a free state, cannot claim help from, and cannot be charged to give help to, another." He directly says that it cannot be imposed upon the American Government that hard-working tax-paying citizens should have to financially assist the plight of the poor. The Populist Party Platform of 1892 says in its second declaration that "Wealth belongs to him that creates it...If any will not work, neither shall he eat." The Populist Party realized that men were fully entitled to their earned keep and s hould they not work, they should not be provided for by the government, especially not by collected tax money. Sumner goes on to say that those who rely on the support of the government become so dependent that welfare inevitably produces lazy citizens. He says, "The man who has nothing to raise himself above poverty finds that the social doctors flock about him, bringing the capital which they have collected from the other class, and promising him the aid of the State to give him what the other had to work for.

The Host Chapter 38: Touched

â€Å"What do I think about what?† â€Å"About our†¦ discussion out there,† Ian clarified. What did I think about it? I didn't know. Somehow, Ian was able to look at things from my perspective, my alien perspective. He thought I had earned a right to my life. But he was†¦ jealous? Of Jared? He knew what I was. He knew I was just a tiny creature fused into the back of Melanie's brain. A worm, as Kyle had said. Yet even Kyle thought Ian had a â€Å"crush† on me. On me? That wasn't possible. Or did he want to know what I thought about Jared? My feelings on the experiment? More details about my responses to physical contact? I shuddered. Or my thoughts on Melanie? Melanie's thoughts on their conversation? Whether I agreed with Jared about her rights? I didn't know what I thought. About any of it. â€Å"I really don't know,† I said. He nodded. â€Å"That's understandable.† â€Å"Only because you are very understanding.† He smiled at me. It was odd how his eyes could both scorch and warm. Especially with a color that was closer to ice than fire. They were quite warm at the moment. â€Å"I like you very much, Wanda.† â€Å"I'm only just beginning to see that. I guess I'm a little slow.† â€Å"It's a surprise to me, too.† We both thought that over. He pursed his lips. â€Å"And†¦ I suppose†¦ that is one of the things you don't know how you feel about?† â€Å"No. I mean yes, I†¦ don't know. I†¦ I -â€Å" â€Å"That's okay. You haven't had long to think about it. And it must seem†¦ strange.† I nodded. â€Å"Yes. More than strange. Impossible.† â€Å"Tell me something,† Ian said after a moment. â€Å"If I know the answer.† â€Å"It's not a hard question.† He didn't ask it right away. Instead, he reached across the narrow space and picked up my hand. He held it in both of his for a moment, and then he trailed the fingers of his left hand slowly up my arm, from my wrist to my shoulder. Just as slowly, he pulled them back again. He looked at the skin of my arm rather than my face, watching the goose bumps that formed along the path of his fingers. â€Å"Does that feel good or bad to you?† he asked. Bad, Melanie insisted. But it doesn't hurt, I protested. That's not what he's asking. When he says good†¦ Oh, it's like talking to a child! I'm not even a year old, you know. Or am I now? I was sidetracked, trying to figure out the date. Melanie was not distracted. Good, to him, means the way it feels when Jared touches us. The memory she provided was not one from the caves. It was in the magic canyon, at sunset. Jared stood behind her and let his hands follow the shape of her arms, from her shoulders to her wrists. I shivered at the pleasure of the simple touch. Like that. Oh. â€Å"Wanda?† â€Å"Melanie says bad,† I whispered. â€Å"What do you say?† â€Å"I say†¦ I don't know.† When I could meet his eyes, they were warmer than I expected. â€Å"I can't even imagine how confusing this all must be to you.† It was comforting that he understood. â€Å"Yes. I'm confused.† His hand traced up and down my arm again. â€Å"Would you like me to stop?† I hesitated. â€Å"Yes,† I decided. â€Å"That†¦ what you're doing†¦ makes it hard for me to think. And Melanie is†¦ angry at me. That also makes it hard to think.† I'm not angry at you. Tell him to leave. Ian is my friend. I don't want him to leave. He leaned away, folding his arms across his chest. â€Å"I don't suppose she'd give us a minute alone?† I laughed. â€Å"I doubt it.† Ian tilted his head to one side, his expression speculative. â€Å"Melanie Stryder?† he asked, addressing her. We both started at the name. Ian went on. â€Å"I'd like the chance to speak with Wanda privately, if you don't mind. Is there any way that could be arranged?† Of all the nerve! You tell him I said no chance in hell! I do not like this man. My nose wrinkled up. â€Å"What did she say?† â€Å"She said no.† I tried to say the words as gently as they could be said. â€Å"And that she doesn't†¦ like you.† Ian laughed. â€Å"I can respect that. I can respect her. Well, it was worth a try.† He sighed. â€Å"Kind of puts a damper on things, having an audience.† What things? Mel growled. I grimaced. I didn't like feeling her anger. It was so much more vicious than mine. Get used to it. Ian put his hand on my face. â€Å"I'll let you think about things, okay? So you can decide how you feel.† I tried to be objective about that hand. It was soft against my face. It felt†¦ nice. Not like when Jared touched me. But also different from the way it felt when Jamie hugged me. Other. â€Å"It might take a while. None of this makes any sense, you know,† I told him. He grinned. â€Å"I know.† I realized, when he smiled then, that I wanted him to like me. The rest-the hand on my face, the fingers on my arm-I still wasn't sure at all about those. But I wanted him to like me, and to think kind things about me. Which is why it was hard to tell him the truth. â€Å"You don't really feel that way about me, you know,† I whispered. â€Å"It's this body†¦ She's pretty, isn't she?† He nodded. â€Å"She is. Melanie is a very pretty girl. Even beautiful.† His hand moved to touch my bad cheek, to stroke the rough, scarring skin with gentle fingers. â€Å"In spite of what I've done to her face.† Normally, I would have denied that automatically. Reminded him that the wounds on my face weren't his fault. But I was so confused that my head was spinning and I couldn't form a coherent sentence. Why should it bother me that he thought Melanie was beautiful? You've got me there. My feelings were no clearer to her than they were to me. He brushed my hair back from my forehead. â€Å"But, pretty as she is, she's a stranger to me. She's not the one I†¦ care about.† That made me feel better. Which was even more confusing. â€Å"Ian, you don't†¦ Nobody here separates us the way they should. Not you, not Jamie, not Jeb.† The truth came out in a rush, more heated than I'd meant it to be. â€Å"You couldn't care about me. If you could hold me in your hand, me, you would be disgusted. You would throw me to the ground and grind me under your foot.† His pale forehead creased as his black brows pulled together. â€Å"I†¦ not if I knew it was you.† I laughed without humor. â€Å"How would you know? You couldn't tell us apart.† His mouth turned down. â€Å"It's just the body,† I repeated. â€Å"That's not true at all,† he disagreed. â€Å"It's not the face, but the expressions on it. It's not the voice, but what you say. It's not how you look in that body, but the things you do with it. You are beautiful.† He moved forward as he spoke, kneeling beside the bed where I lay and taking my hand again in both of his. â€Å"I've never known anyone like you.† I sighed. â€Å"Ian, what if I'd come here in Magnolia's body?† He grimaced and then laughed. â€Å"Okay. That's a good question. I don't know.† â€Å"Or Wes's?† â€Å"But you're female-you yourself are.† â€Å"And I always request whatever a planet's equivalent is. It seems more†¦ right. But I could be put into a man and I would function just fine.† â€Å"But you're not in a man's body.† â€Å"See? That's my point. Body and soul. Two different things, in my case.† â€Å"I wouldn't want it without you.† â€Å"You wouldn't want me without it.† He touched my cheek again and left his hand there, his thumb under my jaw. â€Å"But this body is part of you, too. It's part of who you are. And, unless you change your mind and turn us all in, it's who you will always be.† Ah, the finality of it. Yes, I would die in this body. The final death. And I will never live in it again, Melanie whispered. It's not how either of us planned our future, is it? No. Neither of us planned to have no future. â€Å"Another internal conversation?† Ian guessed. â€Å"We're thinking of our mortality.† â€Å"You could live forever if you left us.† â€Å"Yes, I could.† I sighed. â€Å"You know, humans have the shortest life span of any species I've ever been, except the Spiders. You have so little time.† â€Å"Don't you think, then†¦Ã¢â‚¬  Ian paused and leaned closer to me so that I couldn't seem to see anything around his face, just snow and sapphire and ink. â€Å"That maybe you should make the most of what time you have? That you should live while you're alive?† I didn't see it coming the way I had with Jared. Ian was not as familiar to me. Melanie realized what he was going to do before I did, just a second before his lips touched mine. No! It wasn't like kissing Jared. With Jared, there was no thought, only desire. No control. A spark to gasoline-inevitable. With Ian, I didn't even know what I felt. Everything was muddled and confused. His lips were soft and warm. He pressed them only lightly to mine, and then brushed them back and forth across my mouth. â€Å"Good or bad?† he whispered against my lips. Bad! Bad, bad! â€Å"I-I can't think.† When I moved my mouth to speak, he moved his with it. â€Å"That sounds†¦ good.† His mouth pressed down with more force now. He caught my lower lip between his and pulled on it gently. Melanie wanted to hit him-so much more than she'd wanted to punch Jared. She wanted to shove him away and then kick his face. The image was horrible. It conflicted jarringly with the sensation of Ian's kiss. â€Å"Please,† I whispered. â€Å"Yes?† â€Å"Please stop. I can't think. Please.† He sat back at once, clasping his hands in front of him. â€Å"Okay,† he said, his tone cautious. I pressed my hands against my face, wishing I could push out Melanie's anger. â€Å"Well, at least nobody punched me.† Ian grinned. â€Å"She wanted to do more than that. Ugh. I don't like it when she's mad. It hurts my head. Anger is so†¦ ugly.† â€Å"Why didn't she?† â€Å"Because I didn't lose control. She only breaks free when I'm†¦ overwhelmed.† He watched as I kneaded my forehead. Calm down, I begged her. He's not touching me. Has he forgotten that I'm here? Doesn't he care? This is me, it's me! I tried to explain that. What about you? Have you forgotten Jared? She threw the memories at me the way she'd done in the beginning, only this time they were like blows. A thousand punches of his smile, his eyes, his lips on mine, his hands on my skin†¦ Of course not. Have you forgotten that you don't want me to love him? â€Å"She's talking to you.† â€Å"Yelling at me,† I corrected. â€Å"I can tell now. I can see you concentrate on the conversation. I never noticed before today.† â€Å"She's not always this vocal.† â€Å"I am sorry, Melanie,† he said. â€Å"I know this must be impossible for you.† Again, she visualized smashing her foot into his sculpted nose, leaving it crooked like Kyle's. Tell him I don't want his apologies. I winced. Ian half smiled, half grimaced. â€Å"She doesn't accept.† I shook my head. â€Å"So she can break free? If you're overwhelmed?† I shrugged. â€Å"Sometimes, if she takes me by surprise and I'm too†¦ emotional. Emotion makes it hard to concentrate. But it's been more difficult for her lately. It's like the door between us is locked. I don't know why. I tried to let her out when Kyle -† I stopped talking abruptly, grinding my teeth together. â€Å"When Kyle tried to kill you,† he finished matter-of-factly. â€Å"You wanted her free? Why?† I just stared at him. â€Å"To fight him?† he guessed. I didn't answer. He sighed. â€Å"Okay. Don't tell me. Why do you think the†¦ door is locked?† I frowned. â€Å"I don't know. Maybe the time passing†¦ It worries us.† â€Å"But she broke through before, to punch Jared.† â€Å"Yes.† I shuddered at the memory of my fist striking his jaw. â€Å"Because you were overwhelmed and emotional?† â€Å"Yes.† â€Å"What did he do? Just kiss you?† I nodded. Ian flinched. His eyes tightened. â€Å"What?† I asked. â€Å"What's wrong?† â€Å"When Jared kisses you, you are†¦ overwhelmed by emotion.† I stared at him, worried by the expression on his face. Melanie enjoyed it. That's right! He sighed. â€Å"And when I kiss you†¦ you aren't sure if you like it. You are not†¦ overwhelmed.† â€Å"Oh.† Ian was jealous. How very strange this world was. â€Å"I'm sorry.† â€Å"Don't be. I told you I'd give you time, and I don't mind waiting for you to think things through. I don't mind that at all.† â€Å"What do you mind?† Because he minded something very much. He took a deep breath and blew it out slowly. â€Å"I saw how you loved Jamie. That was always really obvious. I guess I should have seen that you loved Jared, too. Maybe I didn't want to. It makes sense. You came here for the two of them. You love them both, the same way Melanie did. Jamie like a brother. And Jared†¦Ã¢â‚¬  He was looking away, staring at the wall over me. I had to look away, too. I stared at the sunlight where it touched the red door. â€Å"How much of that is Melanie?† he wanted to know. â€Å"I don't know. Does it matter?† I could barely hear his answer. â€Å"Yes. It does to me.† Without looking at me or seeming to notice what he was doing, Ian took my hand again. It was very quiet for a minute. Even Melanie was still. That was nice. Then, as though a switch had been flipped, Ian was his normal self again. He laughed. â€Å"Time is on my side,† he said, grinning. â€Å"We've got the rest of our lives in here. One day you'll wonder what you ever saw in Jared.† In your dreams. I laughed with him, happy he was joking again. â€Å"Wanda? Wanda, can I come in?† Jamie's voice started from down the hall and, accompanied by the sound of his jogging steps, ended right outside the door. â€Å"Of course, Jamie.† I already had my hand held out to him before he shrugged the door aside. I hadn't seen him nearly enough lately. Unconscious or crippled, I hadn't been free to seek him out. â€Å"Hey, Wanda! Hey, Ian!† Jamie was all grins, his messy hair bouncing when he moved. He headed for my reaching hand, but Ian was in his way. So he settled for sitting on the edge of my mattress and resting his hand on my foot. â€Å"How are you feeling?† â€Å"Better.† â€Å"Hungry yet? There's beef jerky and corn on the cob! I could get you some.† â€Å"I'm okay for now. How are you? I haven't seen you much lately.† Jamie made a face. â€Å"Sharon gave me detention.† I smiled. â€Å"What did you do?† â€Å"Nothing. I was totally framed.† His innocent expression was a bit overdone, and he quickly changed the subject. â€Å"Guess what? Jared was saying at lunch that he didn't think it was fair for you to have to move out of the room you were used to. He said we weren't being good hosts. He said you should move back in with me! Isn't that great? I asked him if I could tell you right away, and he said that was a good idea. He said you would be in here.† â€Å"I'll bet he did,† Ian murmured. â€Å"So what do you think, Wanda? We get to be roomies again!† â€Å"But Jamie, where will Jared stay?† â€Å"Wait-let me guess,† Ian interrupted. â€Å"I bet he said the room was big enough for three. Am I right?† â€Å"Yeah. How did you know?† â€Å"Lucky guess.† â€Å"So that's good, isn't it, Wanda? It will be just like before we came here!† It felt sort of like a razor sliding between my ribs when he said that-too clean and precise a pain to be compared to a blow or a break. Jamie analyzed my tortured expression with alarm. â€Å"Oh. No, I mean but with you, too. It will be nice. The four of us, right?† I tried to laugh through the pain; it didn't hurt any worse than not laughing. Ian squeezed my hand. â€Å"The four of us,† I mumbled. â€Å"Nice.† Jamie crawled up the mattress, worming his way around Ian, to put his arms around my neck. â€Å"Sorry. Don't be sad.† â€Å"Don't worry about it.† â€Å"You know I love you, too.† So sharp, so piercing, the emotions of this planet. Jamie had never said those words to me before. My whole body suddenly felt a few degrees warmer. So sharp, Melanie agreed, wincing at her own pain. â€Å"Will you come back?† Jamie begged against my shoulder. I couldn't answer right away. â€Å"What does Mel want?† he asked. â€Å"She wants to live with you,† I whispered. I didn't have to check to know that. â€Å"And what do you want?† â€Å"Do you want me to live with you?† â€Å"You know I do, Wanda. Please.† I hesitated. â€Å"Please?† â€Å"If that's what you want, Jamie. Okay.† â€Å"Woo hoo!† Jamie crowed in my ear. â€Å"Cool! I'm gonna go tell Jared! I'll get you some food, too, okay?† He was already on his feet, bouncing the mattress so that I felt it in my ribs. â€Å"Okay.† â€Å"You want something, Ian?† â€Å"Sure, kid. I want you to tell Jared he's shameless.† â€Å"Huh?† â€Å"Never mind. Go get Wanda some lunch.† â€Å"Sure. And I'll ask Wes for his extra bed. Kyle can come back in here, and everything will be like it should be!† â€Å"Perfect,† Ian said, and though I didn't look at his face, I knew he was rolling his eyes. â€Å"Perfect,† I whispered, and felt the razor's edge again.

Bus 520 Assignment 1

Consensual Relationship Agreements By: Vickie Gonzalez Bus 520 – Leadership and Organizational Behavior Professor: Dr. Marilyn Carroll October 24th, 2012 Workplace romances are now one of the challenges that organizations of all sizes have to address. How they address them varies from organization to organization. Some businesses and organizations strictly prohibit them in any form or fashion, while others prohibit them when the participants are in certain roles within the organization.Some companies have chosen not to address the issue at all and others are using a more formal method of documenting and mitigating the risk they feel these relationships pose. One of the methods of documenting, and potentially mitigating, this risk is known as a consensual relationship agreement or CRA. In the text that follows I will argue for the use of CRA’s in the workplace. Secondly, I will present a counter argument for the use of CRA’s. Then we will then look at the ethical principles involved in the use of CRA’s. Lastly I will present another option that may be available for addresses these consensual relationships.First, let’s look at what brought about the need for CRA’s. On June 28th, 1914 Gavrilo Princip, of Sarajevo, assassinated the Archduke and heir to the throne of Austria, Franz Ferdinand (Collins, 2008, p. 9). Thirty-seven days later World War I began, and with it, so did what some see as the beginnings of women entering the workplace. The Munitions of War Act of 1915 moved twenty-one percent of Britain’s wives, sisters, mothers and daughters into the workforce (Woolacott, 1994, p. 17). Factory workers became soldiers and the women in their lives became factory workers.By 1941, and the United States’ entrance into World War II, 18. 9 million American women had entered the workforce as well (Weak-Baxter, 2010, p. 14). Japan had attacked Pearl Harbor and patriotism was welling just as strong in American women as it was in American men. Now, according to the US Department of Labor, there are 72 million women in the civilian labor force alone (2012). The years following World War II were a time of challenge, adaptation and diversification for business, and revolution and exploration for women. Harassment, specifically sexual harassment, is one of those hallenges faced by businesses and employers as of a result of workplace diversification. Inappropriate conversations, unwanted advances and uncomfortable physical contact are some of the ways sexual harassment can occur. According to Hellriegel and Slocum, â€Å"Sexual harassment refers to unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. † (p. 52). To be clear, sexual harassment can, and has, affected both women and men over the years however up to half of all working women have reported experiencing some form of sexual harassment in the career (Vijayasiri, 2008, p. ). It wasn’t until 1986 though that the Supreme Court recognized sexual harassment as a violation of Title VII in the case of Meritor Savings Bank v. Vinson (O’Brien, 1994, p. 1). Before the high court’s ruling, however, the Equal Employment Opportunity Commission had begun to address the issue by drafting hostile work environment guidelines that included sexual harassment (O’Brien, 1994, p. 4). These guidelines would serve later to guide the high court’s decision. There are many more cases like this one we could look at.In 1991, sexual harassment became a household term as Anita Hill testified before congress stating she was sexually harassed by a current nominee for the Supreme Court. In her statement to the Senate Judiciary Committee Ms. Hill stated, â€Å"It is only after a great deal of agonizing consideration, and sleepless, number of , great number of sleepless night, that I am able to talk of these unpleasant matters to anyone but my close frie nds† ( Black Scholar, 1991, p 1). For many American this was the first time they had really thought about or discussed sexually harassment.It was on our televisions, out in the open, for the whole world to see. As a result of brave employees like Ms. Hill and many others sexual harassment is no less tolerated in the workplace and employers are required to have specific policies addressing it. Now what happens when the relationship between two employees is consensual? No harassment has occurred. Romance is in the air. Some organizations have policies that prohibit workplace relationships of any kind and participating in one is grounds for termination. Other businesses only prohibit these relationships in the event that one party reports to or manages the other.More and more firms are using consensual relationship agreements or CRAs. A CRA is a written agreement or contract in which the involved parties agree to specific guidelines in the workplace (Hellriegel/Slocum, 2011, p. 6 5). This is one of the practices or policies an organization can use to mitigate the risks associated with workplace relationships. In this agreement the parties involved state that the relationship is voluntary. They agree to abide by any and all anti-harassment or anti-discrimination policies the business has in place, including reporting any violation of these policies that may occur.They also agree to behave professionally at all times which includes avoiding even the appearance of favoritism. There are proponents and opponents of the use of these agreements in the workplace. I agree with the proponents of the use of CRAs in the workplace. Hellriegel and Solcum mention several arguments in favor in CRAs in the workplace in our text. I would like to look at three of these. The first argument that Hellriegel and Solcum mention is that CRAs help mitigate the risk of any sexual harassment litigation (p. 65). I have to agree with this argument. Office relationships can be wonderful.I know several happy couples who met at the office. They manage their personal and professional lives well. However this is not always the case, and when the relationship fails, things may change. This can be especially true if this relationship involved one part that directly, or even indirectly reports to the other. The employee may suggest they were pressured into the relationship by their manager. The manager may resent the employee and treat them unfairly. Both of these scenarios, and many others, open the doors to litigation. The employer in both of these cases could be found liable in a sexual harassment suit.Damages awarded in these cases can be punitive and compensatory. In 1997 large corporations spent more than 6 million for each sexual harassment suit they defended themselves against and/or settled (Vijayasiri, 2008, p. 2) Employers can protect themselves from this risk by ensuring they have a very clearly stated workplace relationship policy that, in my opinion, should i nvolve the use of CRAs. The second argument is favor of the use of CRAs is that they help to reduce the appearance of favoritism in the workplace (Hellriegel/Slocum, 2011, p. 65).Ensuring that there is not even the appearance of favoritism in the workplace is not just a matter of fair policy. In many cases a third party can sue their employer for sexual harassment if they feel they are being discriminated against as the result of a workplace relationship. Employees are human and emotions and perception are part of being human. No employer can predict what behavior will be acceptable to one employee and offensive to another, A CRA requiring both participants in the relationship to behave in a professional manner can help minimize this risk of offending a third party.In 2001, the United States Court of Appeals for the Second Circuit upheld a verdict in favor of Diane Leibovitz for $60,000 against the New York City Transit Authority or NYCTA for what the court determined to be a hostil e work environment (Leibovitz v. NYCTA, 2001). Ms. Leibovitz sued the NYCTA for sexual harassment and emotional distress after confronting her employer regarding the sexual harassment of 3 other female co-workers. Ms. Leibovitz’s job was threatened if she did not remain silent.As a result of these threats she suffered from depression and sleep deprivation. Ms. Leibovitz was not the victim of any sexual advances or misconduct, however, witnessing it and her employer’s inaction created a hostile work environment and a $60,000 judgment on her behalf. The third agreement presented in the text in favor of the use of CRA’s is that they create a forum where human resources can talk openly with employees about the responsibilities and ramification that come with an office romance (Hellriegel/Slocum, 2011, p. 5). This is simply an opportunity for the employer to remind the employee what behavior is and is not appropriate in the workplace. The employer can also restate th e company’s commitment to preventing sexual harassment. This is the time for open and honest discussion in the hopes that awareness and understanding may prevent litigation. Those who argue against the use of CRA’s in the workplace argue that they are a violation of the employee’s privacy and in-effective.

Benajmin Franklins 13 Virtues essays

Benajmin Franklin's 13 Virtues essays Living in a civilized society, there are certain rules and regulations that everyone must follow in order to succeed. Along with these rules, there are virtues that some people choose to follow in order to live a healthy, honorable life. In Benjamin Franklins The Autobiography, he lists thirteen virtues that he feels are most imperative to living a moral life. Even though he created this list in the 18th century, most of the virtues are still relevant today. There are, however, a couple that seem to be out of date for todays society. There are also some virtues that should be added to Franklins list because of the changes that our society has gone through in the past few centuries. Each individual has a personal list of virtues that he or she feels are the basis of a moral life. There will be differences in each one, but there is also a general similarity in many. Franklins virtues fit into many of these similarities. In the 18th century, etiquette was an important aspect of life. This is especially apparent in three of Franklins virtues cleanliness, order, and silence. None of these three are crucial to a righteous life in the present. Even though cleanliness is an essential to most people, it is not necessary to living a principled life in the present century. Going long with cleanliness, order is also a nice thing to have. Most people try to be organized, but once again, it is not important to live a righteous life. Silence, again, is not imperative. Franklin says to Speak not but what may benefit others or yourself; avoid trifling conversation (317). Although this is good advice, everything someone says is not going to be beneficial. Sometimes, things just need to be said. This will not cause a loss of a moral life. None of these past three virtues are vital to living an ethical life. In addition to the ten objectives both Franklin and I feel are importa...

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Huntington Beach Art essays In Art Brewers gelatin silver print entitled Huntington Beach Culture, 1985 there are eleven central figures that dominate the print. The eleven people portrayed in this piece are each wearing varied pieces of beachwear and holding different beach objects. The print is divided into nine equal squares, each containing either one or two people against a white background. The squares represent negatives of a photo demonstrated by small numbers on the outline of each square and the imprint of a negative design. The top left square contains a male teenager standing upright wearing a black wet suit that is peeled away from his chest, hanging at his hips. He is slightly sunburned, wears a smile, and stands barefoot. In his left hand he holds erect a pale yellow surfboard with the world CYCLONE inscribed in cursive on its side. The top center square contains a teenage boy and girl. The boy is on the left and the girl is on the right. He is wearing a white tank top, blue board shorts, and no shoes. Under his right arm, he carries a boogie board with the letters OP and in his right hand a drenched yellow and grey wetsuit. He is smiling and has chin length dirty blonde hair. The girl to his right has shoulder length wavy brown hair and is bending over slightly giving the boy a kiss. She wears a bikini, its top decorated with a cheetah print and the bottoms covered by a pair of white shorts. She also sports a pair of flip flops on her feet. In her right hand she is holding a multi colored horizontally striped beach chair and wears a black knapsack on her back. The top right box of this print includes a smiling African American middle aged male wearing a blue, pink, and yellow wetsuit with the word Aleeda across his chest. Under his left arm he carries a white surfboard. In the second row of boxes in this art piece, the one on the left contains an older white male wearing a blue and black wet suit that is half ...

High School Preparation Tips for Business Majors

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Critically response to articles and a book Essay

Critically response to articles and a book - Essay Example Readers interpret texts depending on how they understand them. When readers read the book The Things They Carried, they will not fail to sympathize with what soldiers go through while at war. The paper looks at how a reader may respond to the book concerning the circumstances surrounding the soldiers when they are at war. When readers read the text, they will no doubt understand the role of soldiers in ensuring that their country is safe from external attacks. Andrew Krepinevich Jr, the author of The Army, and Vietnam argues that soldiers must be ready to face various challenges when they go to war (13). The writer argues that the US army had to accomplish its mission in Vietnam before leaving that country. In order for soldiers to have victory in the war, they are fighting, it is important for them to be prepared both psychologically and physically. Wars are won first in the mind, then physically. Fatalities on the side of the American army would have been reduced if America would have taken time and studied Vietnam before launching attacks. Love is the most powerful weapon soldiers can take to war. Soldiers must first love their country and family in order to have the morale to fight in the war. The author of the text does a commendable job to highlight the story of love in the book. In the book, Cross carries letters from a student named Martha because he is in love with her. Cross remembers taking her out on a date and wishes he had taken to her room (Brien Cranston). Love is a powerful tool for an individual can decide to do anything just because of love. What the American army needs to do always is to cultivate the love of its members to their country and families. Every soldier would want to be a hero back at home. The book ought to have identified more cases of love in the book since it is the main issue that surrounded the soldiers who went to Vietnam. Every person must embrace hope when facing challenges or

Gender Roles Essay Example | Topics and Well Written Essays - 750 words - 3

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Critically response to articles and a book Essay

Critically response to articles and a book - Essay Example Readers interpret texts depending on how they understand them. When readers read the book The Things They Carried, they will not fail to sympathize with what soldiers go through while at war. The paper looks at how a reader may respond to the book concerning the circumstances surrounding the soldiers when they are at war. When readers read the text, they will no doubt understand the role of soldiers in ensuring that their country is safe from external attacks. Andrew Krepinevich Jr, the author of The Army, and Vietnam argues that soldiers must be ready to face various challenges when they go to war (13). The writer argues that the US army had to accomplish its mission in Vietnam before leaving that country. In order for soldiers to have victory in the war, they are fighting, it is important for them to be prepared both psychologically and physically. Wars are won first in the mind, then physically. Fatalities on the side of the American army would have been reduced if America would have taken time and studied Vietnam before launching attacks. Love is the most powerful weapon soldiers can take to war. Soldiers must first love their country and family in order to have the morale to fight in the war. The author of the text does a commendable job to highlight the story of love in the book. In the book, Cross carries letters from a student named Martha because he is in love with her. Cross remembers taking her out on a date and wishes he had taken to her room (Brien Cranston). Love is a powerful tool for an individual can decide to do anything just because of love. What the American army needs to do always is to cultivate the love of its members to their country and families. Every soldier would want to be a hero back at home. The book ought to have identified more cases of love in the book since it is the main issue that surrounded the soldiers who went to Vietnam. Every person must embrace hope when facing challenges or

Marriage Ethics Essay Example | Topics and Well Written Essays - 2000 words

Marriage Ethics - Essay Example Notably, proponents of same sex marriages appreciate the rights of heterosexual couples. Surprisingly, the opponents of same sex marriages express strong opinions and refutations against the gay marriages for instance. It is important that both sides appreciate that different people have different ideologies and perceptions regarding the marriage union. This paper will show that same sex marriages, specifically gay marriages, ought to be legalized just as heterosexual marriages legal. Legalizing both types of marriages warrants a harmonious society. To a significant proportion of the society, the question whether couples in a same sex marriage relationship deserve same matrimonial benefits enjoyed by heterosexual couples is a question of civil rights. The constitutional concepts on this subject require that same sex couples be treated like heterosexual couples. A significant percentage of the society members, however hold a different perception on the matter based on religious and ethical values (Card, 2007). They perceive of same sex marriage as a vice that violates traditional ethics and risks undermining family values. Seemingly, opponents of same sex marriage seem to argue based on their religious teachings and ethical values that may not have significance to the whole society. They fail to note that these values and teachings vary from society to society and are subject to change with time (Greene, 2009). To a significant percentage of people constituting the American society, the religious aspect is a crucial aspect to their conception of the marriage institution. Therefore, it is expected that religious opinions feature and hence influence the opinion of most people regarding the subject. Such people fail to appreciate that various scholars and judges have shown that as long as the controversial issue is restrained within civil marriage, then religious views or perceptions are void and immaterial. The impression is that marriage has nothing to do

The Mauritius Institute Of Education On Teachers Education Essay

The Mauritius Institute Of Education On Teachers Education Essay Education has always been among the top priorities of every government into power. In Mauritius, education was declared free after the country gained independence from the British in 1968. Since then, every child of the country had the opportunity to go to school and learn. After the decision of free schooling, the government found the need to train sufficient teachers to work in the schools in regions where there were growing demands. Such training course is still being delivered by the Mauritius Institute of Education (MIE), which equip the future teachers with the necessary skills to deliver a quality service. From the beginning of the 21st century much emphasis is put on the quality of teaching and management in schools as it has been proven that schools with strong ethical managing members outperformed other schools in the academic results. It has always been said that Discipline is the key to success; those schools realised it through hard and structured work and achieved the best results. Discipline is not meant for pupils only and applies for teachers and even top management of the schools. Certain schools even set codes of conduct for their teachers to abide too; which provide a clear line of conduct expected from the teachers. These codes of conduct are simply ethics of care, justice, critique, profession and community put into phrases which demonstrate the expected behaviour of top management and teachers of the schools. Review of Literature The significance of school management and leadership There is great concern in educational leadership in the early part of the 21st century. Since people believe that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. As the global economy gathers pace, more governments are realising that their main assets are their people and that remaining, or becoming, competitive depends increasingly on the development of a highly skilled workforce. This requires trained and committed teachers but they, in turn, need the leadership of highly effective principals and the support of other senior and middle managers (Bush, in press). The process of deciding on the aims of the organization is at the heart of educational management. In most schools, aims are decided by the principal, often working in association with the senior management team and perhaps also with the school governing body. However, school aims are strongly influenced by pressures from the external environment, and particularly from the expectations of government, often expressed through legislation or formal policy statements. Schools may be left with the residual task of interpreting external imperatives rather than determining aims on the basis of their own assessment of learner needs. The key issue here is the extent to which school managers are able to modify government policy and develop alternative approaches based on school-level values and vision. (Bush 2003:1-2). Distinction between school management and leadership The concept of management overlaps with that of leadership, a notion of great contemporary interest in most countries in the developed world. However, despite these developments management remains the dominant term in the debate about aspects of school organisation. Cuban (1988) provides one of the clearest distinctions between leadership and management. He links leadership with change while management is seen as a maintenance activity. He also stresses the importance of both dimensions of organisational activity: By leadership, I mean influencing others actions in achieving desirable ends. Leaders are people who shape the goals, motivations, and actions of others. Frequently they initiate change to reach existing and new goals Leadership takes much ingenuity, energy and skill. Managing is maintaining efficiently and effectively current organisational arrangements. While managing well often exhibits leadership skills, the overall function is toward maintenance rather than change. I prize both managing and leading and attach no special value to either since different settings and times call for varied responses. Day et al.s (2001) study of twelve effective schools leads to the discussion of several dilemmas in school leadership. One of these relates to management, which is linked to systems and paper, and leadership, which is perceived to be about the development of people. Bush (1998; 2003) links leadership to values or purpose while management relates to implementation or technical issues. Leadership and management need to be given equal prominence if schools are to operate effectively and achieve their objectives. Leading and managing are distinct, but both are important The challenge of modern organizations requires the objective perspective of the manager as well as the flashes of vision and commitment wise leadership provides (Bolman Deal, 1997). Leithwood et al. (1999) make the important point that, in practice, principals in their day-to-day work are rarely aware of whether they are leading or managing; they are simply carrying out their work on behalf of the school and its learners. However, the nature of that work should reflect the school context and, in particular, its needs at any one time. Underperforming schools may require a greater emphasis on basic management, making the organization functional, rather than a visionary approach. This may involve ensuring regular and timely attendance by learners and educators, maintaining order and discipline in classrooms, and proving adequate resources to enable learning to take place. Once schools are functional, leaders can progress to developing vision, and outlining clear aims and policies, with the confidence that systems are in place to secure their implementation. Models of educational leadership and management Theories of educational management for over 20 years (Bush, 1986; 1995; 2003) have been presented and classified into six major models: formal, collegial, political, subjective, ambiguity, and cultural (see Table 1). More recently, the author of these theories has reviewed concepts of educational leadership, notably in work undertaken for the English National College for School Leadership (Bush Glover, 2002). The literature on leadership has generated a number of alternative, and competing, models. Some writers have sought to cluster these various conceptions into a number of broad themes or types. The best known of these typologies is that by Leithwood, Jantzi and Steinbach (1999), who identified six models from their scrutiny of 121 articles in four international journals. Bush and Glover (2002) extended this typology to eight models. These are among the nine leadership models shown in Table 1, alongside the management models mentioned earlier. Table : Typology of management and leadership models (Bush, 2003) Management model Leadership model Formal Collegial Political Subjective Ambiguity Cultural Managerial Participative Transformational Interpersonal Transactional Post-modern Contingency Moral Instructional Ethics Ethics refer to accepted norms and standards set by people considering them as good practices that one must follow in terms of behaviour and action. Ethics are frequently interchanged with other words such as values, morality, norms, principles and beliefs. According to Fraenkel (1973: 49), values represent everything that people regard as important in life. They represent ideas on what is good, beautiful, effective and appropriate, . and therefore worth having, worth doing, or worth striving to attain. Ethics and Values Ethical framework for education The literature provides  ¬Ã‚ ve major paradigms used to analyse ethics and ethical dilemmas. Ethic of Justice The first type of ethic is the ethic of justice. This ethic often provides a basis for legal principles and ideals. Here, one may ask questions related to the rule of law and the more abstract concepts of fairness, equity and justice. Starratt (1994) characterizes this ethic as originating in two schools of thought, one focusing on the individual as central and the other stressing society as its key component. The former generally involves the concept of social contract where the individual gives up certain rights for the good of society; it includes the work of earlier philosophers including Hobbes and Kant and more contemporary scholars such as Lawrence Kohlberg and John Rawls. The latter conceptualizes justice as emerging from communal understandings (Starratt, 1994, p. 50). Also writing within this paradigm is Kenneth Strike, a scholar who focuses on justice and its in ¬Ã¢â‚¬Å¡uence on educational decision making by stressing concepts such as maximum bene ¬Ã‚ ts and its rela tionship to respect for individual needs (Strike et al., 1998). Ethic of care Second is an ethic of care. Out of the ethic of justice, the ethic of care shifts the emphasis on rights and laws to compassion and empathy. When the ethic of care is valued, school leaders emphasize relationships and connections in the decision-making process, rather than techniques and rules associated with a hierarchical approach. Noddings (2003) work is central to this ethic as are the writings of contemporary scholars including Gilligan (1982) who challenged Kohlbergs (1981) model of ethical decision making as relates to women and Sernak (1998) who contends that school leaders must balance power with caring. Ethic of Critique Critique is the third ethic. Firmly rooted in critical theory, the ethic of critique seeks to challenge the status quo and give voice to the marginalized sectors of society. Under the ethic of critique, theorists such as Apple (2000, 2001, 2003), Capper (1993), Foster (1986) and Giroux (1991, 2000, 2003), among others, ask us to not only rethink laws and justice, but also consider other concepts such as privilege, power, culture and language. Here, one might question who makes the laws, who bene ¬Ã‚ ts from them, and how they apply to a variety of different people. Grogan (2003) and Marshall et al. (1989) join the ranks of these contemporary scholars who urge educators to consider issues of social justice in their ethical decision making. Ethic of the profession The ethic of the profession (Shapiro and Stefkovich, 2001) calls for school leaders to consider professional and personal ethical principles and codes, as well as standards of the profession and individual professional codes to create a dynamic model that places the best interests of the student as central. This paradigm considers the other frameworks as well as issues such as what the profession expects, what happens when personal and professional ethics clash, and how community in ¬Ã¢â‚¬Å¡uences educators ethical decision making. This paradigm of the profession moves beyond a multi-paradigmatic approach and strives to consider moral aspects unique to the profession and the questions that arise as educational leaders become more aware of their own personal and professional codes of ethics (Shapiro and Stefkovich, 2001, p. 18). As Walker (1998, p. 300) points out: The well-considered shibboleth that the best interests of children will be taken to override con ¬Ã¢â‚¬Å¡icting inter ests may be considered both a safe and essential grounds for educational decision making. Ethic of the Community Furman (2003) proposes a  ¬Ã‚ fth ethic for educational leaders that of community. Furman (2004) explicates this ethical posture in an article appearing in this issue of the Journal of Educational Administration. For Furman, community becomes the context within which the other ethical postures are applied as school leaders make decisions in an ever-changing environment. She de ¬Ã‚ nes the ethic of community as the moral responsibility of educators to engage in communal processes. Here, the communal, rather than the individual, is the major focus of schools moral agency. This ethic is very different from Sergiovanni (1994) who views community as an entity and Shapiro and Stefkovich (2001) who see community in relation to the individual. Each of these  ¬Ã‚ ve paradigms is important to educational leaders who are asked to make ethical decisions. By considering the paradigms as complementary parts of a whole, the school leader has access to a more advanced set of tools for decision making. Ethics in School Management and Leadership For a better understanding of the impact of ethics in school management and leadership, a framework would be much appropriate. In their book, Ethical Leadership and Decision Making in Education, Shapiro and Stefkovich (2001) propose a framework for responding to ethical dilemmas. Ethical paradigms based on models of justice, caring, and critique are merged into a fourth paradigm, that of the profession. At the centre of this conceptualization is the best interests of the student. Educators have often used this concept to justify important moral and ethical decisions; therefore it seems apt that this concept would lie at the heart of a professional paradigm. Application of Ethics in School Management and Leadership The point that school administrative decision making requires more than the mechanical application of existing rules, regulations and various levels of school and school-related policy has been well established (Hoy and Miskel, 2005). The essential aspects of school leadership are more than simply possessing and carrying out certain technical skills to ensure effective and ef ¬Ã‚ cient management of organizational operations (Sergiovanni, 2009). The emphasis and preoccupation with bureaucratic scientism and management perspectives has given way to the importance of value, moral, and ethical bases for educational leadership decision making. There is an increasing recognition that putatively value free administrative decisions and actions are actually value-laden, even value-saturated enterprises(s) (Hodgkinson, 1978, p.122) that undergird our understanding of what Green ¬Ã‚ eld (1985, 1999), and others (Green, 1990) have articulated in more precise terms as the careful location of purpose and worth in things, or in other words moral education and moral leadership. This recognition of value-driven, moral leadership action, according to Hodgkinson (1978), is an administrative logic of a new order. The Ethic of the Profession and the Model for Promoting Students Best Interests (Shapiro and Stefkovich, 2001, 2005; Stefkovich, 2006), recognizes moral aspects unique to the profession that are primarily client-based and highlights the inevitable internal struggle experienced by school leaders due to a wide variety of considerations and factors that seek to inform and in ¬Ã¢â‚¬Å¡uence their moral practice as school leaders. This existential struggle can be characterized as a phenomenon of intrapersonal moral discord experienced as part of the process of deciding ethically when faced with dif ¬Ã‚ cult moral choices centered on personal versus organizational and/or professional value discrepancy, described as a clashing of codes within the framework. The professional ethic recognizes moral aspects unique to the profession of educational leadership and grounds the moral dimension of the profession on the monothetic injunction to serve the best interests of the student (Shapiro and Stefkovich, 2001, p.23) whereby promoting the success of all students (ISLLC, 1996, p. 8) by focusing on the needs of children (Walker, 1998).

Grammar Should be Secondary for Composition Teachers Essay -- informati

I have a knack for creating a series of run-on sentences and calling them an essay. I have a knack for beginning sentences with And or But. I also have a writing degree. I still have not mastered the use of the comma and somehow the Academy granted me that little piece of paper anyway. You, reader, may be wondering my point. My point is this: that despite my ill-formed paragraphs and run-on sentences I have existed and prospered within the formal writing environment. And so, I was elated to read Patrick Hartwell’s essay that contests that teaching grammar has a negligible effect on the development of a student writer (183). Clearly, there are different types of grammar, which Hartwell distinguishes in his essay. Borrowing from Francis’ â€Å"The Three Meanings of Grammar,† and his lengthy definition of grammar in three parts, Hartwell extends to the five categories of grammar. In dissecting grammar, Hartwell divides and conquers the argument that formal grammatical training is of great use to a developing writer. Instead, Hartwell sees grammar as a recognition tool, a way to keep the writer and reader on the same page. It is a tool of orientation rather than a prerequisite for â€Å"good writing.† Harvey Davis, an author I found by way of Hartwell’s end-notes, makes a great distinction between the necessity of grammar texts for educators and students. In his book, Famous Last Words: The American Language Crisis Reconsidered, Daniels recognizes that grammar books, â€Å"while they may be good for the publishing business, and may comfort anxious teachers, they are unlikely to help students much† (241). Books devoted to the teaching of grammar or the integration of grammar into writing programs simply create names for lessons and rules alread... ...n of all threads of thought, with a process of shaping afterwards. Grammar lay waiting for the guillotine in the arena of composition. The main concern of any composition teacher, as well as his students, should be the production of writing. Since the rules are so flexible and easily changed for matters of style, grammar should be an afterthought, rather than a pre-writing tool. To take writing time away from our students and force them to familiarize themselves with formal grammar does them a disservice. Bibliography Daniels, Harvey. Famous Last Words: The American Language Crisis Reconsidered. Edwardsville, IL: Southern Illinois University Press, 1983. Hartwell, Patrick. â€Å"Grammar, Grammars, and the Teaching of Grammar.† Cross-Talk in Comp Theory: A Reader. ed. Victor Villanueva, Jr. Urbana, Illinois: National Council of Teachers of English, 1997. 183-212 Grammar Should be Secondary for Composition Teachers Essay -- informati I have a knack for creating a series of run-on sentences and calling them an essay. I have a knack for beginning sentences with And or But. I also have a writing degree. I still have not mastered the use of the comma and somehow the Academy granted me that little piece of paper anyway. You, reader, may be wondering my point. My point is this: that despite my ill-formed paragraphs and run-on sentences I have existed and prospered within the formal writing environment. And so, I was elated to read Patrick Hartwell’s essay that contests that teaching grammar has a negligible effect on the development of a student writer (183). Clearly, there are different types of grammar, which Hartwell distinguishes in his essay. Borrowing from Francis’ â€Å"The Three Meanings of Grammar,† and his lengthy definition of grammar in three parts, Hartwell extends to the five categories of grammar. In dissecting grammar, Hartwell divides and conquers the argument that formal grammatical training is of great use to a developing writer. Instead, Hartwell sees grammar as a recognition tool, a way to keep the writer and reader on the same page. It is a tool of orientation rather than a prerequisite for â€Å"good writing.† Harvey Davis, an author I found by way of Hartwell’s end-notes, makes a great distinction between the necessity of grammar texts for educators and students. In his book, Famous Last Words: The American Language Crisis Reconsidered, Daniels recognizes that grammar books, â€Å"while they may be good for the publishing business, and may comfort anxious teachers, they are unlikely to help students much† (241). Books devoted to the teaching of grammar or the integration of grammar into writing programs simply create names for lessons and rules alread... ...n of all threads of thought, with a process of shaping afterwards. Grammar lay waiting for the guillotine in the arena of composition. The main concern of any composition teacher, as well as his students, should be the production of writing. Since the rules are so flexible and easily changed for matters of style, grammar should be an afterthought, rather than a pre-writing tool. To take writing time away from our students and force them to familiarize themselves with formal grammar does them a disservice. Bibliography Daniels, Harvey. Famous Last Words: The American Language Crisis Reconsidered. Edwardsville, IL: Southern Illinois University Press, 1983. Hartwell, Patrick. â€Å"Grammar, Grammars, and the Teaching of Grammar.† Cross-Talk in Comp Theory: A Reader. ed. Victor Villanueva, Jr. Urbana, Illinois: National Council of Teachers of English, 1997. 183-212

Irritable Bowel Syndrome :: Exploratory Essays Research Papers

Irritable Bowel Syndrome A short car ride home or sitting in the middle of a class can be an uncomfortable and painful experience for someone with irritable bowel syndrome. Irritable bowel syndrome (IBS) is a disorder of the large intestine (colon) that interferes with the normal functions of the bowel (NIH, 2003, para.1). Symptoms may vary from person to person, but usually characterized by diarrhea, bloating, constipation, and abdominal pain. According to the National Institutes of Health, 1 in 5 Americans have IBS and women around the age of 20 are more prone to it, making it one of the most common disorders diagnosed by doctors. To diagnose IBS, make an appointment with your doctor to have a medical test done such as a physical exam, blood tests, x-ray of the bowel, or endoscopy (AGA, 2005, para.4). The physical symptoms of IBS are that you must have had abdominal pain or discomfort for at least 12 weeks out of the previous 12 months, although they do not have to consecutive. Also, if your abdominal pain or discomfort is relieved by having a bowel movement, then you may have symptoms of IBS (NIH, para.4). Unfortunately there is no cure for IBS, but there are a wide variety of options to treat the symptoms such as medications, stress management, and diet changes. Antidepressants may also relieve some symptoms of IBS. In people with IBS, stress and emotions can strongly affect the colon. As college students we deal with stress every day, and in order to keep stress from causing serious physical harm, you must know how to deal with it. If you are feeling mentally or emotionally tense, angry or overwhelmed this can trigger colon spasms in people with IBS. These strong muscle contractions can result from mental stress because the nerves that control the normal rhythmic contractions of the colon are connected to the brain (AGA, para.3). Some suggestions for stress reduction are to get an adequate amount of sleep, exercise regularly to reduce tension, explore the benefits of meditation and yoga, and eat a well balanced diet. The way you eat can also affect the symptoms of IBS. As evidenced in research, dietary fiber may lessen certain IBS symptoms such as constipation. Diets high in fiber consist of whole grain breads and cereals, beans, fruits, and vegetables (Alice, 2003, para.2). Also drinking six to eight glasses of water is important, but drinking sodas and carbonated drinks can result in an increase in gas and discomfort.

Prison Gangs Essay

In our prison environments, there are many kinds of threats to inmate and officer safety daily. The correctional system in our country contains many gangs within the walls and connected to our streets. These groups, known as Security Threat Groups, are usually operated by race, and are active in our Federal Bureau of Prisons and in at least 40 state correctional systems. Inmates are pretty much forced to join their racial group or gang to ensure their personal safety while in prison. In the 1980’s and 1990’s, inmates were more racially twisted than ever before, and each race in a facility had a leader if not more than one. Inmates isolate themselves from other racial groups. While this was producing more racial tension in the environment, it was also producing Security Threat Group’s that were getting more organized and skilled at running the drug trade and social environments within the walls of the correctional facilities. Some of these gangs are more organized than others are, and produce the most followers. Because of organizational factors and growing numbers of members, the Aryan Brotherhood, Ku Klux Klan, the and MS-13 have emerged as our biggest security group threats in the American corrections system. The Aryan Brotherhood originated in San Quentin in the mid-sixties and was founded by Barry Mills and Tyler Bingham. This group is one of the best known gangs with many crews in our correctional facilities. The Aryan Brotherhood started to protect white inmates from black inmates during the time that the prisons were integrated. The Aryan Brotherhood is primarily located in the southwest and pacific areas of the country and is weakest in the northeastern areas where blacks are the strongest. The creed of the Brotherhood is, â€Å"I will stand by my brother. My brother will come before all others. My life is forfeited should I fail my brother. I will honor my brother in peace and war. † Members of the Brotherhood are lifetime members who commit to a blood in, blood out oath. This basically means that in order to get in you must kill an enemy and the only way to get out is to be killed. Most members support the white nationalist model, but crime is the real motivator and support for the group. The group, divided into two crews, operates both in the Federal Bureau of Prisons and at the state level. They operate in a fashion consistent with organized crime. Beginning as a local prison gang, the Aryan Brotherhood have grown into one of the most dangerous gangs in our prisons today, with ties to the Mexican Mafia, and Asian gangs originating in Thailand. These gang ties help fuel their growing narcotics trade. Members are expected to carry out these crimes within the walls and to continue the activities to further the interests of the group upon release. It would also seem that the Aryan Brotherhood has close ties to the non-prison security threat group the Ku Klux Klan due to the doctrinal similarities. The Ku Klux Klan was established by some ex-confederate soldiers in Pulaski, Tennessee in 1866. The groups name came from the Greek word kuklos, meaning â€Å"group or band,† and took the third as a variant of the word clan. The Klan started as a large recreational group and soon turned to intimidating the newly freed African Americans. While riding around at night, the Klan terrorized and sometimes murdered the ones that they were against. The members started to wear a hooded white costume, a disguise that represented the ghosts of the dead Confederates, to avoid being identified and to scare people during their raids. The Klan is the strongest in the South and in the Midwest. Today the KKK has been greatly weakened as their views have become more and more radical. They consider themselves a Christian organization and base their doctrines upon their own reading of the Bible. Their theology is strongly influenced by Christian Reconstructions – they hope to â€Å"reconstruct† the United States along biblical lines and to establish a white-dominated theocracy. While MS-13 is one of our newer gang problems in the United States with MS 13 forming in the Los Angeles area in the mid 1980’s this security threat group is one of the biggest problems we face in our communities and correctional facilities today. They grew out of El Salvadorian immigrants that came together forming MS to protect themselves from other Latin gangs already present in Los Angeles. Later they aligned with the Mexican Mafia, La Eme, adding the 13 to note the allegiance to them. This gang operates out of 42 states, along with the District of Columbia. In the 1990’s, MS-13 came to law enforcements attention as they were targeting violent areas in Hispanic neighborhoods. When law enforcement deported the violent gang members, they took their gang to their home countries such as El Salvador, while spreading their ways into other Central American countries, Mexico, and furthering their following in the United States. Today they are known for their excessive use of violence and are considered to be the worst of the worst security threat group’s known for their adaptability where law enforcement operations are concerned. The hierarchy is based on status, which is based upon how many acts have been committed for the gang. There is no national leaders recognized, instead leadership is based on local leaders. Originally, all members were El Salvadoran nationality; however, they currently accept any Hispanic heritage in their ranks. Among the crimes these gangs have been charged with are murder, robbery, stabbings, drive by shootings, assault, sexual assault, rape, and extortion. They have also, been charged with witness tampering and intimidation crimes. One of the biggest concerns of law enforcement is that this is one of the fastest growing gangs today. Because of organizational factors and growing numbers of members, the Aryan Brotherhood, Ku Klux Klan, and MS13 have emerged as our biggest security group threats in the American corrections system. These groups have different ideologies and methods of operations, but they all have some similarities. These can be the fact that they are all either directly or indirectly affiliated with violence and drug trafficking, or that all believe that their way is the only right way. Law enforcement agencies have their work cut out for them, considering the rate of growth of some security threat group’s is large enough in some areas to cause the FBI to raise their threat assessment levels higher, as in the case of MS13.