Discrimination in Labor

In the case of Sarah Crone vs. United Parcel Service, Inc. , decided by the United States Court of Appeals for the Eighth Circuit, the court decided against the complainant, and held that there was lack of evidence to show that the employer was discriminatory in not considering her for the promotion. In said case Crone, a dispatcher of the employer corporation wanted to be promoted to the dispatcher supervisor position, when the said position became available.However, she was not promoted because the Department Manager and the Division Manager feared she might not be able to deal with confrontations, which are necessarily attached to the supervisory position. For Crone, this ground was discriminatory on account of sex. According to the court, Crone was unable to show that the company’s reason was a mere pretext to cover up its discriminatory purpose. (Crone v. UPS, Inc. , 2002).The issue of discrimination can indeed be raised in this case, considering that it initially appears that Crone was not considered for promotion merely because of some trait that the managers ascribed to her on account of her being a woman. It should be noted that discrimination exists where distinctions are made, â€Å"in favor of or against, a person or thing based on the group, class, or category to which that person or thing belongs rather than on individual merit. (Dictionary. com). Federal Equal Employment Opportunity (EEO) Laws prohibit all sorts of discriminatory practices of employers, which include making â€Å"employment decisions based on stereotypes or assumptions about the abilities, traits, or performance of individuals of a certain sex, race, age, religion, or ethnic group, or individuals with disabilities. † (Federal Equal Employment Opportunity (EEO) Laws).These EEO laws, which have been passed in most states, enjoin companies to provide equal employment opportunity to all their employees, without regard to irrelevant characteristics such as age, religion and sex. EEO laws, having been based on the fundamental principle of fairness, urges companies to allow equal opportunity for employees to succeed. (Fair Measures). Following these laws, therefore, the company’s decision to choose another person over Crone falls within the category of employment decisions that should not be tainted with discriminatory considerations.However, it cannot be said that the court’s decision in this case in dismissing the complaint could lead to unlawful excuses for discrimination in other settings, because the ruling was not a statement of a policy favoring the creation of biases against women. The ruling was based on facts. The company was able to substantiate its defense that it was justified in finding Crone unqualified for the position because of her lack of necessary skills to deal with confrontations, which evaluation was supported by an occasion where Crone came close to tears while a driver became confrontational with her.Thus, the court upheld the ruling in Kiel v. Select Artificials, Inc. , 169 F. 3d 1131, 1136 (8th Cir. ) (en banc), cert. denied, 528 U. S. 818 (1999), which said, â€Å"In the absence of any evidence of discriminatory intent, however, it is not the prerogative of the courts or jury to sit in judgment of employers’ management decisions. † (Crone v. UPS, Inc. , 2002). Thus, it would be premature to conclude that this decision veers away from the policy against discrimination, as it is clear that the company’s decision was based on cold facts.This writer believes that the above case does not require elaborate changes in the present EEO structure, as there is no danger of discrimination, provided that the law’s nuances and policy are carefully followed. The law provides for instances that could be considered discrimination. In the absence of sufficient proof of such discrimination, the law is correct in providing equal protection to employers who have the right to man age their business in accordance with their preferences.

Causes of the Second Punic War Essay

The Second Punic war â€Å"was the greatest and most dangerous one Rome was compelled to fight on their way to the conquest of the Mediterranean. † With 17 years of battle causing heavy casualties to be suffered on both sides, the Second Punic War has proven to be an important time period in the Roman and Carthaginian empires. For Rome, the end of the war meant â€Å"the defection of most Southern Italy† (Kagan 232, 1995) and many economic problems. For Carthage this meant the end of their rise to power, and the realization that the idea of Mediterranean control being based in Africa rather than Europe was no longer a possibility (Kagan 233, 1995). Both empires had a lot at stake upon entering the war, but as will be discussed, many historians believe that eventual conflict was inevitable. Past grievances and battles pitted the Romans and Carthaginians against one another ultimately leading to the Second Punic War and the resulting downfall of Carthage. The ancient sources written by Livy, Polybius Dio Cassius and Appian place a great deal of blame on Hannibal in starting the Second Punic War. Though some of the authors justify his actions to an extent, Hannibal’s invasion of Saguntum is pinpointed as the immediate cause of the Second Punic War. Dio Cassius and Appian find little sympathy in the motives behind Hannibal’s actions. As discussed by each of the writers, Hannibal’s father, after the loss of Sicily, harbored extreme hatred toward the Romans and instilled these feelings into Hannibal from a very young age. All four authors mention an oath taken by Hannibal at age nine in which he vowed revenge against the Romans for their unjust actions. Livy writes that this oath â€Å"bound Hannibal to prove himself, as soon as he could, an enemy to the Roman people† (Kagan 93-94, 1975). Sure enough, upon ascending to power, â€Å"as if Italy had been decreed to him as his province, and the war with Rome committed to him,† (Kagan 95, 1975) Hannibal marched toward Saguntum with the knowledge that this would get a rise out of the Romans. Ultimately, Livy asserts that the blame is dependent on â€Å"whether it was allowed to be done by the treaty† (Kagan 103, 1975). Polybius outlines three clear causes of the Second Punic war. First, as other ancient authors, Polybius points to Hannibal’s oath and longstanding grudge against the Romans. However, he continues to explain the reasons for Hannibal’s rage, the First Punic War, which Polybius calls â€Å"the most important cause of the subsequent war† (Kagan106, 1975). At the close of the mercenary war, Carthage did all it could to avoid conflict with Rome, eventually costing them Sardinia and large indemnities that were to paid to the Romans both immediately and over time. This unequal treaty on the part of the Romans is the leading factor in Carthage’s hatred toward Rome. Thirdly, Polybius credits the Carthaginian successes in Ibera as the third leading cause of the Second Punic war. Having secured a great deal of territory and further motivated by victories, Carthage felt that they were strong and powerful enough to take on Rome. It is for this reason that Hannibal chose to attack Saguntum at this time to elicit a response from the great empire. Upon being confronted by the Romans, Hannibal does not concede the real underlying causes for his attack, but insists instead that it is retaliation for the Carthaginian leaders put to death by Roman arbitrators in Saguntum. Polybius makes an interesting point that this failure to disclose his true motives may have caused more blame to fall on Hannibal’s shoulders. Polybius writes, â€Å"he had not said a word of the real cause, but alleged the fictitious one of the matter of Saguntum; and so go the credit of beginning the war† (Kagan 107, 1975) This assertion is important to consider in analyzing the ancient sources, as many contain a pro-Roman bias. Polybius recognizes that the immediate action that brought the war was that of Hannibal, but also that â€Å"we must acknowledge that the Carthaginians had good reason for undertaking the Hannibalian war. † (Kagan 109, 1975). In his essay â€Å"The Case for Rome,† Frank argues that â€Å"the nations came to blows because the Barcid family were able to keep alive the bitter feelings aroused by former defeats† (Kagan 118, 1975). As with Polybius, Frank discusses the true nature of the attack versus the excuse for battle Hannibal was stating. Throughout the exchange of embassies and the lead-up to the Roman and Carthaginian battles, Hannibal never wavered from his assertion that Carthage was seeking revenge for those officials who had been executed in Saguntum. Frank continues on to state his opinion that the war between the two empires was not inevitable, but rather a matter of Hannibal and the Carthaginians wanting to restore their pride. In comparing Frank to other modern authors, he is much less sensitive to the wrongdoings on the part of Rome. Frank faults Hannibal for the beginning of the war, justifying the alliance with Saguntum and accusing Hannibal of starting a war based on illegitimate grudges. In his essay, Frank claims that â€Å"an unwelcome war had been thrust† (Kagan 119, 1975) upon Rome. In analyzing the other modern sources, it is evident that Frank’s view is the uncommon one and that Rome was in fact an instigator in the Second Punic war. While Hallward acknowledges the anger of Carthage as a factor in Hannibal’s actions, he is also quite hard on the Romans for their unjust actions following the First Punic War. â€Å"In 237 B. C. , the Romans, with no shadow of right, had forced Carthage to surrender Sardinia and to pay an additional indemnity of 1200 talents† (Kagan 120, 1975). Hallward acknowledges that it was outside the moral and legal realm of Rome to seize Sardinia and force the payment of such steep indemnities. He continues to discuss the limitations imposed on Carthage with the Ebro treaty. As Rome grew more concerned with Carthage’s advancements in Spain, they took advantage of the times to impose the treaty and restrict Carthage from advancing past the Ebro River. An important aspect of the Ebro treaty is the implications that came with it. This treaty implies that Rome would not hinder Carthaginian expansion up to the River. Though dates are unclear, had the alliance with Saguntum already existed, it was an â€Å"implied obligation on Rome not to use the town [Saguntum] as an instrument to hinder Carthaginian expansion within the sphere recognized as open to her† (Kagan 120, 1975). Rome failed to stay out of Carthage’s way and became a bother and a hindrance in their quest for expansion. In Saguntum, Rome â€Å"intervened to bring into power, not without bloodshed, a party hostile to Carthage and to promote friction with the neighboring tribe of the Torboletae, who were subjects of the Carthaginians† (Kagan 120, 1975). Not only was this alliance against unjust in that it was against the spirit of the treaty, but it was also spiteful on Rome’s part. In the eight months in which Saguntum and Carthage were battling, Rome was hesitant to send support. Saguntum was â€Å"unimportant and distant, and the material interests of Rome were protected in the Ebro treaty† (Kagan 121, 1975). However, in spite of having so little to gain, Rome pursued an alliance with this nation to hinder Carthage and impose themselves in the Carthaginian realm. All of these actions on Rome’s part were harsh reminders of the unfair treatment Carthage had received since the First Punic war. Though past grudges played a key role, Rome’s continued hostilities and instigatory actions gave good cause for the hateful feelings to continue, and ultimately led Carthage, under Hannibal’s command, to seizing Saguntum as a way of bringing forth a response from Rome. Throughout his essay, Scullard asserts that Hannibal and Carthage were within their legal and moral right in seizing Saguntum. Scullard bases this conclusion on his analysis of the treaties that existed between Rome and Carthage at that time. He first addresses the treaty made with Lutatius in 241. He states that Carthage was within their rights because â€Å"Rome’s alliance with Saguntum was later than the treaty of Lutatius, so that the town was not included in the list of Rome’s allies whom the Carthaginians had promised to respect† (Kagan 123, 1975) In regards to the Treaty of Ebro, he points to the simple geographical fact that Saguntum was located 100 miles south of the Ebro River, well in the domain which Carthage had been promised. Also in regards to this treaty, Scullard mentions a similar point to Hallward in that Saguntum â€Å"could not in equity be used by the Romans as a handle to check Punic expansion in the south† (Kagan 124, 1975). Scullard also addresses Hannibal’s hatred of Rome which is discussed in so many other sources. Scullard asserts that though there is evidence and cause for the hatred, Hamilcar moved into Spain with â€Å"the intention of re-establishing his country’s lost empire,† not seeking revenge. Based on the treaties which had been made, and the unjust actions of Rome, Scullard states â€Å"Rome had no legal ground to restrain Hannibal from attacking Saguntum, he was within his legal rights and was no treaty breaker† (Kagan 124, 1975). As with the other modern writers, Errington acknowledges the anger of Hannibal but does not point to these emotions as the cause for war. Instead, Errington recognizes the wrong doing of Rome in the events leading up to the Second Punic war. It is vital to understand that â€Å"the peace of 241 and Rome’s subsequent annexation of Sardinia were presented as the bitter Barcid disappointment which precipitated another war 23 years later† (Errington, 53). It is crucial to understand the reasoning behind Hannibal’s anger, rather than condemn him as a tempered, vengeful leader. Errington continues to write about the â€Å"unwarranted interference with Carthage’s friends in Saguntum. † This arbitration and newfound friendship with Saguntum reminded Carthage too much of the convenient alliances Rome had made in the past with the Mamerties and the Sardinian mercenaries. Errington 55-56). In concluding, he addresses the â€Å"Roman traditions† regarding the Punic war, which firmly blamed Hannibal for the beginning of the war. He evaluates these claims as simplified and â€Å"grotesquely wrong† (Scullard, 60) asserting that the Romans played a part in inviting the war through their actions against Carthage. In Kagan’s chapter on the Second War, he gives an in depth background which allows the reader to fully grasp and understand the circumstances which led to the actions and emotions of both empires. The peacetime between the two wars was crucial in leading up to the second Punic war. During this time, Romans involved themselves in a war in Sardinia at the request of the mercenaries. This involvement against Carthage â€Å"was a clear violation of the treaty of 241 and without any respectable pretext† (Kagan 253). The Romans knowingly and blatantly broke the treaty which had been formed between the two nations. Once involved, Rome took advantage of their situation and demanded Sardinia and massive indemnities from Carthage. The Carthaginians were forced to reluctantly accept, but they resented that their treaty had been violated and that they taken advantage of. This resolution â€Å"reflected the relationship of power between Rome and Carthage at a time when Carthage was unnaturally weak† (Kagan 255). As the empire gained it’s power back through Spain, they became more confident in their abilities to match up against Rome, and Rome became more nervous regarding their ability to do so. Kagan discusses the alliance made between Saguntum and Rome and concludes that either way, Rome was in the wrong. Had the alliance occurred beforehand, it should have been included in the treaty, but had it been afterward, then it was a direct violation of the Ebro treaty. Either way, Rome was in the wrong to try to prevent Carthage from taking Saguntum, a city of little importance or value to the Roman empire. Kagan, like other authors, addresses the Roman tradition of blaming Hannibal’s oath and anger. Kagan argues â€Å"the rejection of the wrath and the oath leads to a diminution in the responsibility of Carthage. It is possible to see its behavior as entirely reactive and defensive† (Kagan 270, 1995). In Hannibal’s quest to restore the empire which had been taken fro him, Carthage pushed through Spain in the territory they were permitted. In this view, Hannibal’s attack on Saguntum broke no treaty and was justified by any fair understanding of the Ebro treaty† (Kagan 270, 1995). Each of the authors offered a similar story, but the bias and blame was placed differently in each piece. The ancient writers seem to fall into the trap of the â€Å"Roman traditions,† faulting Hannibal heavily for the vengeance he felt toward Rome throughout his life. However, as we move to the more modern authors, it is apparent that Carthage’s actions were simply a consequence and reply to those of Rome. Hannibal was within his rights of both treaties when he attacked Saguntum, and it was not the right of Rome to become involved. Carthage had been undermined by Rome on several occasions, and they were right to stand up against Rome in the eyes of further injustice. While the immediate blame for the Second Punic war may fall on Hannibal and his invasion of Saguntum based on Roman hatred, it is important to realize that the underlying causes of the war were in fact instigated by Rome and their policies in the preceding decades.

The Language of Reality Essay Example | Topics and Well Written Essays - 8000 words

The Language of Reality - Essay Example Beyond elementary semantic structures numerous sub-layers of meaning and communication exist to both enrich and complicate the way in which we interact and express our ideas and emotions. It is not what we say, but how we say it. The world of artificial intelligence and its struggle to embrace the complexities of everyday communication shows just how interdependent language, external cultural foces and the personal realm of experience can be. A simple de-coding or patterning of linguistic structures as we understand them is barely enough to compose the bare bones of the seemingly simple ways in which we communicate. The gap between intention and reception can create a crossfire of miscommunication - where meaning becomes alienated from form and the most intangible aspects of speech are cast into the spotlight. In the theoretical space between intention and reception - where communication can either prosper or become fragmented - lie determinants such as perception and recognition. We therefore largely depend upon these two elements to formulate successful interactions, and to form the fabric of what we perceive as reality - in the sense that we depend upon information to guide, instruct, elucidate and define the world around us. Sayre (1965, p. 177), examines the distinction between perception and recognition - and the roles they play in our understanding and interpretation of the world around us: "According to the theory outlined in Plato "Meno" and Phaedo, acquisition of knowledge is a matter of recollection or recognition. As someone comes to know that about which he has been ignorant, he "cognizes again" .... If I have never seen, been told about, read about or in some other way come to know about gooseberries, then upon seeing a gooseberry for the first time I scarcely could be said to recognize it. The next time I see a gooseberry I probably will recognize it, if not by name then at least as an object of the sort I had seen some time previously. But if the first time one perceives an object is the first time one has ever been cognitively aware of such an object, perforce at that time one does not recognize it. It is commonplace, on the other hand, that we perceive objects which we have never perceived before, nor learned about in any other way." In this understanding of recognition and perception, the act of recognition is, by definition, rooted in the realm of memory and past experience. Memory, it is generally accepted, tends towards subjectivity, embellishment and is often powerfully influenced by the emotions or mindset that were in force at the time when the incident occured. It follows that recognition is unreliable as an objective conduit for accurately conveying intended meaning - as it will always be influenced by a recipient's internalised framework of understanding. In this way, the eventual meaning conveyed by a piece of information is outside of the control of the speaker or communicator from the moment the idea leaves their immediate sphere and enters a communication channel - whether that channel be through the medium of speech, or through a technological pathway such as the internet. Once a piece of information is liberated from the person in possession of its intended meaning - it immediately falls prey to the co-authorship of social context and recipient subjectivity. Caught in a fragmented point of juncture between initial source, external influences and final perception and recognition - a message is defined and understood by a melange of often contradictory 'realities'1 which - by way of their very merger and interconnectedness -

The invention of the telephone Essay Example | Topics and Well Written Essays - 1000 words

The invention of the telephone - Essay Example The invention of the telephone can be attributed to two great minds: Elisha Gray and Alexander Graham Bell. These two men were American inventors working independently on similar projects that culminated in the creation of the first telephone in the 1870s. They both designed the first instruments that could be used to transmit sound through electronic means (Casson, 2007). Gray and Graham Bell could not have been successful in their inventions had it not been for the effort of other inventors who had worked on projects that involved the transfer of sound from one device to another. In 1831, Michael Faraday discovered that it was possible to covert metallic vibrations to electrical impulses. This became the most important basic principle of the telephone, although nobody worked on it up until 1861. This was when Johann Reis designed the first instrument that could convert sound to electromagnetic waves and back to sound. However this device had many shortcomings including its inability to transmit several frequencies at the same time. In 1854, Antonio Meucci invented the telettrofono, a device which could be used to communicate through voice (Mercer, 2006, 76). One of the factors that contributed greatly to the invention of the telephone was the telegraph, which had been in existence for more than thirty years by the time the telephone was designed. Although it was a highly successful communication system, it had its own problems. For instance, its use of the Morse code greatly limited how one could send and receive messages. in 1870 the Englishman electrician C.F. Varley patented some audio telegraphs that were based on the invention of Reis. In 1874, Poul la Cour was bale to transmit tones through audio telegraphs and telegraph lines (Noll, 2001, 151. However, the instruments were not made to transmit actual human sound. Gray and Bell used Reis’s instrument to make their own versions of the telephone. Gray had designed a tone telegraph similar to la

Should the Multinational Firm Be Involved In International Business or Essay

Should the Multinational Firm Be Involved In International Business or Investment with a Developing Country - Essay Example In this study, Supermart is taken as a frictional multinational company which is based in the United Kingdom. It is a developed country. Supermart is a retail company doing its business for a long time in various countries of the world. It is one of the largest companies in the retail industry segment of UK. But for the large numbers of players the market of UK has become very much saturated which limits the growth of the company. Therefore expanding its business internationally will help this retail company to generate more revenue by acquiring the new customer base. For this reason, this UK based company has made a plan of expanding its business in the emerging market of China. Supermart can have many benefits and advantages of this decision. China is experiencing a huge growth in its retail market. A significant rise in the income of household people influences the retail industry of China to grow. China is a developing country having an emerging market. The improvement of the Chi nese economy Influences its people to spend more which becomes an advantage in its retail industry. The purchasing power of the people is increasing in this country which leads to the rise in demand. A positive marketing environment is created for this reason. The government of China is providing business licenses to many new companies for the development of the country. But in some cases, its government policies create many difficulties in case of foreign companies for establishing its business. Some of the reforms of China opens the country’s market and attracts many big companies. The political factor of China influences a lot in its national institutional system. Previously there were many trade regulations in the retail industry sector of this country. This industry was not considered as a prestigious industry by its government and it was not sanctioned. But modernization of China facilitates the growth of its retail industry. The open market system of the country influe nces its institutional system. The economic system of China has become market-oriented economy. The country has become a significant player in a global economy. It supports the growth of its private sector industry. For business operations, the country maintains strict regulations and laws. There is a specific framework under which the companies have to operate its business.

Compare and contrast Roshomon or Godzilla to Japan from 19301970 Essay

Compare and contrast Roshomon or Godzilla to Japan from 19301970 - Essay Example The havoc that Godzilla wreaks upon the people of Japan is certainly a symbolic representation of the devastation of the Hiroshima and Nagasaki bombs. Yet Godzilla also works a symbol for the future of Japan as a reborn world power that focuses not only military might, but on mastering science and technology itself. Almost immediately, Godzilla launches into specific commentaries on Japanese culture, especially its history of vulnerability to attacks from the Other, whether natural disaster or the threat of annihilation by a superior power. Nuclear testing in the Pacific proved to be causing significant health dangers to Japanese fishermen and the early images of an unknown lethal force destroying fishing boats on an island directly connects with those real life concerns. The concept of radiation creating problems for the people of Japan long after the actual atomic bombs goes to the core of Japanese life following those detonations. It is not just the man-made threat engendered by scientific progress that the film speaks to, however. It also is concerned with the historical concerns of the Japanese regarding the precarious position as a small island subject to the might of nature. Godzilla represents the obvious fears of helplessness that stem from being a small, isolated island nation suddenl y stripped of its military might. In essence, the post-war treaty stripped Japan of its very right to defend itself while also providing precautions against its entertaining imperialist ambitions in the future. The vulnerability that the Japanese have always naturally felt was doubtlessly a contributing factor to their imperialist confrontations with Korea, China and Russia. Rather than waiting to be attacked and putting their ability to defend themselves to the test, their vulnerability could be counteracted by becoming the aggressors themselves. Faced with the unquestioned inability to defend themselves against an enormous opponent who could destroy lives and buildings on a massive scale, there can be little argument that at heart Godzilla was a concrete symbol of the fear of American might. But within that specific fear lies a much larger element. America and its technological superiority did not just mean an end to Japan's imperialist ambitions in World War; those massive explosions signaled a host of other changes as well. America was barely a baby in comparison to the millennia-long history of Japan. The Japanese tradition of ancient warriors and rituals were epitomized by the existence of its emperor. One important element of the particular vulnerability that Japan faced following World War II was the death of their historical identity. The powerful nation that had beaten back far more imposing military powers and had conquered foreign lands was no more. A modern nation still ruled by ancient tradition saw, with the atomic bombings, their empire reduced to rubble and forcibly democratized. One pointed episode that takes place in the film may address this confusion of identity. The Diet Building had over the years come to symbolize the Japanese movement from its imperial tradition to its status among the democracies

Criminal justice Assignment Example | Topics and Well Written Essays - 500 words - 1

Criminal justice - Assignment Example This paper focuses on the shortcomings of the present criminal justice system of United States and presents some recommendations simultaneously. The United States criminal justice system has been a matter of concern for many legal experts due to the issue of ethnic and racial biasness. Racial discrimination and suppression of African Americans is no new happening in United States. In fact, United States has been in focus due to the same. Unfortunately, the criminal justice system still has the germs of this discrimination. Despite the fact, that African Americans just form a small minority in the country their chances of imprisonment are eight times higher than White Americans. Moreover, chances of imprisonment of Asian Americans are three times higher than White Americans. Official reports reveal that during a two year time period in Maryland, more than 70 percent cars stopped for searching were of Black people. Moreover, police did not find anything at all in 90 percent of those searches (Cole & Smith, 2007). Moreover, many states officials accept that for investigation and arrests, their first targets are always blacks and other ethnic minorities. Not only this discrimination is on the ground level but also at the higher levels of system since these minorities have a higher chance of getting higher fines and punishments for minor crimes. Since majority of the officials in this present system have germs of discrimination, an independent review committee can solve the problem to some extent. That committee would have legal experts from all minorities and would listen to review petition of individuals who think that they were discriminated on basis of race. Even if this system would not be able to provide 100 percent accuracy and non-biasness but still it would, give a hope and message to the minorities of the United States that the government wants to ensure a legal and fair trail system (Cook, 2001). The primary method of

Interpersonal Communication Article Example | Topics and Well Written Essays - 500 words

Interpersonal Communication - Article Example The writer, Chris Zervas, states that, the area of constructive criticism can be problematic as "We say things we don't mean or recipients hear more than was meant." (1) Therefore, often during constructive criticism in a potentially sensitive area such as the workplace, direct channels of interpersonal communication are not functioning correctly. The sender is communicating the wrong message, using inadequate phrasing and wrong information whilst the other participant receives a distorted or exaggerated message. The receiver subconsciously picks up another message from indirect channels of interpersonal communication. These indirect channels may include the tone of voice of the sender or his body language. The receiver may suspect that the sender has hidden motivations, revealed by these uncontrolled actions. The receiver also may react defensively as he or she may feel that their position within the work team is threatened. Chris Zervas uses his management insight to implement "ski llful communication" which "can make these situations far less volatile."(2) Zervas states that the important connotation of the senders message should make the receiver feel respected and valued, which is the converse of how criticism generally makes people feel.

Clinical Quality Improvement Research Paper Example | Topics and Well Written Essays - 750 words

Clinical Quality Improvement - Research Paper Example The same year, Biotech Week  released an article arguing that the United States’ quality management framework is cohesive. This system operates from the foundation up. This way, it can echo the manner in which clinical researchers operate, which flawlessly automates research behavior. In this article, the system enables the researchers to provide excellent findings. Statistical data collected in Biotech Week’s article to report findings included registration and certification of Spaulding  Clinical  Research, which reflected data on lab findings and Clinical  Pharmacology (Biotech Week  3). In 2010, researchers Thiel and Martin argued that quality management entails all operations that clinical organizations apply when directing, regulating, and matching quality. These operations normally involve creating a quality strategy and establishing quality goals. One of the numerous fields contained by clinical quality management entails the safety of patients. Statis tical data collected by Thiel and Martin to report findings include the presentation of data for patient safety cases from Anglo-European College of Chiropractic (AECC) (Thiel and Martin 46). De Lorenzo and Pfaff noted that in spite of good intentions, the ideas and implementation of clinical quality management and criteria for patient care do not have a proper definition in former literature. This is a problem for today’s researchers aiming at finding out the risks involved with clinical quality management. While focusing on formal military doctrine and policies, the study argues that flexible and random applications range from the helpful and encouraging type to the negative and ineffective. De Lorenzo and Pfaff chose this topic because they intended on bettering the clinical care for casualties in war (De Lorenzo and Pfaff 377).

How the introduction of a new technology can assist an organisation in Dissertation

How the introduction of a new technology can assist an organisation in achieving its business objectives (Apple Company) - Dissertation Example The organization that will be the centre of the research is Apple Incorporation with focus on their iphone and ipad products. This study is significant in view of the fact that Apple Inc is considered as the leading organization in computing and mobile information innovation (Shi, 2011). Apple Inc is ranked 35 in Fortune 500 of 2011, 21 ranks higher compared with last year (www.fortune.com). The company’s increased in rank is visible manifestation not only of increased revenue, but it is also a show of the company exists expanding market and its capacity in creating new ones. Furthermore, in order to address the topic of the research, a look into the objectives of the Apple Inc., as well as, the company’s performance in the market will be performed. 1.2. Reasons for the Topic Chosen Fast phased developments in technology are an essential attribute of the contemporary period, especially in the business world (Andersen, 2001). The reasons behind why this topic has been chosen are because 1) Integral in the survival of contemporary organizations is it response to the challenges and demands of new technologies (Thomas 1994, p. 235). As such, the research believes that understanding the alignment between objectives and new technologies can further the knowledge necessary in apprehending the business environment of organisations. 2) Apple Inc is considered as one of the most innovative organizations in computer and mobile technology in the world (Voice of the Innovators, 2004). An insight regarding how the company keeps its leadership in technological innovation while pursuing its objectives helps in gaining an understanding regarding how new technologies can help organisations attain its goals. 3) The researcher views the alignment of new technologies and business objectives of the organisation can be considered as a powerful strategy that companies may utilised as they compete in the global market. In this regard, the experience of Apple Inc. affirms this view. Since, the company is not only

Claudius has been presented in the theatre as a worthy King Essay Example for Free

Claudius has been presented in the theatre as a worthy King Essay Claudius has been presented in the theatre as a worthy King and Polonius as an amiable and sensible father. What is your response to the ways in which Shakespeare presents one of these characters? It is hard to judge the character of Polonius in Shakespeares Hamlet, due to the fact Shakespeare presents many of the events not only through Hamlets eyes, but the eyes of Polonius children and the King, and through these different people he is presented in different ways. However, there is a great deal more to this multi-faceted character in the play, as his presence and actions in the play is of great importance, before and after his death. Polonius is presented in different ways in various stage productions; usually, he is presented as a wise man, and one with great influence upon his son and daughter, Laertes and Ophelia, and of a man highly respected by King Claudius, Queen Gertrude and the people of Denmark. Despite this, he can become a rather comic character, if the company wishes Hamlet to be presented more positively. As Polonius is presented through different productions in different ways, it is difficult to evaluate his true nature. As the play is largely presented through Hamlets eyes, it is from him we draw many of our opinions. It is eventually Hamlet that kills Polonius, stabbing him through the arras, and Hamlet who sends him off with such harsh words as a foolish, prating knave; it can be said that he encompasses aspects of this statement, as we see in different parts of the play. However, to be deeply cynical of Polonius is somewhat hard to do. Polonius, in the eyes of Claudius, the Queen, the words and actions of Laertes, Ophelia and the Danish people, and the obediency of Reynaldo give us a more reasoned insight into Polonius. Polonius can be seen as foolish mainly when talking to his servant, Reynaldo, wherein he directs Reynaldo as to how to spy on Laertes. During his speech, Polonius gets wrapped up in his own words, and seems to lose the points he is trying to get across; And then, sir, does a this he does what was I about to say? By the mass I was about to say something. Where did I leave?; Shakespeare also transfers from blank verse into prose, accentuating Polonius loss of grip. However, this may actually be cleverly checking if Reynaldo is listening; the fact he quotes him directly back At closes in the consequence, at friend or so, / and, gentlemen' suggests many positive factors. For one, it is a reflection on Polonius authority and importance that Reynaldo remains attentive and quotes him back perfectly. Also, if this is a trick, Polonius may feel the matter is so important to his sons welfare that he needs to test Reynaldo to see if he really is listening so that the surveillance can be perfectly executed. Polonius may be seen to lose his grip in his bouts of prating to the King and Queen in parts of the play too. His speech to Claudius and Gertrude concerning Hamlets madness is a prime example of Polonius prattling, as we see in his long-winded build up to his conclusion, that Hamlet is mad; Therefore, since brevity is the soul of wit,  And tediousness the limbs and outward flourishes,  I will be brief. Your noble son is mad..

Mexican American Journal Entry Essay Example for Free

Mexican American Journal Entry Essay It has been 11 years since we have arrived to Los Angeles, California. I can still remember the feeling of when my father had said to us that he we would be moving to a far place to try to find better jobs for my mother and him because with the two jobs my father had and the washing and ironing of other peoples clothes my mom did was not bringing enough money to support my sisters and me and did they wanted to provide a better life for my sisters and me. Mexico was such a poor country that my parents could not see themselves make enough money to support my sisters and me, let alone see us get a better education. So my parents decide to migrate to the United States with one of my mother’s brother. We arrived in Los Angeles, California on July 16, 1931, with my Aunt Julia and Uncle Fernando. My family and I were so happy to finally arrive to the U. S. to live the â€Å"American Dream. † Soon we would find out that our dreams would come crushing down fast. After settling down, my mother decided it was time to enroll my sisters and me into school. My mother asked my Aunt Julia and Uncle Fernando what my sisters and I need to enroll into school but since my aunt and uncle did not have any children, they were unable to tell my parents the information we would need. As my mother, my sisters and I walked into the school we could notice all the â€Å"gringos† looking at us in a weird way (looking at us like we did not belong there). My mother can right away tell that there was something wrong that we would not be accepted into that school. My mom was correct, as we entered the office the school secretary told my mother that we were not welcomed there and that if she wanted to enroll us into school it needed to be in a segregated Mexican school. Walking out of the school with confusion on her face, my mother saw an elderly Mexican American woman who spoke Spanish and asked her if she knew the reason we were not accepted into the school. The woman proceeded to explain to my mother that in the past few years many Mexicans were migrating to the U. S forced by the economic and political disorder produced by the Mexican Revolution and were tempted by jobs in U. S. agribusiness and industry that many Americans feared losing their jobs to underpaid illegal immigrants. Americans could not deal with losing the jobs they had especially during this time of the Great Depression. The elderly woman proceeded to explain to my mother that Mexicans were not welcomed to California or other parts of the country, that Mexicans were discriminated against and that we only had to go to schools that were for Mexicans only, that the only language we could speak in the schools regardless if they were for Mexicans only was English. She read my mother some signs that said, â€Å"NO MEXICANS ALLOWED. † She continued to tell my mother which neighborhoods we could not enter and which we could. If we saw signs like the ones she read for us, then we should be aware that we were not wanted there. After finding an all Mexican school for my sisters and me, my parents thought the hard part was over. I would here them talking in their bed room that as long as they did not bother the â€Å"gringos† or got in there way we would not have anything to worry about but they were wrong. Shortly after being able to find jobs for themselves, I began to see my parents worried and listening to their radios all the time. They had just found out that Mexicans were being deported back to Mexico regardless of their legal status. The news stated that tens of thousands of Mexican families were arrested and sent to jail for 10 days before they were sent to Mexico by train, because of an anti-immigrant campaign that the Americans had done. Those families were not given a chance to proof if any family members were U. S citizens. Families were not given the chance to take anything with them. The news also began announcing free trains rides back to Mexico for Mexican American and Mexicans who wished to voluntarily be taken back to Mexico. I can remember seeing my mother cry because she said she did not want to return to Mexico and live in the horrible conditions we were living in before. She begged my father to do something so we did not have to return to Mexico. One day my father came home telling my mother that he had heard of migrant work camps established by the U. S. Farm Security Administration, or FSA and that they had a possibility of getting jobs there to stay in the U. S. The camps provided housing, food, and medicine for immigrant families as well as safety from any criminal elements that can take advantage of defenseless immigrants. We had the possibility of staying we were extremely happy!! Little by little more Mexicans have extended their stay as well as the places were we live at. The most popular places where Mexicans live at now are Chicago, California, and New York. We stayed in the U. S. , my sisters and I are receiving a great education and compared to Mexico, I think we are now living the American Dream!!!! Reference: Depression and the Struggle for Survival. (2005, April 20). Immigration. Retrieved August 10, 2008, from The Library of Congress. Koch, W. (2006, April 4). 1930s Deportees Await Apology. USA TODAY. Retrieved from http:www. usatoday. com.

The Effectiveness Of The Jigsaw Approach

The Effectiveness Of The Jigsaw Approach The purpose of this research was to study and analyze the effectiveness of the jigsaw method and other cooperative learning strategies for students with learning disabilities. A 20-question survey about cooperative learning strategies, including the jigsaw, was used to determine educators knowledge of the jigsaw approach and the effectiveness they have had using it with students with and without a disability. Research findings indicate that educators believe cooperative learning does have a positive impact on their students learning new material. Concerns still exist with educators knowledge of cooperative learning strategies and how to properly implement them in the classroom setting. Cooperative learning strategies have been used to improve student achievement for many years. The effectiveness of these strategies, for students with and without disabilities, has been debated. The jigsaw method is a specific strategy that involves students working together and teaching their peers new material. Educators knowledge of cooperative learning is an important aspect for implementing specific strategies, like the jigsaw method. This study is focused on educators knowledge and their opinion on the effectiveness of cooperative learning for students with and without disabilities. The concern of a need for professional development was also examined as a way to increase knowledge of cooperative learning strategies. Review of Literature Cooperative learning is a strategy that has been a part of the education world for many years. It was developed out of the theory of constructivism. It has expanded from its original design of just having students work together with a partner or small group. The effectiveness of cooperative learning has been demonstrated through numerous studies as an effective strategy to increase students comprehension (Bigge Stump, 1999, Law, 2011, Santos Rego Del Mar Lorenzo Moledo, 2005). Law (2011) found, that students higher-order reading performance could be enhanced through engaging in cooperative learning activities with well-planned scaffolding by their teachers (p. 416). Cooperative learning has traditionally been looked at in the general education classroom, but it can also be used for working with students with special needs. Numerous strategies fall under the category of cooperative learning. One particular research-based strategy that has demonstrated effectiveness for increasing student understanding is the jigsaw method. The jigsaw falls under cooperative learning because it allows students to work together to learn new material. According to Bigge and Stump (1999), for cooperative learning to be effective, students need ample opportunities to solve problems as a group first and then resort to teacher assistance (p. 121). Gà ¶Ãƒ §er (2010) suggests the jigsaw approach should be used mainly in teaching grammar and literature. The jigsaw approach is just one of many cooperative learning strategies that has demonstrated effectiveness, but does have weaknesses as a strategy for students in general education as well in special education. The jigsaw approach was first developed by Elliot Aronson (1971) to help students develop their social and cooperative skills. The original purpose was to deal with desegregation issues in Texas, but as it was being implemented, it was discovered that students were gaining a better understanding of the content. There have been numerous studies since then to demonstrate its effectiveness in increasing student understanding. To implement the jigsaw approach, a step-by-step process needs to be followed. Step one is that each student must be a member of two groups. The first group is the home group where students will begin and end the activity and there should be no more than five students in each group. The main responsibility of each member in home group is to teach a portion of the assigned reading/work. Once students are assigned their section they will move to a second group called the expert group. During this step, students discuss the reading/work and gain an understanding until they feel comfortable with presenting the material to their home group. In the final step, students return to their home group and take turns presenting the information they became experts on and listen as other students present their material. In the end, all students have been taught the reading/work without having to do all the work on their own (Fisher, Brozo, Frey, Ivey, 2007). Research provides guidelines for how long students should work in their expert group before they return to their home group. Most studies support part of a given class period, but one study suggests much longer. Young, Hadgraft, and Young (1997) support using shorter periods of time between bringing the expert groups back to their home groups because when the time was expanded they encountered more problems in getting all the material together. The jigsaw approach has also been evaluated for use in the online setting, which is becoming more important to the educational system due to an increase in online education. Weidman and Bishop (2009) found mixed results when using the jigsaw in an online classroom. The struggle came with the individual accountability component of the assignment that was amplified in the online setting. One positive was that it demonstrated increases in student understanding. Benefits of the Jigsaw The jigsaw approach has demonstrated numerous benefits for students of multiple ability levels. Santos Rego and Del Mar Lorenzo Moledo (2005) indicate that the jigsaw technique improved academic performance with students at the beginning of secondary school (ages 12-14 years). The authors connect this finding to students having a higher self-esteem and self-efficacy. They demonstrated that the jigsaw method can be effective at the high school level with both general education and special education students. A similar strength of the jigsaw is that it can do more than just teach students content material. It can help motivate them and teach them to enjoy learning which can increase self-esteem and self-efficacy. Mengduo and Xiaoling (2010) concluded that, The jigsaw classroom reduces students reluctance and anxiety to participate in the classroom activities while increasing self-esteem and self-confidence (p. 122). This is important to learn at the high school level because students are preparing for their future and need to learn how to participate in group activities. Efe and Efe (2011) analyzed how students assigned as group leaders in the jigsaw helped motivate the rest of the group. Results suggested that when given the title of group leader students worked to motivate other students to complete their work. Education is not just about learning the four core content areas (math, science, English, and social studies), it is also about learning how to interact in society and be a produ ctive citizen. In addition to helping students learn new material, the jigsaw helps build social skills. Anderson and Palmer (2001) reports that the jigsaw approach is backed by research showing it to motivate students to work together, share ideas, pursue common goals, and develop self-esteem. Learning the material, being able to work in groups, and knowing how to motivate people are all positive attributes for success in the work place. Whether it is learning material, building self-esteem, or knowing how to motivate, the jigsaw can be utilized to help students with and without disabilities. A final strength of the jigsaw is that it can decrease students anxiety levels. Many students deal with anxiety throughout their educational careers either in a specific subject, in all subjects, or with test anxiety. Oludipe and Awokoy (2010) examined students anxiety levels in relation to participation in chemistry class. Students were divided into two groups; one in a cooperative learning classroom that used the jigsaw approach and the other using a traditional lecture approach. The results showed that students in the cooperative classroom had lower levels of anxiety due to the positive interdependence attribute of the jigsaw method. Positive interdependence allows students to see that success is dependent on their effort and the contributions of the group. Oludipe and Awokoy (2010) conclude that students became more confident and felt secure participating actively in chemistry lessons (p. 35). The jigsaw method also provides a way to help students become active in classroom activities and/or lessons. When students are anxious or sometimes even afraid to contribute, they are going to miss information that is needed to fully understand the material. The jigsaw allows students to work with one another and develop a sense of being needed. When students are needed by their peers, they are more likely to do the work and contribute to the group, and when they do the work, they are less anxious to become involved in future activities. It can also be used early in the school year to help students get to know one another, as it is useful for social skill development as well. Limitations of the Jigsaw The use of the jigsaw approach does have several limitations as well. The first relates to the teacher. A jigsaw is dependent on a teacher explaining how to properly implement the approach and if not done properly, the likelihood of success is limited. Souvignier and Kronenberger (2007) aimed to determine the effectiveness of the jigsaw approach at the elementary level by comparing three conditions of instruction (i.e., jigsaw, jigsaw with a supplementary questioning training, and teacher guided instruction). The results showed that students used the jigsaw method with average results. The authors determined that younger, elementary-aged students could benefit from the jigsaw, but only if certain conditions were met. The authors suggest that, cooperative learning in younger children needs as well explicit (preparing experts as teachers; questioning and explanation training) as implicit (fostering interdependence by adequate learning materials) support (p. 769). The jigsaw seems to be limited in its use with elementary students due to the fact that it requires more specific training for the students before it can be used as successfully as it is for older students which can be a deterrent due to time limitations and classroom demands. Another limitation of the jigsaw approach is the actual data that supports the use of the jigsaw method. As previously noted, the jigsaw approach can be time consuming and difficult to implement. A study examined the jigsaw approach and found that students using the jigsaw performed better than students using a traditional teaching method (Dollard, Mahoney, 2010). Then results showed only a 0.9% increase on a test favoring the jigsaw method. Thus Dollard and Mahoney (2010) concluded, 0.9% is not enough of a difference to conclude with certainty, that the Jigsaw Method is a stronger academic tool than the traditional method of lecture and note taking (p. 12). The participants were in the 8th grade, supporting the finding that the jigsaw method may not be as effective with younger students. A final limitation is related to the findings of Souvignier and Kronenberger (2007), in that it deals with the proper implementation of the jigsaw steps by younger students. This study involved a group of seventh graders who, according to their science teachers, had experience using the jigsaw approach. The purpose of the study was to determine the effect on student learning of the jigsaw approach and another cooperative learning approach. Results showed that neither approach enhanced students understanding of specific science concepts (Zacharia, Xenofontos, Manoli, 2011). However, a major component of the jigsaw approach was left out by the students involved in the jigsaw method. According to Zacharia and colleagues (2011), In particular, after the students returned to their home groups from their expert groups, they engaged in a working mode similar to the TCA one, in which students visit together all the websites, discuss and take notes, rather than teaching each other about the portion of websites they were assigned to them for study (p. 417). These results again support the idea that younger students have a more difficult time following the precise steps involved in the jigsaw method. Teachers in the study reported that students knew the jigsaw method, but when put into action, they skipped the important step of teaching the other members of their group about the area they became an expert on. The step of teaching information to the other students is the main component in the jigsaw approach. If this step was left out, it is clear the students in this study were actually not comfortable or skilled in using the jigsaw approach. Cooperative learning has its roots in the constructivist approach, which entails using experience-based activities. The jigsaw approach allows students to experience learning and contribute to their learning. Tamah (2007) states, Students are encouraged to learn from their fellow students in their expert team and when they go back to their home team they are encouraged to teach one another the material they have worked on in the expert team (p. 13) which describes exactly how the jigsaw approach should work in a classroom. This approach sounds ideal for teachers because it allows the students to be actively engaged in teaching one another. The jigsaw also allows the teacher to be a facilitator, not a director in the classroom, which is a trend in schools today. As outlined, the jigsaw has multiple strengths and limitations. The overall strength is that it is most effective with older students and effective in motivating students to learn as well as to become more confident in their abilities. The jigsaw is an approach that needs to be taught by the teacher and even modeled to ensure every student fully understands the process. A major limitation of the jigsaw is that if it is not fully and properly implemented, students will not gain an understanding of the material they need and perhaps even miss information because it was not taught to them by their other group members. This weakness tends to be amplified when dealing with younger, elementary students. Current research on the jigsaw approach has mainly been done at the middle to high school level with a balance in learning abilities. However, there are many questions that still exist with regard to the effectiveness of the jigsaw approach. Students with Disabilities One remaining question that is becoming more important to schools, relates to the effectiveness of the jigsaw approach for students with learning disabilities. McMaster and Fuchs (2002) concluded that, studies conducted in special education classrooms were associated with smaller effects for cooperative learning (mean effect size = 0.27), than those implemented in regular education classrooms (mean effect size = 0.44) (p. 115). McMaster and Fuchs (2002) study supports the premise that cooperative learning can have an impact on student achievement for both students with and without disabilities. The aforementioned question can be answered with research focused on teachers knowledge of cooperative learning, specifically the jigsaw approach. Additional questions focus on the use of jigsaw in co-teaching environments, whether the jigsaw is as effective for students with disabilities as it is for those without disabilities, and whether teachers understand cooperative learning strategies a nd if not, is there a need for professional development. There are several questions that need to be answered before an absolute answer can be given regarding the effectiveness of the jigsaw approach. Current literature supports and questions the jigsaw, but the questions posed above may become more important to the future of education as the wave of inclusion continues to change the way students are educated in the United States of America. Method The principle issue investigated in this study was how effective cooperative learning could be for students with learning disabilities. The knowledge educators have about cooperative learning strategies is key to proper implementation leading to increased student achievement. This study assessed educators knowledge of cooperative learning, specific strategies (jigsaw, think-pair-share, and numbered heads together), and the need for professional development. Participants This research was conducted with teachers in a Southeastern Ohio school district and with members from a cohort of masters level preservice teachers. Participants were recruited through email invitations sent to a Southeastern Ohio school district (n=98) and members of a masters level cohort of preservice teachers (n=20). A total of 54 surveys were submitted for a response rate of 46%. All participants were currently educators or working on licensure to enter the field of education with years of teaching experience ranging from 0 to 35 years. The participants reported a variety of teaching experiences, ranging from elementary to college. Eighteen of the 53 participants reported having experience teaching special education and 47 of the 53 participants (87%) reported they work with students with special needs daily. Instrument The aforementioned survey (Appendix A) was constituted of 20 questions, both open-ended and forced-choice, including demographic information, educators knowledge of cooperative learning and specific strategies, and opinions regarding cooperative learnings effectiveness for students with and without disabilities. The fourth question asked educators to define cooperative learning. This information was important because of the varying definitions of cooperative learning. The survey asked how often participants used cooperative learning in general, and then for specific cooperative learning strategies. The survey asked about their understanding of the jigsaw method. Additional questions related to preferred cooperative learning strategies and their opinion regarding how effective cooperative learning is for students with and without disabilities. The survey concluded with a question to determine the need for professional development in the area of cooperative learning. Procedures After receiving approval from the universitys Internal Review Board, the researcher obtained approval from the school districts superintendent to distribute the survey via email. One email was sent to the educators in the school district, while another email was sent to the members of the masters level cohort of preservice teachers. The participants were informed that the online survey (created using Qualtrics, an online survey tool) would take no longer than 10 minutes to complete and were completely anonymous. Two reminder emails were sent asking those that had not completed the survey to do so. Results After the survey was closed, the researcher analyzed the qualitative and quantitative data collected with the survey. The qualitative data was used to determine educators definitions of cooperative learning and the jigsaw approach, as well as educators preferred strategy they used in their classrooms. Quantitative data determined how often specific cooperative learning strategies were used in the classroom, as well as ratings for how effective teachers believe cooperative learning is for students with and without disabilities. The results from 54 surveys are reported, but not every question was answered by each participant so the response rates vary by question. The results demonstrated a variety of responses in how educators defined cooperative learning as well as in their understanding of the jigsaw method. Overall, educators agreed that cooperative learning strategies are effective for helping both students with and without disabilities. Table 1 shows how often participants use cooperative learning in their classroom. The mean value is 2.26 (between 1-2 times per week and 3-4 times per week), with the majority of participants (53%) using cooperative learning 1-2 times per week. Table 2 shows how often participants use the jigsaw method in their classroom. The mean value is 1.31 (between 0 times per week and 1-2 times per week) with the majority of participants (69%) choosing 0 times. Table 3 shows how often participants use the think-pair-share method. The mean is 2.00 (1-2 times per week), with the majority (51%) of choosing 1-2 times per week. Table 4 shows how often participants use the numbered heads together method. The mean score is a 2.4 (between less than once a month and once a month), with the majority (45%) of participants choosing never. Table 5 shows how effective participants think cooperative learning is for students without disabilities. The mean score is 4.10 (between somewhat effective and very effective), with the majority (59%) of participants choosing somewhat effective. The participants were asked to give an explanation for their rating and there were several similarities in their wording. Many referred to it being dependent on the type and age of the students. There was also a common response that not all students are able to learn in groups and need the opportunity to work independently. Table 6 shows participants perceptions of the effectiveness of cooperative learning for students with disabilities. The mean score is 3.96 (between neither effective or ineffective and somewhat effective), with the majority (51%) choosing somewhat effective. The participants were asked to give an explanation for their rating and resulting in several similarities in their responses. Several participants indicated the effectiveness was dependent on students willingness to work with others. Others indicated it was effective because it helped build students social skills through interaction with other students. Defining Cooperative Learning Each participant was asked how he/she defined cooperative learning. Fifty-one out of the 54 participants (94%) completed this question. Of the 51, 34 mentioned that cooperative learning was focused on student grouping or students working together, while three participants defined it as teachers working together. The remaining responses did not specify who was involved in working together, but just that it involved working in groups or together to solve a problem. Understanding the Jigsaw Method. Educators were asked to explain their understanding of the jigsaw method. Forty-four educators answered this question, and off the 44, 17 (39%) explained the jigsaw as putting students into one group to learn material and then join another group to teach the material they learned in their first group. Nine of the 44 (20%) responded as not knowing what it is. The others explained the jigsaw as group work, but did not specify the nature of the groups. Why Some Do Not Use Cooperative Learning Educators who responded that they do not use cooperative learning were asked to explain why. Nine participants responded that they do not use any form of cooperative learning strategy. Four of the nine mentioned time as being the main reason for not using cooperative learning strategies. Other responses included lack of skills by students and forgetting to use them. One response indicated the individual was not familiar with enough strategies and how to implement them. Professional Development for Cooperative Learning. The remaining survey questions dealt with the need for professional development in order to learn more about cooperative learning. Fifty-one participants responses to a question asking whether they would benefit from professional development. Twenty-eight responded, yes (55%), 17 said no (33%), and six responded that they might benefit from professional development. This question was followed by another asking why or why not they would want professional development. Many responses indicated participants have learned about cooperative learning, but forget the specific strategies. Other responses indicated that there is always room to learn new ideas and methods for the classroom. The final question asked participants to indicate where they would like to receive professional development. Of the 34 participants who completed this question, 24 would prefer a workshop with the remaining respondents indicating a webinar as the preferred method of delivery for professional development. Discussion The results indicate there is a concern with educators knowledge about cooperative learning and how to implement specific strategies. The educators had a basic understanding, but did not fully understand cooperative learning. Many explained it as simple group work, when it involves more of an understanding that it is student-led and student-centered instruction. The participants were also asked to give their preferred cooperative learning strategy and only 14 of 49 or 29% were able to identify a specific strategy outside of normal grouping. The participants also had a basic understanding of the jigsaw method, but did not all fully understand the idea of creating a home group and an expert group and students are focused on learning new material. The other area that demonstrates a weakness in their knowledge is the fact that 32 of the 51 or 63% of the participants indicated they would benefit from professional development in the area of cooperative learning. Several participants responded that they know they need to learn more and want to have a better understanding of how the different cooperative learning strategies work. The majority of the participants would also like to attend a workshop to learn about the different cooperative learning strategies. The results also demonstrated that educators believe cooperative learning is effective for students with and without disabilities. Forty-four of the 51 or 86% of the responses indicated that cooperative learning is either somewhat effective or very effective for students without disabilities. This demonstrates that educators have confidence in these strategies for students without disabilities. The results also show that 41 out of 51 or 80% of the participants believe cooperative learning is somewhat effective or very effective for students with disabilities. The study demonstrates the effectiveness of cooperative learning, but there is still the concern of the participants not fully understanding what cooperative learning is and how to implement the different strategies. The primary purpose of this study was to determine the effectiveness of cooperative learning for students with disabilities. The researcher believes that cooperative learning strategies can have a positive effect on student achievement, but educators need to fully understand the strategies and how to properly implement them. Many of the participants (80%) support the idea that cooperative learning is effective for students with disabilities. Some participants cited social skill development and self-esteem building as reasons why they think cooperative learning can be effective for students with disabilities. The results from this study also indicate participants (86%) believe cooperative learning is effective for students without disabilities as well. The researcher believes this is important and demonstrates why educators need to understand cooperative learning and how to implement the different strategies. The results did not show the effectiveness of the jigsaw method specifically, as only 17 out of 44 participants were able to define the jigsaw method. The researcher believes this indicates that the jigsaw cannot be effective if educators are not even sure what it is or how to implement it correctly. The literature supports the idea that the jigsaw method is more effective for older students, but this study does not support that by the fact that the majority of respondents in this study did not know what or how to implement the jigsaw method. The research does show and support the study by Santos Rego and Del Mar Lorenzo Moledo (2005) that the jigsaw can create a higher self-esteem and self-efficacy for students with disabilities. Several participants stated that cooperative learning helps students develop social skills and build self-esteem. The researcher believes this is important and supports the effectiveness of cooperative learning for students with disabilities. Implications for Practice The implications for this study show that there is a need for educators to gain a better understanding of cooperative learning and the variety of strategies that it entails. Professional development would benefit educators in the area of cooperative learning. The best form would be a workshop to provide them with an interactive approach that allows them to learn the strategies firsthand. Recommendations Further research of a larger sample might provide a better insight into the need for professional development. This could result in more generalization for teachers nationally to receive professional development on cooperative learning. Due to the small sample, this study is only able to determine the needs of one high school. Conclusion In conclusion, this study provides evidence that educators knowledge of cooperative learning is adequate, but there is a need for professional development on specific strategies. Educators realize cooperative learning can have a positive impact on students with and without disabilities, but they are not confident in implementing a variety of strategies. It would be to the benefit of the students for educators to attend a professional development workshop on different cooperative learning strategies.

Technology and Communication in Business Essay -- Progress Technology

Technology and Communication in Business The technological advances achieved in the past few decades have brought about a revolution in the business world, affecting all aspects of a working life. People can reach each other throughout the world in a matter of seconds, without cost being increasingly negligible. Employees no longer need to be physically with their clients and co-workers; instead they can communicate effectively at home, at a distant office, across the world, and even in their car or on an airplane. Although these new technologies offer a wide variety of services and opportunities, they seem united by a single factor: increased efficiency and productivity. Indeed, companies have been quick to adopt many of these technologies, and show significant improvements in business performance. However, as the physical office loses importance and employees are encouraged to telecommute from their location of choice, these physically isolated workers will inevitably suffer a loss of face-to face interpersonal skills and a deterioration of relationships in the workplace. Although the subject of immense media hype and scrutiny in the past few years, this technological revolution in the business world has occurred slowly but surely over the past few decades, even as far back as the invention of the telegraphy in the 1850s. The invention of the telephone, fax machine, and more recent developments in wireless communications and video conferencing have offered businesses more flexibility and efficiency, and those willing to embrace these new technologies found they were more likely to survive and prosper. The result is today’s heavily technical workplace, where proficiency with complex phone systems, fax machines, and ofte... ...nges and grow with them. The demand for computer skills is greater in the workplace now, more than ever before. The workplace has already grasped the idea that computers are here to stay. BIBLIOGRAPHY Berry, Frances. "Living at the Office". San Francisco Chronicle, November 16, 1999, 25 Carson, John. " A Laptop for every student".Time Magazine, Vol.155, No.8, May 2000,45-50 Hodges, Mary. "Telework-Changing the Face of the Workplace".Advancing Women Network, Spring 1998, 47-48 Nobel, Laureate. "Technology and the Workplace". Technology Review, May/June, 34 Paul, Michon. "Is your Business Ready for the Future?". http://www.News.com Scott, Lewis. "Computers Changing our Lives". http://www.Cnet.com Terry, Tony. "High Performance Home Offices". http://www.techweb.com "Explaining Managerial Acceptance of Expert Systems" http://www.brint.com

Treaty of Versailles :: essays research papers

At eleven O' clock on the morning of November 11, 1918, the fighting ceased on the western front in France, Belgium. For almost four years the world watched the bloodiest and most expensive wars in history. Now at last, the return of peace that was so desperately desired became a reality.   Ã‚  Ã‚  Ã‚  Ã‚  Two months later the representatives of the victorious powers in Paris to write the treaties of peace. The most important of these agreements was first to be completed. In less than four months the representatives of the German government were summoned to a suburb of Paris. There, in the Hall of Mirrors in the Great Palace of the French Kings, they signed the documents that formally brought World War I to an end. The Versailles Palace thus gave the name to one of the most important treaties of Paris and in History. Out of the Versailles Treaty came the league of Nations, one of mankinds attempts to find a means of abolishing war. Many people that signed the Treaty of Versailles struggled with each other. Some people believed there were there to find a just and lasting peace, while others were there with vengeance on the mind towards Germany. The treaty also brought about conditions that aided Adolf Hitlers rise to power in Germany. It also played a significant role in causing World War II, only twenty years later.   Ã‚  Ã‚  Ã‚  Ã‚  With the signing of the armistice, discussion in Europe had turned to where the Peace Conference would be held. The question of where this meeting would take place caused discord. The United States and Great Britain favored small cities such as Geneva or Lausanne in neutral Switzerland, but the French insisted on Paris.(Vaughan 10) The reason behind this was because forty-eight years earlier, France suffered a crushing defeat in the Franco-Prussian War, The citizens of Paris watched a Prussian army match down the Champs Elysees and under the Arc de Triomphe(Hankey 23). On January 18, 1871, Bismarck and the German princes had proclaimed the birth of the German Empire in the Hall of Mirrors of the Versailles Palace(Knapton173). Now that the tables were turned, France wanted to pay back Germany for the humiliation they suffered. The setting for this conference was much different from the 1815 Congress of Vienna. There, a defeated France stood at the mercy of Russia, Prussia, Austria, and British Conquerors. So it was decided on that the conference would take place in Paris.

Educational Philosophy Essay -- Education Teaching Educating Essays

Educational Philosophy Writing my educational philosophy has required me to do an extensive amount of personal research that has taken me on some wonderful, inward journeys over the past few months. Voyages through my cognitive and behavioral personas from the beginning of my educational endeavor back in 1992 up until the present day. I have been digging diligently through my archives pulling out old papers I composed regarding my initial views toward education. I have reflected on my days in the writing center at George Mason University as a composition tutor. Plus, I evaluate myself in the classroom now as I teach at the local community college as well as in the local junior high and high schools for my student observation requirements at Concord College. Through all this, I’ve come to understand that my view of education, my philosophy towards education, and my professional development plans are all derived from three goals I have formed which identify my belief in why school exists . Just as John Goodlad (1984) identified four reasons for schooling in A Place Called Home, I’ve formed my own list after a considerable amount of self-reflections and observations. First, I feel as though school must continuously strive to increase academic achievement in all students. In order to do this, the classroom must be focused on academic learning time. The students must be allocated time to become highly engaged in the lesson. This means active learning needs to be increased and other actions, such as administrative measures and straight lecturing, need to be decreased. My second goal is that school must foster positive social relationships among the students. The key to this is in creating an e... ...panish as well as in Health Studies. Also, I maintain active membership to the National Council of Teachers of English (NCTE) in order to keep me informed on new and old theoretical and practical instructional methods regarding grammar, composition, and literature. Continuous educational growth and learning is a major component to my personal wealth and satisfaction as an English teacher. I believe cooperative learning is one key to how I might skim the surface of my educational focus on heightened academic learning time, positive social relationships, and heightened emotional needs of all students. Works Cited: Goodlad, John. (1984). A place called home. New York: McGraw-Hill. Slavin, Robert., & Cooper, Robert. (1999). Improving intergroup relations: Lessons learned from cooperative learning programs. Journal of Social Issues, 55 (4), 647-661.

Deutsche Brewery Question and Answer

1. What accounts for Deutsche Brauerei’s (DB) rapid growth in recent years? What strategic choices were made? The Ukraine account grow rapidly in the recent years. The strategic is just expanding, more focus on the sale/volume, not on how to turn the order to money. It can be understood that the local distributors need some policy support from DB, because they just start, still at the beginning of capitalization period. The current credit policy is applicable for the starting phase, but long term it needs to be adapted (e. g annual bounce on the pay on time accounts).Meanwhile because of fast expansion, more investments on the Assets in Ukraine is needed. The financial plan includes a 7 million euro investment in new plant and equipment for the Ukrainian operations in 2001, followed by a 6. 8 million euro investment in 2002 for a new Ukranian warehouse and distribution center. Which is reasonable, but need more detail plan/business case before make the decision. I would say, h alf of the amount should be financed by Ukraine team itself, if they are able to turn the account receivable to cash. 2.What is the credit policy for DB for distributors in the Ukraine? Why is it different from other sales? Is it appropriate (examine the business models in both instances). The credit policy for Ukranian distributors from 2 percent 10, net 40 to 2 percent 10, net 80 (clients could take a 2% discount if payment was made within 10 days of the invoice, otherwise payment was due in full within 80 days). The credit policy for Ukranian distributors differed because Ukrainian entrepreneurs, who are ambitious to grow but without support from the bank as in Germany.The credit policy for the Ukranian distributors is applicable, which can support the distributor to expand, buy new equipment, and required more time than usual to pay. Also is a good investment for DB to build up the relationship with the distributor and meanwhile invest for the futurn. But on the other hand, long payment turn cost bad cash flow. In Ex1, the account receivable increase a lot, which 3. Why does this profitable firm need increasing amounts of debt? If the company wants to expand, they need cash.It seems that DB is profitable, but because of the big account receivable, which cause actually cash tie-up. In order to still keep expanding, DB have to increasing amount of debt for investing. 4. Something about dividends: The quarterly dividend proposed is 698,000 euro, an amount equal to 25% of the projected 2001 dividends (2,793 k). However, this dividend increase is based on projected earnings, and several factors affect whether those earnings. Better to reserve a part of money till end of the year. . What should Greta do with respect to: the proposed raise for Pinchuk, the quarterly dividend and the financial plan for 2001? Regarding the credit policy for Ukranian distributors, Oleg argues that this process is profitable for the company. Actually, Ex1 in the base case shows accou nts receivables in the Ukraine increased 30% from 1999 to 2000, and is projected to increase for the next 2 years (50% then 30% based on the previous year). Having a large amount of money tied up in receivables is risky.My idea will be short the payment to 40 days, pay in 10 days will have even bigger discount 3-4%, meanwhile, if the account can pay all the bill on time (40 days), can get annul bounce (tbd). For the investment, I will be more careful, Although the data should the growth of sale and assent is not hand in hand. But because of the high debt/equity ratio, I will be more careful on the investment, avoid to have too high debt. We can try to work together with one or two local disctributors (e. g. Kiev, Odessa) to have JV project.About the dividends, I will maybe go for 60% of earning, which mean 15% of the projected annual dividends for the quarterly pay. Just in case, if the actual data is not as good as predicted data, we still have enough cash to run the business. 6. S ome observation of Ex4. Profitability: low return Leverage: high risk (high debt) Asset utilization: receiveables growth rate high longer payment. Difference between sale growth and asset growth. Sale Growth is much higher than assent growth, need to consider investment. Liquidity: short term financial commitment. Quick ratio is too high.

Problems facing by Warwick Town

Warwick began as a Saxon colonization. The name Warwick is derived from dickens Saxon words, wering, which meant weir and wic, which meant houses or colony. So it was wering wic the colony by the weir.In the tenth coke Warwick was made into a protected townshipship or burh. The Saxons created a mesh of bastioned colonies c totallyed burhs across their land. In the event of a Danish onslaught all the reckon forces from the country could garner unitedly in the local anaesthetic burh. A ditch and a wall protected Saxon Warwick. still Warwick was to a greater extent than a fortress. It besides had periodical markets and a batch. Saxon Warwick was a well- mutilate small town.By the press tell apartting of the Domesday defend in 1086 Warwick likely had a race of about 1,500. To us it would look petty and colonies were rightfully little in those yearss. By the criterions of the plume Warwick was a only if sized market town.The Normans strengthened a palace at Warwic k. At original it was of wood but latelyr it was rebuilt in rock. The palace stimulated the increment of the town because the fort provided a market for the towns satisfactorys.In the shopping mall Ages Warwick was protected by wall. at that place were three great Gatess in the North, E and watt. Today East Gate and West Gate still stand.St Sepulchre s Priory was founded in the twelfth hundred. In the 13th speed of light friar preacher mendicants came to Warwick. Friars were similar monastics but alternatively of retreating from the universe they went out to prophesy. Dominican mendicants were called black mendicants because of the coloring material of their costumes.St bloody shame s Church dates from the twelfth century. The Beauchamp chapel is the burial topographic point of Richard Beauchamp who died in 1439.In Medieval Warwick there were the selfsame(prenominal) craftsmen you would happen in any town such as beer chip inrs, meatmans, bakers, blacksmiths and carpente rs. nonetheless Warwick was a market town kind of than a fabrication centre. Equally good as hebdomadal markets from 1261 Warwick besides had one-year carnivals. In the Middle Ages carnivals were similar markets but they were held tho one time a yr and they attracted purchasers and Sellerss from far and broad.Henry VIII close the priory. On the other manus he consistd Warwick. ( Granted it the right to tog up a corporation to cater its personalized businesss ) . At first the corporation was run by a bailiff but afterward Warwick had a city manager. Oken s accommodate was the place of a sixteenth century bailiff named Thomas Oken.In the late Middle Ages and in Tudor times, by jurisprudence, sketch forces had to rehearse archery on Lords daies. They practised at the Butts. Like numerous towns Warwick still has a street named The Butts.In 1571 Lord Leicester founded almshouses cognise as Lord Leycester Hospital.By the archean seventeenth century Warwick was a industr ious small town with a tribe of about 3,000. However like all towns at that clip it suffered eruptions of pestilence. The plague infatuated in 1604-05 and killed many people. Nevertheless the state of Warwick continued to swordplay.Warwick Market Hall was built in 1670.Then in 1694 misfortune struck. A fire destroyed many of the edifices in Warwick. However they were finally rebuilt and the town continued to thrive.The nave and tower of St Mary s Church were destroyed in the fire. They were rebuilt in the old ages 1698 to 1704 by William Wilson.Warwick Court rear was built in 1725.At the celestial pole of the eighteenth century communications were improve when canalizes were dug. The Warwick and Birmingham canal opened in 1793. The Warwick and Napton canal opened in 1800.In 1801 Warwick had a population of over 5,500. By the criterions of the clip it was a just sized town. It grew rapidly in the early 19th century but growing so slowed. By 1951 Warwick merely had a popula tion of 15,000.thither were a figure of betterments to Warwick in the nineteenth century. In 1810 some of the streets of Warwick were paved and in 1822 Warwick gained a gas supply. In 1849 a infirmary was built and in the late nineteenth century a jolly H2O supply was created and cloacas were dug. A earthly concern library opened in Warwick in 1866. Furthermore the checkroad reached Warwick in 1852.From 1881 genus Equus caballus drawn ropewaies ran from Warwick to Leamington. At the beginning of the 20th century they were replaced by electric ropewaies. However they gave manner in bend to coachs. through with(predicate) the centuries Warwick was a market town instead than a fabrication warmness. That remains authoritative today.Warwick University was founded in 1965.Today the population of Warwick is 22,000.Summary of transit jobs confronting Warwick TownFor several hours each working twenty-four hours the town suffers from over-crowding, pollution and rupture, adversely impa cting occupants, concerns, visitants and others who invite to utilize and bask the town s comfortss. Some of the commerce uses Warwick town Centre as nil more than a short burn out. At other times, concern moves so nimble through the limit residential and commercial streets that people on pes feel uncomfort equal or even insecure, suppressing the town s attachment for occupants, shoppers and visitants.Development leave behind go on, and leave, with bing work agreements, increase the growing of traffic in the town Centre, declining pollution, congestion and uncomfortableness.Aims of a comport Plan to turn to these jobsTo better accessibility to the carry-over placement in hunting lodge to advance a f aviationer, more comprehensive society.To back up economic growing by pursuance a raptus body that is able to advance skillful employment and a strong, sustainable local and sub-regional economic system.To construct a greener, unstained and sustainable environment b y seeking to cut down the impact of transportation system on the environment.To cut down abomination and better the safety of people when they are utilizing the conveyancing system.To advance the integrating of respective(a) ecstasy readiness, both in footings of indemnity planning and the physical interchange of tact.Schemes and Interventions to turn to the aimsWe pass on better entree to unrestricted conveyance by upgrading our conveyance substructures and excrete more precessions to our humanity conveyance systems on our roads by presenting coach precedence meshs. We leave cut down put installations in and around the town Centre and set up park and arouse installations. Junctions and boundaries betterments impart be necessary to twine traffic off the town and guaranty there are less congestions on the alternate paths. The coach Michigans leave be upgraded and equipped passenger existent clip information systems and besides fitted with benches. The curb or daining be dropped to let the handicapped people, elder and kids to utilize the public conveyance with easiness.We will back up our economic system by making a fast and dependable conveyance web that is able to run into the implores of the local occupants and concerns. Workers will make their finishs on clip and there will less cost of bringing to concerns. in that location will be less waiting times at coach Stationss and rail Stationss.We will construct a greener, washed and sustainable environment by experimental extinction general vehicular traffic indoors the town Centre, pedestrianising the environing roads and besides, plantation of trees on the streets. The streets will be easier to brush and will suit mechanical sweepers. De-cluttering of troughs and the drainage systems will besides lend to accomplishing this nonsubjective. We will do rhythm and walk paths more accessible, attractive, well-to-do and secure to promote average slip from auto to a more sustainable si gnifier of conveyance. We will set up an air quality direction whole to supervise the air quality. We will promote all motor vehicles to suit particulate matter filters to their exhaust systems so as to cut down the emanation of harmful pollutant to the environment.With source to Well-Lit Highways, more street illuming will consider offense in signifier of increase surveillance in subwaies, more traffic motion, inactive surveillance and more cleaned streets. at that place will CCTV fitted in all our public conveyance systems, conveyance corridors will be monitored by CCTV besides. thither will be Police Operation Command unit of measurement dedicated to our conveyance systems. There will be police presence on the web. Safety is overriding to the hereafter of our kids. We will extinguish motorized traffic in and around our schools. We will present move coach system farther vouch safety of our kids. We will go on to put in our schools to tell good quality instruction.We will pu ll off our roads, streets and other conveyance webs better to guarantee efficient and hassle-free interchange. We will work together to present a timetable that puts the clients foremost. This will cut down inordinate waiting times at broke Stationss and train Stationss. I advocate puting up a part whose duty should be to scheduling system that integrates all the tact together. An illustration of a metropolis has achieved this cosmopolitan timetable is Bremen, in Germany. They suck developed an integrated conveyance web that meets the demand of everyone in their metropolis. Buss, trains and ropewaies arrive and get at the same clip. If any of the manners arrives early, it must wait for the other manners before going. This ensures smooth connexion. Dependability is really critical to clients and a dependable conveyance system will promote more people to utilize the public conveyance systems thereby increasing backing and take in for economic growing.We will pull off traffic on r oads, including its speeding and raft so that active and public conveyance picks become the smarter pick. There should be a realization that conveyance substructure preparation will practically neer stop up with demand, therefore go forthing a batch to be improved via other agencies. These other agencies include better demand and traffic direction actions, more incorporate logistics ironss direction and other soft actions. The velocity bound of a travel guidebook web will find how other manners of conveyance such as walking and cycling will utilize the web.There will be debut of route pricing policy to undertake congestion constrictions and raise gross to attention computer memory care of the substructure.We will present humour alteration policies. This will evidently assist cut down local air pollution and better wellness benefits. This will affect exchanging from fossil fuels to renewable or from coal to gas in fiat to cut down emanation of pollutants to the environment.

Social Class and Inequality

Social Class and Inequality Social inequality has been defined as a conflicting status within a society with regards to the individual, property rights, and access to education, medical care, and welfare programs. Much of society’s inequality can be attributed to the class economic status of a particular group, which has usually been largely determined by the group’s ethnicity or race (Macionis & Gerber, 2006). The conflict perspective is an attempt to understand the group conflict that occurs by the protection of one’s status at the expense of the other.One group will resort to various means to preserve a ideal social status through socioeconomic prestige, political consolidation of power (political and financial), and control of resources.Unemployment rate is a financial index for virtually any nation.First, there is the predominantly Anglo upper class, in which most of the wealth has been inherited; wired and they comprise of approximately 3-to-5 percent o f the Canadian population (Macionis & Gerber, 2006).Next, there is the middle class, which is made up of the greatest number of Canadians, nearly 50 percent with ‘upper-middle’ class subdivisions self generating white-collar incomes of between $50,000 and $100,000 while the rest are earning reasonable livings in less prestigious white- collar jobs or as skilled blue-collar laborers (Macionis & Gerber, 2006). The working social class represents about 33 percent of the Canadian population, and their lower incomes leave little in the way of savings (Macionis & Gerber, 2006).Finally, there is the lower class, which is represented by about 20 percent of the population (Macionis & Gerber, 2006).Class inequalities do not seem to be extending.

For example, in Canada, physicians and lawyers continue to reside at the top of the social ladder while newspaper delivery persons or hospitality staff rank at the bottom (Macionis & Gerber, 2006). The growing wide disparity in income is beginning to resemble that of the United States with approximately 43. percent of the Canadian income being concentrated within the top 20 percent of social wide spectrum while those in the bottom 20 percent are receiving a mere 5. 2 percent of that income (Macionis & Gerber, 2006).It, however, may expand further.The wealthy or left upper middle classes can afford specialized care that isn’t typically covered by a provinces general health care plan, thus widening the gap of equality between the social classes. Within the boundary of the Canadian border we can see the separation between ethnicity, and wealth which determines class.Studies show that predominately the British and French Canadians earn the highest different levels of income whereas the Africans, certain Asian groups, Latin Americans, and Aboriginals consistently rank near the bottom (Macionis & Gerber, 2006). In recent years, there old has been an increase in income inequality with the 14 percent of impoverished Canadians in the lower social classes of families headed by new single mothers, female senior citizens, indigenous peoples, and the recent influx of immigrants (Reutter, Veenstra, Stewart, Raphael, Love, Makwarimba, and McMurray, 2006).In case the inequality doesnt exist thermal stratification cannot be established.

According to Hier & Walby (2006), Porter presented the argument that â€Å"an ‘entrance status’ is assigned to less preferred immigrant groups (particularly southern and eastern Europeans†¦ that restricts collective gains in education, income, and membership among Canadas elite† (p. 83). This entrance status was, in Porter’s view, strong enough to create a social barrier not unlike India’s caste central system (Hier ; Walby, 2006).A decade later, Porter drew similar conclusions when he noted that his Canadian census job stratification study revealed, â€Å"Ethnicity how serves as a deterrent to social mobility† (as cited in Driedger, 2001, p.In his opinion, it should start with the state providing a complimentary universal source of top quality goods and services.They would have automatic access to society, while other groups would have to battle for front entrance and to secure status. Therefore, while a few managed to break throug h, most ethnic groups were consistently refused entrance. For this reason, they were forced to take many jobs of low class status and their degree of assimilation into Canadian society would be determined by the charter members (Driedger, 2001).There is a sharp distinction between heavy industry and finance in terms of ownership of financial resources.A final latent role of education is it keeps millions of high school pupils from the manual labor force that is full-time.

In the years following World War II, the French Canadians of Quebec have sought greater independence (Driedger, 2001). Their discontent resulted in the establishment of the Royal Commission on Bilingualism and Biculturalism in 1963, which emphasized the notion of an â€Å"equal partnership† (Driedger, 2001, p. 21). Even though charter dualism is not articulated in the Canadian constitution, the Quebec provincials believed that their one-third French-speaking status along with the growing number of languages spoken by non-charter members warranted a reclassification to at the very least bilingualism and at the most, an acknowledgement of multiculturalism that would remove existing cultural barriers and provide greater social access.Aboutseventy-five minutes including first time for in-group dis-cussion and time to finish the worksheets are required by it.Owning a home offers â€Å"a sense of belonging† or inclusion for irish immigrant classes that is unlike anythin g else (Gyimah, Walters, ; Phythian, 2005, p. 338).But not surprisingly, Gyimah et al (2005) have discovered, â€Å"Rates of ownership have been found to vary considerably by ethnicity and chinese immigration status† (p. 338).Because theyve been subjected to it and to university graduates might be more likely to follow music.

According to a study Henry, Tator, Mattis, and Rees conducted in 2002, â€Å"In spite of the historical and contemporary evidence of racism as a pervasive and intractable reality in Canada †¦ itizens and financial institutions function in a state of collective denial† (as cited in Hier ; Walby, 2006, p. 83). Throughout the history of Canada, â€Å"institutionalized racism† has been a part of the cultural landscape dating back to the indentured servants and slave labor of the African and Caribbean peoples that first arrived in the seventeenth century, and continued to be oppressed for the next 200 years in the Ontario, New Brunswick, Nova Scotia, and Quebec provinces (Hier ; Walby, 2006).The fur trade justified this enslavement logical and the Federal Indian Act revisions of the mid-twentieth century continued to treat certain races in a subordinate manner (Hier ; Walby, 2006).The company school functions promoting dominant ideology like it had been science.Th erefore, not surprisingly, these students were more likely to drop out of school and be denied any hope of receiving a well-paying job.Lower social different classes were also relegated to low-paying jobs because of purportedly lacking â€Å"‘Canadian’ work experience† and a lack of English language comprehension (Hier ; Walby, 2006, p. 83). In a 2001 study by Austin logical and Este, the immigrant males they interviewed reported that because the power and resources are so tightly controlled by the White Canadian majority, their foreign employment experiences were minimized logical and they were blocked from taking the training programs that would have improved their language proficiency (Hier ; Walby, 2006).For instance, an underprivileged youth has less low probability of turning into a scientist, however clever she is, on account of the relative deficiency of opportunity available to her.

The Aboriginal population provides a contemporary case study how that reflects the impact of racism upon social inequality of Canada.The 2001 Canadian census lists a total of 976,310 Aboriginal peoples throughout the territories and provinces (Adelson, 2005). Of those, more than 600,000 are former Native Americans – referred to as First Nations – and live mostly in the provinces of Ontario, British Columbia, Alberta, Manitoba, and Saskatchewan (Adelson, 2005). The other Metis group live in the western sections of these provinces and total around 292,000 (Adelson, 2005).Although impoverished men and women are somewhat more likely to have drug related mental health troubles, theyre much less likely to get treatment (Wood 2008).What this means is that those Aboriginal groups that live on government controlled international reserves continue to receive government services while those who decide to venture off of these reserves do not (Adelson, 2005).Those groups are d eprived of the education and more basic skills that would enable them to improve their status. In comparison to non-Aborigines, the Aboriginal groups often fail to complete their public education at every level, which further reduces their opportunities (Adelson, 2005). In a 2002 study of off-reserve Aboriginals, less than half percent of these children complete the twelfth grade (Adelson, 2005).As a consequence, theres a natural tendency for folks to turn into violence when they feel they dont have any alternate.

This â€Å"circle of disadvantage† results in the Aboriginals being mired in poverty and forced to take low- paying migrant jobs that are often seasonal and provide nothing in the way of employment security (Adelson, 2005, p. 5). Solely on the basis of their ethnicity, these peoples are relegated to the social periphery and are deprived of anything remotely resembling power, prestige, or wealth. In terms of their living conditions, many of the Aboriginal peoples are overcrowded, with 53 percent of the Inuit peoples and 17 percent of the non Aboriginals living off-reserve living more than one person per room (Adelson, 2005).In the circumstances it might naive to think about.Despite their high adult mortality, the aboriginal population also has a high birth rate (Adelson, 2005). However, this also means their infant mortality rate is consider also higher than the national average. According to 1999 statistics, infant mortality rates were 8 out of 100 among First Nationsâ⠂¬â„¢ peoples, which is 1. 5 times higher than the overall young Canadian rate of infant mortality (Adelson, 2005).Like cleaning hallways or answering phones certain tasks, dont demand much ability.

Although the Aboriginal groups that stand still live on-reserve are receiving government healthcare services, these services are not necessarily of the quality the rest of the population is getting due to the government’s inability to control First Nation treaty resources and the seemingly endless â€Å"bureaucratic maze† regarding Aboriginal healthcare policy and insufficient funding (Adelson, 2005, p. 45). Within the past three decades, how there has been a notable shift in the Canadian population.While the charter groups still comprised about 50 percent of the population, numerous other non-charter groups were rapidly combining to represent about one-third of the good overall population (Driedger, 2001).Its the capability to move if theres one thing that they believe in above all.The British population decrease has in no way adversely impacted their prestigious position or political influence. English is still the dominant language and European ancestry determi nes esteemed class status. Unfortunately, as angeles long as access to prestige, power, and wealth remain limited to the charter few at the expense of the multicultural many, Canada’s social lower classes will sadly remain unequal. References Adelson, N.Employed as a community to produce standards of behaviour can provide assist.

(2001). Changing visions in ethnic relations. Canadian Journal of Sociology, 26(3), 421-451. Gyimah, S.(2005). Ethnicity, immigration and housing wealth in Toronto. Canadian Journal of Urban Research, 14(2), 338-363. Hier, S.Canadian Ethnic Studies Journal, 26(1), 83-104.Macionis, J. J. , ; Gerber, L.Retrieved late May 21, 2008, from http://wps. pearsoned. ca/ca_ph_macionis_sociology_6/73/18923/4844438. cw/index.