Ethical Dilemma Essay Example | Topics and Well Written Essays - 1500 words

Ethical Dilemma - Essay Example In order to carry out ethical teaching in class, the teachers might face ethical dilemmas often. Ethical dilemma is known to be the complex situation in which one might get when he has a mental conflict between moral essentials in which it is known that the choice of one may result in disobeying the other. They are also known as moral dilemmas and in these cases, societal and personal ethical guidelines may not provide any satisfactory outcome (Garber, 2008). Ethical dilemmas and moral situations can often arise in situations where one person can not take a moral decision and is bound to take a decision that does not fit in the ethical boundaries in one way or the other. Such situations may have many similarities and are at many times considered to be analogous (Carr, 1999). An experience I had that shows the similarities between the ethical dilemma and a moral situation is during my internship when I observed a situation in class where the teacher was in an ethical dilemma. The situ ation can be called as a moral situation and an ethical dilemma, as in both the cases, the teacher was bound to take a decision that did not fit into the moral principles and the professional ethics of education. In the situation, James was a classroom teacher of the ninth grade. His homework policy was that the homework would be given to take home on Friday and the students must bring it back and submit it on the following Thursday. He continuously emphasizes that it is the students’ choice to do it or not, but in case the homework is not completed and handed in on Friday, they will have to serve detention during one period of recess. Raoul was an excellent student in his class who always finished his work on time and correctly. He was a sensitive and dedicated student who strived hard to please the teacher. One Wednesday, Raoul gets sick and out of school, moreover the following day which was a Thursday, he forgot to bring his homework to class. This was the first time Raou l did not have his homework. James was sure that he had done his work and forgot to bring it. Raoul could get a day’s extension for being sick. And James also knew that the thought of serving detention was devastating for Raoul. However, James had to decide whether to follow the rule and have Raoul serve the detention, or make an exception based on the fact that Raoul has been sick and his routine is disrupted. This situation can very well be executed as a moral situation as well as an ethical dilemma. James is the teacher and he holds the responsibility in class to follow the professional ethics of education in which the teacher is supposed to apply the same rules for every student and avoid favoritism. On the other hand the professional ethics state that the teacher should understand each student and contribute in the best way possible towards his learning and his encouragement. James gets in ethical dilemma as he knows that taking a decision in regard of one ethical standa rd will violate the other. If James gives Raoul detention, he will discourage him and led his morale down, and if he gives him an excuse it will violate the professional ethics that he has set for his classroom (Robinson, 2005). In the similar way, the situation can also be called as a moral situation in which the teacher is bound by the moral principles of class and he is in moral dilemma. James is a teacher of ninth grade, who are teenage students and understand the situations of the class very well. If James gives an exception to Raoul, it will violate the moral conduct of the class in which the teacher owes a moral responsibility towards every child equally. Since Raoul has disobeyed the moral conduct of the class, James should give him the same punishment that all the students get,

Habitat and Animals Essay Example for Free

Habitat and Animals Essay Little care or thought was given to wildlife, or the delicate nature of their habitat as Urban Sprawl moved along with the progress of the times. This is supported by the opinion offered by Authors Emel and Wolch, in their book titled Animal Geographies: Place, Politics and Identity’, They state that The 1980s cost of sprawl debate made no mention of wildlife habitat, and the adherents to the so called new urbanism and sustainable cities movements of the 1990s rarely define sustainability in relation to the animals†(5). Quoting statistics researched, compiled, and available at Smart Growth America.com, Authors Hapke, Goodwin, Pulsipher and Pulsipher state that In the United States Urban Sprawl eats up 2 acres a minute- A million acres a year- including 400,000 acres of land that is especially well suited for high quality specialty crops. Urban Sprawl is now an issue in virtually all parts of North America† (6). Quoting Vitousek (1997) and Marzluff and Hamel (2001), authors Johnson and Klemens explain that the destruction of animal habitat occurs because Humans alter the earths natural landscape in three main ways: Through agriculture, natural resource extraction, and urban and rural settlement (7) . There is immediate habitat loss as an area is developed, as noted almost one million acres per year are consumed. As humans take over and develop, the wildlife is displaced, and deprived of the habitat because it has been converted for use, and is no longer suitable to sustain life. Pollution, and the introduction of non indigenous invasive plant species enter the habitat as well, after humans move in to an area. (5) Emel Jody, Wolch Jennifer. Animal Geographies: Place, Politics, and Identity in the Nature-culture Borderlands, Edition: illustrated, Published by Verso, 1998, p. 132. (6) Hapke Holly M, Goodwin Conrad Mac, Pulsipher Lydia Mihelic, Pulsipher Alex. World Regional Geography: Global Patterns, Local Lives. Edition: 3, illustrated, Published by Macmillan, 2005. p. 81. (7) Johnson Elizabeth Ann. Klemens Michael W. Nature in Fragments: The Legacy of Sprawl. Edition: illustrated, Published by Columbia University Press, 2005. p. 19. 3 Many researchers agree with author John Kistler that â€Å" Habitat loss is the single most important factor in the destruction of wild species†(8). Imagine developers go in with big bulldozers, and dump trucks, and destroy the natural landscape without a thought to the population of animals that will be displaced. Without concerns about rare plant and animal species that may be at risk of extinction. It used to be as man moved in, the animals would move out, to nearby untouched areas with sufficient forage and water to survive. Johnson and Klemens point out that today However, as sprawl converts more land to development, there are few or no adjacent undeveloped lands to meet these needs(9). Now a drive along highways that pass close to any major development sites that are currently under construction, will reveal the fate of many of the dislocated inhabitants. Dead deer, coyotes, fox, racoons, hawks, and a multitude of other species are strewn along the roadside daily. Quoting Clevenger and (2001) and Forman (2003), in a paper prepared by professor Michael Starr, and students at Southern Illinois University, attempting to compile data on road kill occurrences states that It is undoubtedly true that the number of road-killed animals has been increasing through the years until the last decade, very few scientific studies had been conducted to assess this assumption(10). Based on data compiled by reported accidents with cars, and quoting Forman (2003), The SIUE paper stated that â€Å" It has been conservatively estimated that 1 million deer alone are killed each year on the nations roads†(11). These numbers are reported road kills involving car damage, the numbers of smaller species no doubt are astronomical, if a number could be assigned. (8) Kistler John. Animal Rights: A Subject Guide, Bibliography, and Internet Companion Edition: illustrated, Published by Greenwood Publishing Group, 2000. p 145. (9) Johnson Elizabeth Ann. Klemens Michael W. Nature in Fragments: The Legacy of Sprawl. Edition: illustrated, Published by Columbia University Press, 2005. p. 30. (10) (11) Starr Michael J. Surveying For Small Road-Killed Animals Along Rural Roads And State Highways http://www. siue. edu/GEOGRAPHY/RoadKill. htm. SIUE Department of Geography. Feb. 2006. 4 States with most population growth had largest permanent loss of rural land Average low-population-growth state lost less than a third the rural land as average high-population growth state http://www. sprawlcity. org/charts_usda/us_6. html

Fifth Business Dunstan :: essays papers

Fifth Business Dunstan Lots of people in our society can be dubbed as ^neutral^ in their behavior. They dont take part in the events occurring around them but rather just observe them. This characteristic can be called a beneficial characteristic as it may keep them out of disagreements. In the book Fifth Business written by Robertson Davies, Dunny can be called a neutral person. He tells us about his life story and through various incidents, it is clearly evident that he is indeed a neutral person. For instance, the snowball incident and Dunny^s relationship with Diana show the reader that he is indeed a neutral person who doesn^t want to get involved deeply in anything at all. Dunny starts his story from his childhood. He tells us that when he was ten, he had a fight with Percy Boyd Staunton and during this fight, Percy threw a snowball at him. He dodged the snowball and it struck the pregnant Mary Dempster, who was the wife of Reverend Amasa Dempster, on her head. This led to the premature birth of the baby. Dunny felt responsible for that incident and spent many sleepless nights but he didn^t tell Mary what had happened or who threw the snowball. He remained neutral in the situation despite the fact that he felt guilty and responsible for. Mary^s loss of senility and the premature birth of the baby. These strong emotions led him to help Mary in every way possible. Although he knew that he had not thrown the snowball, he imagined that since it was meant for him, he shouldn^t have dodged it. Also Paul had told Dunny that he wasn^t responsible for the snowball because it was Dunny^s dodging it which led to Mary Dempster labor. So Dunny was sure that! he was to blame but still he didn^t confess it to anyone, neither did he ever talk to anyone about it. Being neutral he just withdrew and did not take a stand in the situation. He took care of Paul when he (Paul) was quite young and also was protective of Mary which further served to isolate him from the rest of the society who thought of Mary as a bad influence. Though this incident occurred in an early stage of Dunny^s life, it still shows his neutrality which remained a part of him until his death. Dunny^s relationship with Diana is another example which shows his neutrality. When Dunny was wounded in the war, he was put under Diana^s care until he got back on his feet. During this time, he

Difference Between Domestic and International Marketing

Difference between international marketing and domestic marketing First, International marketing is facing a more complex market environment . Domestic marketing is conducted in this country and so faced corresponding structure of the market environment is relatively simple ,which consists of those factors that are more familiar to companies — the domestic political, economic, legal, cultural and so on. However, International marketing is facing a more complex environment, it's a market with multi-level structure.This is because those companies who engage in international marketing , will inevitably be subjected to the world market environment. Which requires companies to face the world market environment, including the world's political, military, economic, technological and other aspects. Second, International marketing is facing more Uncertainties factors The contradiction between subjective understanding and objective reality, coupled with the volatility of the objective p rocess, international marketing facd more uncertainties factors for the companies .Compared with domestic marketing, it's more difficult to make sure the total demand, purchasers and competitors and more difficult to investigate and predict wholesale segment, retail structure, buying habits in international marketing. Third, International marketing is facing more diverse selection of marketing programs Companies in the domestic market, although also need to deal with different regions and different programs for different target markets, different strategies, and even the use of different promotions, but the overall program is the same however. he international market is a market composed of different countries . Enterprises in the international marketing, its marketing programs are of diversity, Enterprises in different country markets to sell their products, not unified marketing program, and must host country market, different scenarios were developed.Four, Marketing in internatio nal marketing is more difficult   Besides the complex environment and the uncertain factors ,diverse selection programs, international marketing have more risks and meet more fierce competition. The risks are added by the changing international political situation and the fluctuate exchange rate . Competitor's brilliant competitive strategy in price, promotion and products made the international market more and more narrow. Difference Between Domestic and International Marketing Difference between international marketing and domestic marketing First, International marketing is facing a more complex market environment . Domestic marketing is conducted in this country and so faced corresponding structure of the market environment is relatively simple ,which consists of those factors that are more familiar to companies — the domestic political, economic, legal, cultural and so on. However, International marketing is facing a more complex environment, it's a market with multi-level structure.This is because those companies who engage in international marketing , will inevitably be subjected to the world market environment. Which requires companies to face the world market environment, including the world's political, military, economic, technological and other aspects. Second, International marketing is facing more Uncertainties factors The contradiction between subjective understanding and objective reality, coupled with the volatility of the objective p rocess, international marketing facd more uncertainties factors for the companies .Compared with domestic marketing, it's more difficult to make sure the total demand, purchasers and competitors and more difficult to investigate and predict wholesale segment, retail structure, buying habits in international marketing. Third, International marketing is facing more diverse selection of marketing programs Companies in the domestic market, although also need to deal with different regions and different programs for different target markets, different strategies, and even the use of different promotions, but the overall program is the same however. he international market is a market composed of different countries . Enterprises in the international marketing, its marketing programs are of diversity, Enterprises in different country markets to sell their products, not unified marketing program, and must host country market, different scenarios were developed.Four, Marketing in internatio nal marketing is more difficult   Besides the complex environment and the uncertain factors ,diverse selection programs, international marketing have more risks and meet more fierce competition. The risks are added by the changing international political situation and the fluctuate exchange rate . Competitor's brilliant competitive strategy in price, promotion and products made the international market more and more narrow.

Space design considerations for an architecture school

And teaching staff in newly approved Institution / Program. Then it gives detailed time schedule for processing of applications . Page- 72 : It provides further information about Unapproved Institutions, detailed points to be carried out Action in case of violation of Regulations. It provides objectives , eligibility , processing fee and procedure for approval, conditions for approval regarding Collaboration & Twining Program between Indian and Foreign Universities or Institutions in the field of Technical Education, Research and Training .Peg 73- 81 : It gives information about the program , duration and eligibility for students o be considered while giving admission to under graduate degree program, Post Graduate Degree and Post Graduate Diploma Programs (Full Time), Diploma Program, Post Diploma Programs . Page- 107 : It lists the approved Nomenclature of Courses of 400 courses taught under CACTI. It gives information in tabular form regarding the Norms for Intake & Peggy-111 .Num ber of Courses / Divisions in the Technical Institutions of under graduate level, Post Graduate Degree and Post Graduate Diploma Level, Private Limited or Public Limited Company/laundry Establishing Diploma or UnderGraduate or Post Graduate Institute. Peg 12- : it describes the Norms for Land requirement and Building Space for Technical Institution , like the land requirement in acres in Other than Rural places(Competent Authority to certify that the place is not located in a rural area) and Rural Places as defined by Competent Authority.It gives detailed requirements of built-up area divided in 1 . Instructional area (NINA, carpet area in sq. M. ), Administrative area (DAD, carpet area in sq. M. ), Amenities area (AMA, carpet area in sq. 2. Circulation area (CIA) is equal to 0. 250 (NINA+DAD+AMA). M. ). , 3. Total built up area in sq. M. Is equal to (NINA+DAD+AMA)

Essay A Disabled Life Undermined Experience

Essay A Disabled Life Undermined Experience Essay A Disabled Life: Undermined Experience When I was conceived, my parents were expecting a healthy child. The doctor had something to tell them: â€Å"We have a problem,† he said. â€Å"Your son might not live long.† My parents were so devastated, yet hoping and praying for me to live. At three months old, I had to be operated on for tangled intestines. After the operation, my mother and I would go to the hospital for my wound dressing. Then at four years old, I contracted Dengue Fever; an incision was made on the right side of my ribs so as to implant the surgical tube to drain the water from my lungs. In the later years to come, my parents told me how much time and money was spent just to keep me alive and healthy. I have learn to appreciate the unwavering love and the patience of my parents, and they pampered me with toys and things that a child can lay his hands on. Before prep-school, my parents noticed that I was drooling and could hardly communicate orally. I underwent a brain scan and they found that only half of my brain was functioning normally. The doctor told my mom that I could outgrow the defect as I grew older. They put my fate to the blessing of God through faith and prayers for my well-being. When I started attending elementary school, I promised myself, â€Å"Even though, I have physical and speech disabilities, it will not hinder too much of my education and life.† I have struggled to excel in my classes, and you proved also that I could fare along with normal students. I did not interact much with my classmates because my oral communication overwhelmed me. Although I was a bit shy, I graduated my elementary school with awards and as an honor student. Before graduating from middle school, I took the national examination for a high school admission and passed. During the interview, the school administrator found out that I have disabilities. He refused my admittance. My parents were so angry at the discrimination that it prompted their decision to come to America. They asked me, â€Å"Have you ever wanted to go to school in America?† At first, I did not know to react, but after pondering for quite a time, I considered to go because it might be best for me to have a new life and environment. As a freshman at Gahr High School and later on at Santa Fe Springs

Macbeth Essays (587 words) - Characters In Macbeth, Free Essays

Macbeth Essays (587 words) - Characters In Macbeth, Free Essays Macbeth Sleep no more! Macbeth does murder sleep (2, 2, 47) These are words speaking of an evil person. As much of the play Macbeth is about. The play starts with evil, the three witches burrying different wierd objects. As well as throughout the majority of the play, evil is the basis of all within this story. The blood in this story is evil. And I dont mean the blood which pours from a dying king. I mean blood in the sense of gore, and violence. The whole play it self is full of fights. The plot goes from a fight to a scence that plans a fight, to a fight, to a scene with more planning or reflection. Its a viscious cycle in this play. Its all violence. I suppose that would be ok if your making an action movie staring Arnold Schwarzeneger, but this is supposed to be a classic, a tragedy, the only tragedy was that it sucked. A playwrite such as Shakespeare wouldnt have wrote a play of just violence. He actually has good content in his plays. Although there is a bit of good content in this play. Theres just no transition of it within the play. It hardly makes any sense. All of this further makes me believe that there are scenes missing. The witches are pure evil as well. they are the ones who filled Macbeths head with all these visions of power. Which in turn transformed Macbeth into a psychotic killing machine. Before he met the witches, he was an innocent warrior, an honorable fighter of the king. But once the witches filled him with greed, he no longer was a loyalist of the king. He in a short period of time pulled a hundred and eighty degree turn and did the furthest thing from loyal he possibly could of done to the king, he killed him in his sleep. And if that isnt evil enough, he blamed it on two loyal, innocent gaurds, and slaughtered them on the spot. Lady Macbeth is as well pure evil. She is the persuassion behind Macbeth. He would never of murdered Duncan if Lady Macbeth hadnt persuaded him to. Macbeth was too full o the milk of human kindness. Perhaps Macbeth would have received the throne loyaly and honorably to begin with. Many times Macbeth had tried to back down from killing Duncan, but Lady Macbeth wouldnt of let that happen. She made fun of him, called him down. She did what was necessary to keep him from chickening out. Perhaps Macbeth did whatever she told him to because of sex. Lady Macbeth certainly is made out to be a very sexy woman in the play. She may have used her powers of sex to persuade her husband to perform the irreversible deeds. The murder of Duncan caused a chain effect on Macbeth, making it necessary (in Macbeths eyes) to kill Banquo, Macduffs wife and children, and all the other innocent casualties. Although there are many evil objects in this play, the most evil of them all is greed. No matter who was more influenced by this power, Lady Macbeth to become queen or Macbeth to become king, it caused this whole predicament. If Macbeth didnt care at all about becoming the king, he probably wouldnt have murdered Duncan to become king, and to later have his life fall apart. Throughout the play Macbeth, there were many very evil people, places, and things. The evil in in the play was a domino effect. Starting with the withches, and ending with Macduff taking Macbeths head. The evil, be it the witches, his wife, or greed, ended it with a blood bath of revenge.

Correcting Run-On Sentences Proofreading Practice

Correcting Run-On Sentences Proofreading Practice This exercise will give you practice in identifying and correcting run-on sentences. Before attempting the exercise, you may find it helpful to review how to  correct a run-on sentence with a period or semicolon  and  correcting run-ons through coordination and subordination. The following paragraph contains three run-on sentences (fused sentences and/or comma splices). Read the paragraph aloud and mark any run-on sentences that you find. Then correct each run-on according to the method you think is most effective. When you have completed the exercise, compare your corrections with the following paragraph below it. Run-On Sentence Exercise Why I Had to Get Rid of the Monster Although I am a dog-lover by nature, I recently had to give away my three-month-old retriever, Plato. I had several good reasons for doing so. A few months ago I picked up the dog at the Humane Society as a Christmas gift for my girlfriend. Alas, she dumped me on Christmas Eve I was left to console myself by caring for the dog. Thats when my true misery began. For one thing, Plato was not housebroken. Throughout the apartment he left little mementos, staining rugs and furniture and fouling the air, he would burrow under any newspapers I laid down for him. To make matters worse, his untamed potty habits were supported by an insatiable appetite. Not content with a sack of Kibbles n Bits every day, he would also gnaw at the couch and shred clothes, sheets, and blankets, one night he chewed up a friends new pair of clogs. Finally, Plato simply wasnt happy being cooped up by himself in a small apartment. Whenever I left, he would begin whimpering, and that soon turned into furious barking . As a result, my neighbors were threatening to murder both me and the monster, as they took to calling him. So, after six weeks of life with Plato, I gave him away to my uncle in Baxley. Fortunately, Uncle Jerry is quite accustomed to animal feed, waste, noise, and destruction. Corrected Version of Run-On Sentence Paragraph Below is the corrected version of the paragraph used in the exercise above. Why I Had to Get Rid of the Monster Although I am a dog-lover by nature, I recently had to give away my three-month-old retriever, Plato. I had several good reasons for doing so. A few months ago I picked up the dog at the Humane Society as a Christmas gift for my girlfriend.  Alas, when she dumped me on Christmas Eve, I was left to console myself by caring for the dog.  Thats when my true misery began. For one thing, Plato was not housebroken.  Throughout the apartment he left little mementos, staining rugs and furniture and fouling the air. He would burrow under any newspapers I laid down for him.  To make matters worse, his untamed potty habits were supported by an insatiable appetite.  Not content with a sack of Kibbles n Bits every day, he would also gnaw at the couch and shred clothes, sheets, and blankets. One night he chewed up a friends new pair of clogs.  Finally, Plato simply wasnt happy being cooped up by himself in a small apartment. Whenever I left, he would begin whimpering, and that soon tur ned into furious barking. As a result, my neighbors were threatening to murder both me and the monster, as they took to calling him. So, after six weeks of life with Plato, I gave him away to my uncle in Baxley. Fortunately, Uncle Jerry is quite accustomed to animal feed, waste, noise, and destruction.

Brent Staples, just walk on by Essay Example | Topics and Well Written Essays - 500 words

Brent Staples, just walk on by - Essay Example Somehow, the author expresses his surprises about the sweeping generalizations superficially formulated for Blacks; and some are even the most non-sense ever. He conveys about the inability of the Whites to live peacefully and soundly with the Blacks; he conveys about the Whites unwillingness to stop and think about the freedom that makes America a new melting pot of races; the segregation that guards the possibility of openness between the two races so the Whites always feel troubled of the Blacks. The essay touches on three themes: the undying repercussions of segregation, discrimination, and the White’s traditionally ascribed fear over the Blacks. The author speaks in a personal point of view. He is black, which is quite clear. He uses his own experiences in order to corroborate his claims about how Blacks are always mistakenly referred to as the â€Å"bad† people of the society. He starts by describing Blacks being mistakenly thought of as wicked people. This wickedness even comes in an assorted fashion: thug, burglar, a constant source of fright. This, in some way, suggests of the direness of the White’s fear. The author uses his personal experience of a young woman whom he describes as â€Å"white, well-dressed† and young at her early twenties (Staples, â€Å"Just Walk on By†). Upon seeing him at a discreet distance, the woman scampered seriously. It is valid to surmise that they are strangers to each other but where did the fear of the woman come from? Seen this way, there has been a superficial generalization of Blacks as a threat or a danger. Where did these fresh Whites get their notion of Blacks as frightening? The Whites would always refer to the history between the two races: Whites being the more educated, superior ones while the Blacks remain slaves. In the later passages, the author uses the word â€Å"thunk† four times. This is an onomatopoeia that subtly refers to how the Whites

Practical Application of the Ethical Decision-Making Manual for Essay

Practical Application of the Ethical Decision-Making Manual for Helping Professionals - Essay Example This model focuses on ethical strategies within an inter-professional context, so that it attempts to provide guidance for ethical dilemmas that may occur across the helping professions, such as education, nursing, social work, law and medicine (Steinman, Franks Richardson & McEnroe, 1998). This paper shall review the complexity of ethical decisions that are at times required by teachers within elementary, middle and high schools. Firstly, a brief outline of five ethical principles considered necessary for all ethical decision-making models shall be provided. Secondly, the model of Steinman, Franks Richardson and McEnroe shall be detailed. Next, applications of the proposed ethical decision-making model shall be presented, as relevant to ethical considerations within the school system. Finally, a conclusion shall synthesize the main points of the paper to highlight the importance of ethics to schools. School staffs continually experience situations that could be considered ethical dilemmas, in which they are required to apply confident and strong decision-making abilities (Strike, 1997). As such, for school staff to behave in a manner that is considered ethical, it is necessary that they also be responsible for their behavior, as the two are interdependent concepts (Strike, 1997). Essentially, school staffs are expected as educational leaders to continually develop the ability and capacity for reflection on their behaviors and choices to determine if they have acted ethically. Although many of the numerous decisions teachers and other schools staff make throughout a single day may not immediately appear to have ethical implications, contemporary Western societies are experiencing a rapid advancement in technologies, increases in litigations, and an increased emphasis on issues of social protection, all of which are relevant to the conduct of school staff. Additionally, at a local level, educational institutions are more and more are required to adopt standardized assessments of student achievement, and to be aware of issues of equal opportunity across genders, ethnicities and physical/cognitive abilities (Strike, 1997). Another ethical consideration relevant to the school includes the evaluation of teachers' performance (Messer, 2001).Ethical decision-making models tend to be based on five over-riding moral principles (Kitchener, 1984 as cited in Bradley and Hendricks, 2001). Kitchener (1984) determined that these five principles formed the basis of the concepts that comprise any ethical decision (as cited in Bradley & Hendricks, 2001). The five moral principles are: 1) Autonomy - each individual is acknowledged to have a freedom of choice. In regards to school staffs, they have the right to make their own decisions that align with theirpersonal philosophies, whilst also recognizing that they are responsible for theirdecisions, and that this responsibility requires assessment of the effects of one'sactions on others. The rights of autonomy extend to students, and school staffs are

Flexible Citation Essay Example | Topics and Well Written Essays - 250 words

Flexible Citation - Essay Example In his article â€Å"Godmother of cocaine gunned down in Colombia†, Lee Ferran of ABC news does acknowledge all his sources. He does it in an informal but effective way by using both hyperlinks and mentioning his sources in sentences. Lee must have been aware of the consequences of plagiarizing material hence using this approach. This approach saves a lot of space as well since there is no need for a bibliography. The method is effective in the sense that many readers prefer to click on a link than go through a bibliography and type long URL’s in their browser. Another writer who does not cite or acknowledge her sources is Hariette Surovell in her article â€Å"Queenpins of the Cali Cartel†. The article does not conform to any specific citation technique as well. It looks more of a blog post thus explaining why Harriet did not follow any citation technique. This technique is in a way effective since at the end of the post Harriet states that she is from the U.S library of congress. This maybe explains her source of

Alternative Health Paradigms Essay Example | Topics and Well Written Essays - 500 words

Alternative Health Paradigms - Essay Example As Jamison (1994) has stated, â€Å"For some critics, the ‘Westernness’ of modern science lies in what is purported to be its characteristic world-view, its fundamental attitudes to Nature, reality, and knowledge; for others it is the social system and/or institutional framework within which knowledge production is embedded that is seen as being most Westernized; while for still others the problems lie in the technological applications and more general economic development strategies that are in some way seen to be derived from, or intertwined with, science.† Due to several implications in the health care sector, the Western scientific model of medicine is trusted a lot in the United States. The treatment of various minor and major ailments in the shortest span of time is one of the prime reasons for adoption of western medicine by most people. Additionally, the Western way of science has evolved improved health care technologies that are far too effective and pra ctical in diagnosis as well as treatment. However, the western scientific paradigm has eventually transformed itself into a business enterprise. The medicine in the western model also possesses a number of side effects compared to traditional and other forms of treatment.

Google case study analysis Example | Topics and Well Written Essays - 1000 words

Google analysis - Case Study Example Analysis The key cultural management issues for Google are: negotiation between two cultures with opposing social and cultural values, and understanding the factors that affect Chinese culture and how these factors can be used to persuade China to allow Google to operate in China. The first issue is negotiation between two cultures that have diverging social and cultural values. On the one hand, Google and China have strong social differences. Google wants to do no evil and it wants to provide all information needed by Chinese users. On the other hand, Google also wants to follow local laws and procedures, as it does with other countries, although it does not want to support political oppression in China. China wants to control search engines and other Internet websites to impose political control, which is often criticized as a modern form of political oppression, because it violates people’s freedom of speech and freedom to access free information. Using Trompenaar’s value dimensions, it is clear that eastern cultures like China prefer building relationships first, before doing business with others. The Chinese are believed to be motivated by openness and acceptance, while American companies like Google are motivated by reliability and congruence (Gaunt). China wants to have an open relationship with Google, where it expects Google to open its technology to its Internet restrictions. Google, however, cannot compromise its principles. It wants something gained for something it will lose. If it is going to do some self-censorship, it must get something in return.

Change Model Assessment in XYZ Inc Essay Example | Topics and Well Written Essays - 750 words

Change Model Assessment in XYZ Inc - Essay Example The term change is recognized in every business organization. The management of change in organizations can vary according to the type of business, involvement of employees or type of change. The major part of change relies on how the employees in an organization understand the procedure playing a vital role in determining their acceptance for such alterations. In case of XYZ Inc the type of change is defined by the expansion of the business. In the short term the company plans to open new branch in China and in long term the company will pursue for further expansion in countries such as Brazil, Russia and India. In order to control the short term change process, XYZ, Inc can apply Kurt Lewins ‘Change Management Model’. Kurt Lewin has developed a unique change theory which consists of three distinct phases. Unfreeze: ‘Unfreeze’ is the first phase of change according to the model. In this phase, XYZ, Inc can find appropriate method to make employees understand the requirement for change in business. XYZ, Inc will need to develop the desire for change by providing appropriate justification such as increasing sales or high financial prospects among other factors (Kaminski, 2011). Refreeze: Refreeze is the ultimate phase of change where XYZ, Inc will intend to establish new business practices and new organizational procedures. It will be conducted through supportive instruments such as new strategies and concrete alignment of new system for new workforces (Kaminski, 2011). In the long-term, XYZ, Inc can follow the John Kotters ‘Eight Step Change Model’. In the long run, XYZ, Inc. needs to develop system oriented change. At the first phase, XYZ, Inc. will require generating a feeling of urgency among employees about change. It can further help to prompt them towards change.

Google case study analysis Example | Topics and Well Written Essays - 1000 words

Google analysis - Case Study Example Analysis The key cultural management issues for Google are: negotiation between two cultures with opposing social and cultural values, and understanding the factors that affect Chinese culture and how these factors can be used to persuade China to allow Google to operate in China. The first issue is negotiation between two cultures that have diverging social and cultural values. On the one hand, Google and China have strong social differences. Google wants to do no evil and it wants to provide all information needed by Chinese users. On the other hand, Google also wants to follow local laws and procedures, as it does with other countries, although it does not want to support political oppression in China. China wants to control search engines and other Internet websites to impose political control, which is often criticized as a modern form of political oppression, because it violates people’s freedom of speech and freedom to access free information. Using Trompenaar’s value dimensions, it is clear that eastern cultures like China prefer building relationships first, before doing business with others. The Chinese are believed to be motivated by openness and acceptance, while American companies like Google are motivated by reliability and congruence (Gaunt). China wants to have an open relationship with Google, where it expects Google to open its technology to its Internet restrictions. Google, however, cannot compromise its principles. It wants something gained for something it will lose. If it is going to do some self-censorship, it must get something in return.

People's management of stress Essay Example | Topics and Well Written Essays - 750 words

People's management of stress - Essay Example As it is, stress was reported not to be classified as an illness. However, when people are persistently and constantly challenged by mental or emotional pressures over a long term, the effects could actually lead to serious illnesses (NHS 2012). The article by Allen (2011) published in The Guardian reveales that from a survey conducted by the Chartered Institute of Personnel Development (CIPD), stress has been identified to be the commonest cause of long-term sick leave in organizations. In this regard, the aim of the current study is to present the results of a survey conducted at the Sheffield City Centre where 100 adult people, both male and female, were asked five (5) questions related to stress. The method used was a questionnaire-survey through interview. The results would hereby be presented and appropriate recommendations in the concluding portion would be suggested. The purpose of the questionnaire was to determine the major responses to concerns such as frequency of stress, causes, ways of managing stress through relaxation, taking time off work due to stress, and who to confide in when in stressful situations. They were asked five questions and their responses were tabulated and percentage results were revealed. The five questions asked are as follows: When asked how often do they feel stressed, the following pie chart shows that 45% of the respondents indicated occasionally (a few time a week), followed by sometimes (about half the time) at 20%. The least percentage was 5%, both answered by the 5 respondents as all the time and also 5 respondents as never. For those who responded that they are stressed, the major cause of stress was dominantly exhibited as relationships with family and friends at 25%, followed by money at 20%, fast pace of modern life and others, both at 10%, and only 5% indicated work. As such, the findings indicate that majority or 35 of the 100 people surveyed indicated that watching TV is their means of

Code of Ethics Paper Essay Example for Free

Code of Ethics Paper Essay The National Institutes of Health (NIH) is a well-known government based facility that presents a web site that keeps its customer base well informed on a wide variety of topics. Providing and gathering knowledge for doctors and patients, this facility and website serve as an investigator. This ranges from heath issues to the medicine used to treat. The NIH has been a part of history ranging from advances in penicillin to machines used such as the MRI. Also, NIH has funded and researched thousands of drugs and physicians to find cures and treatment. As a team we believe that the NIH has social, ethical issues, as well as goals that are met every day as a part of their social responsibility. â€Å"NIH’s mission is to seek fundamental knowledge about the nature and behavior of living systems and the application of that knowledge to enhance health, lengthen life, and reduce illness and disability.† (USA.Gov, 2013) NIH’s goals and their ethical principles If everyone were afraid about unethical research, nobody will participate or volunteer. Without the research subjects, developing new medicine and treatments would be impossible. Because millions of selfless and generous research volunteers, the world has benefited from an array of medical advances in used today. Furthermore, Effective chemotherapy and radiation treatments have cured millions of people with cancer, such as breast, thyroid, pancreatic, and cervical cancer to name a few. Additionally, we have also benefited from numerous vaccines that protect from deadly disease, for instance, polio, measles, chicken pox, and the seasonal flu. Moreover, these medical advances have made it possible to increase awareness about nutrition and health lifestyles (NIH, 2013). The National Health Institute’s goals are to cultivate and promote â€Å"fundamental creative discoveries, innovative research strategies and their application as a basis for ultimately protecting and improving h ealth† (NIH, 2013, para. 1). In addition, their goals are also for helping support, and â€Å"renew scientific human and physical resources that will safeguard the Nation competency to prevent disease† (NIH, 2013, para. 1) Furthermore, they work tirelessly to  Ã¢â‚¬Å"expand the knowledge base in medical and sciences to enhance the Nation’s economic well-being and guarantee a continued high return on the public investment in research† (NIH, 2013, para. 1). According to the Journal of the American Medical Association (JAMA), before any research is started there are seven ethical principles the researchers must comply with. These principles help to clarify meticulously a coherent framework for assessing the ethics of any clinical research studies: (1) social value- the research or study must define how are peoples health or well-being will improve; (2) scientific validity- the research must have a hypothesis to be tested, and controlled; (3) fair subject sel ection- an abroad group of people must be selected , including age (over 18), gender, and race, not vulnerable or privileged; (4)favorable risk-benefit ratio- the research shows that the riskier the study the more ethical it is considered; (5) independent review- an external group must review the research and will approve it or denied it. This practice makes people believe the study is more ethical and unbiased. Also, this will minimize potential conflicts of interest; (6) inform consent- the subject must be mentally capable to understand the full disclosure of the research, the decision must be voluntary; (7) respect for the enrolled subject- the volunteers privacy must be protected, withdrawal from the study cannot be denied, and their health must always be monitored. The researchers have the obligation to treat everyone who volunteers in an experiment ethically and respectfully (Emanuel, Wendler, Grady, 2000; NIH Clinical Center Department of Bioethics, 2012). NIH’s culture and ethical decision making The National Institutes of Health (NIH) is one of the largest organizations in the world with regard to researching advancements in medicine and the improvement in delivery of health care. Culturally speaking, the NIH is as diverse as the population it provides services to. Therefore, the NIH encourages health care providers to become more culturally competent in order to assist them in improving the quality of services they provide. According to the NIH, (2013) â€Å"Cultural competency is critical to reducing health disparities and improving access to high-quality health care; health care that is respectful of and responsive to the needs of diverse patients† (par. 3). Possessing a better knowledge of the cultures  a health care provider delivers services to will allow him or her the ability to provide a higher quality of care and enable him or her to remain ethical when critical decisions need to be made. Currently, the NIH is collaboration with other groups and organizati ons to help health care providers become more aware of the cultures they serve, which in turn, will provide better quality of care to all Americans (NIH, 2013). End of life is an area of health care the NIH suggests is especially critical with regard to culture and making ethical decisions (NIH, 2013). There are many different cultures in the United States that do not share the same point of view when it comes to a family members’ last wishes. An article called â€Å"Diverse decisions. How culture affects ethical decision making†, written by Wright, Cohen, and Caroselli explains the importance of cultural competence and ethical decision making at the point of a patients’ end of life. This crucial aspect of health care can be especially challenging to health care providers if they are not familiar with their patient’s cultural preferences. If not treated with the sensitivity a family requires culturally, the health care provider will likely encounter probl ems in assisting the family in arriving at an ethical decision that best helps the patient. As stated by Wright, Cohen, and Caroselli, (1997) â€Å"When these difficulties are coupled with ineffective communication related to cultural insensitivity or unawareness, the effects can be devastating† (par. 1). Few moments in life present as many challenges as the end of a family members’ life. Therefore, the NIH not only challenges its organization to become more culturally competent, it also encourages and assists health care providers to do the same, especially when assisting patients and their families in making the appropriate ethical decision. NIH’s ethical values supporting our ethical values The NIH has clearly stated that â€Å"turning discovery into health† is part of their mission statement. Supporting this ethical decision in the United States alone there are many individuals with chronic diseases or health issues. Therefore, it is safe to say that because the mission of the NIH is to find cures and treatments to better our nation is in correspondence with most. According to the NIH, (2013) â€Å"Nearly half of all Americans have a chronic medical condition. NIH research makes significant strides toward  treating and preventing these long-term illnesses.† Along with promoting wellness, the NIH develops new technological tools to treat any or most ailments in the USA. They are always looking for bright and positive new recruits to help research and enlighten the NIH to provide answers to thousands of individuals who have questions. The NIH has conducted research and found that cancer, diabetes, HIV/AIDS, and cardiovascular disease is on the decline bec ause of the research they have contributed to society. Because of their code of ethics they are helping babies that are born today live to a common age of 79, a vast improvement from the last 100 years. NIH believes it â€Å"invests over $30.9* billion annually in medical research for the American people.† (USA.Gov, 2013) and posted under NIH budget they write â€Å"Research for the People†, a clear message that this company is high in ethical values. They plan on widening the research capacity of our country and foster exploration. For any individual finding treatment for loved ones or ones’ self goes hand in hand with the ethical beliefs of the NIH. Social responsibility for NIH in the community NIH has proven itself to be socially responsible for not only the community but the entire population. They have done research and contributed a vast amount of information that physician’s, staff, and patients alike use on a daily basis for personal or practice knowledge. For example, the NIH has provided hundreds of thousands of jobs to research new technology and to find cures ever the past years. In addition, â€Å"to directly supporting research, NIH funding spurs an impressive amount of spin-off economic growth in our communities, ranging from scientific equipment suppliers to biotech firms to businesses offering food and lodging.† (USA.Gov, 2013) So not only has it contributed to health of the population, but is has proved financial contributions to the population. It has contributed more than $62 billion in revenue. Because of NIH’s research it will have not only short term effects but long term ones as well. Employing over one million employees to do rese arch and development, the NIH has made a vast contribution for jobs to those who do not have one. Providing tours and other means to understand what they do to the public, they encourage public awareness. Providing funds for over 130 Nobel prize winners that have created such instruments like the MRI, NIH scientists have paved the way for many and future scientists. The  NIH expects â€Å"to expand the knowledge base in medical and associated sciences in order to enhance the Nations economic well-being and ensure a continued high return on the public investment in research.† (USA.Gov, 2013) Providing leadership for this frontier in medical research, NIH is constantly making new advancements. Keeping archives of all research done in the past 100 years, the NIH keeps these records so future generations can learn. In conclusion, the goals of the NIH are to provide medical research, for the population of the USA. Their goal is to find cure and increase the wellness of the surro unding population. Also, the NIH is made up of a culturally diverse population making it successful in finding, curing or preventing most or all ailments. Encouraging physicians to be more culturally diverse, is one of the NIH’s main goals because of the background in genetics and their diseases. Their ethical values support ours because we are all in the same country. Where thousands if not hundreds of thousands diseases are present every day, and as part of the population most would like to see research and treatments available. â€Å"Our practical wisdom must balance the shifting demands and possibilities that our changing circumstances present.† (Fremgan, 2009) Knowing our past is important as knowing our future. And the NIH has provided a sanctuary for both. As a team we believe that the NIH has social, ethical issues, as well as goals that are met every day as a part of their social responsibility. References National Institutes of Health, (2013). Frequently asked questions. Retrieved from http://www.nih.gov/about/FAQ.htm USA.Gov. (2013). National Institutes of Health. Retrieved from http://www.nih.gov/ Wright, F., Cohen, S., Caroselli, C., (1997). Diverse decisions. How culture affects ethical Decision making. Division of Nursing, New York University, New York. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9136346 Fremgan, B. (2009). Medical Law and Ethics (3rd ed.). Retrieved from The University of Phoenix eBook Collection database

Pictograph Essay :: essays research papers

In the ancient times (4000-30B.C.) the Egyptian Pharaohs were the most powerful people on the planet. They had sophisticated methods for building and irrigation. In one area that they lagged in sophistication was the basic form they used for writing their language. The ancient Egyptians used hieroglyphics that was often expressed through pictographs that are stylized pictures used to express words and subjects.   Ã‚  Ã‚  Ã‚  Ã‚  The use of pictographs was a very primitive form of communication that took lots of time and energy to inscribe. They did not describe the subject in great detail whereas in the English language you can describe the subject in great detail with little or no effort.   Ã‚  Ã‚  Ã‚  Ã‚  When using pictographs the Egyptians didn't use connectives, adjectives, verbs, or nouns. They would simply sketch a series of pictures in reference to the subject that they were addressing. Also when using pictographs it leaves most of the interpretation of the writings up to the reader's imagination, therefore often not accurately describing and communicating the findings or ideas to the author. This was also very obvious when we made posters in class trying to describe our favorite stories because they were very rough sketches (pictographs) of the story and the posters left much up to the reader's personal interpretation.   Ã‚  Ã‚  Ã‚  Ã‚  Using the writing system in the English language a person is able to tell the reader exactly what you're writing about and do so in great detail. In our current system of writing we use a series of twenty-six letters; six of the letters are vowels and the rest are consonants. We arrange these letters in different sequences to create many different expressive words such as nouns, verbs, adjectives, and pronouns. There are over fifty thousand words in the English language and by skillfully using them we can accurately communicate to others by the use of writing.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, we have come a long way in developing our writing system.

Relational Database Model :: essays research papers

Comparing and Contrasting the Relational Database Model and OO Model The relational database model is based upon tables or relations. In this model, the physical implementation of the database is abstracted away from the user. Users query the database using a high-level query language, such as SQL. The relations are made up of columns, which have headings indicating the attribute represented by that column. Tables have key fields, which can be used to identify unique records. Keys relate tables to each other. The rows of the relation are also called tuples, and there is one tuple component for each attribute – or column – in that relation. A relation or table name, along with those relation’s attributes, make up the relational schema. Relational Database models are server-centric.   Ã‚  Ã‚  Ã‚  Ã‚  When designing a Relational Database, you must create a table for each entity type, choose or invent a primary key for each table; add foreign keys to represent one-to-many relationships; create new tables to represent many-to-many relationships; define referential integrity constraints; evaluate schema quality and make necessary improvements; and choose appropriate data types and value restrictions for each field (if necessary).   Ã‚  Ã‚  Ã‚  Ã‚  The real power of relational systems lies in the ability to perform complex queries over the data. Relational systems are well understood, and can be highly optimized in terms of queries, scalability, and storage. There is a uniqueness of table rows and primary keys, as well as ease of implementing future data model changes – flexibility and maintainability. To build an effective and efficient application in the relational model, the developer must have a comprehensive knowledge of the tables, and any relationships among them.   Ã‚  Ã‚  Ã‚  Ã‚  Object oriented database management systems are viewed as an alternative approach to meeting the demands of more complex data types. The need to handle complex object-centric data as the main data element is the driving force behind Object Oriented database models. These systems attempt to extend Object Oriented programming languages, techniques, and tools to provide a means to support data management tasks. Object Oriented models are client centric. Object Oriented databases uses attributes containing object identifiers to find objects that are related to other objects.   Ã‚  Ã‚  Ã‚  Ã‚  When designing an Object Oriented model, you must first determine which classes require persistent storage; define persistent classes; represent relationships among persistent classes; and choose appropriate data types and value restrictions for each field.   Ã‚  Ã‚  Ã‚  Ã‚  Object Oriented database models approach from the opposite direction (a programming language itself) to solve the problem of handling complex data types.

Nervous Conditions Summary and Analysis Essay

The narrator, Tambudzai, Tambu for short, begins this story at the end: â€Å"I was not sorry when my brother died. † That happened in the year 1968, and the first chapter sets the context for that event. Nhamo, Tambu’s brother, is introduced as proud; he is too proud to walk home from school, although Tambu sees the walk as holding endless possibilities for inspiration. Thus, their contrasting outlooks on life are introduced. In anecdotal style, Tambu looks back at the year 1965, when her father decided that Nhamo would go to the mission school and live with Babamukuru, Tambu’s uncle. She remembers how her father was always grateful for the generosity of his brother, who had educated himself and thus found financial success. After living with his uncle for a few years, Nhamo became embarrassed by â€Å"all this poverty, in a way that it had not done before. † Chapter 2 continues Tambu’s memories of how her brother became educated in place of her; he began school when he turned seven. She also remembers when Babamukuru went to England, when she was only five years old. He and his wife, Maiguru, moved there with their children, Nyasha and Chido for five years. Without Babamukuru’s generosity, the narrator’s family struggled and her mother was forced to sell boil eggs to passengers at the bus terminus. Tambu did not understand why they were only concerned with raising enough money to send her brother to school, not her as well. When she complains to her mother that her father does not prioritize her education, her mother answers, â€Å"This business of womanhood is a heavy burden. † Tambu remembers her grandmother, with whom she used to work in the fields until the day her grandmother died. The values of her grandmother’s generation are clear: â€Å"life could be lived with a modicum of dignity in any circumstances if you worked hard enough and obeyed the rules. † Tambu learned from her grandmother about how their land was taken from them and how her grandfather had escaped from slavery. Tambu put those lessons to use and worked hard to cultivate a small plot of land, growing cobs of maize, which she calls mealies, to sell. But one day at school, she discovered that her brother, Nhamo, was stealing her mealies and giving them away to children at Sunday school. She loses all respect for her brother that day, charging at him and attempting to kill him. Their fight is broken up by the Sunday school teacher, Mr. Matimba. Mr. Matimba advises Tambu to sell the mealies to the Whites, who would probably buy them for as much as sixpence a piece. Despite protests from her father, Mr. Matimba picks Tambu up in his truck and drives her to town one Tuesday to sell the maize. The first white couple they approach demonstrates the attitude of whites toward blacks in Rhodesia: â€Å"Come now, Doris,† says the husband to his wife, â€Å"It’s none of our business,† when the wife scolds Mr.  Matimba for putting a little girl to work selling mealies. They do not buy any, but Doris hands a wad of money to Mr. Matimba anyway, after he lies to her, telling her that Tambu is an orphan. Under Mr. Matimba’s advice, Tambu gives the money to the school headmaster to keep safe, so that she can use it to pay her school fees for the next few years. Despite her father’s protests and attempts to get the money for himself, the headmaster keeps the money and uses it to help Tambu in her education. Thus Tambu’s father is further characterized as short-sighted and unconcerned with the well-being of his daughter. When Babamukuru and his family returned from England, Nhamo and his father take the trip to meet them at the airport and Tambu and her mother scramble to find the provisions for a feast. Analysis The theme of education as a possibility for lifting oneself and one’s family out of poverty, opening new opportunities, is introduced in the first chapter in the context of Nhamo’s schooling. Tambu remembers her father’s decision to take advantage of Babamukuru’s kindness and generosity with his money and knowledge. Although Babamukuru seems to have remained humble and helps with the physical labor on the homestead whenever he comes to visit, education affects Nhamo differently; he resents the poverty he was raised in. In contrast, the narrator’s mother has little pride, but still understands the importance of education; she boils eggs and sells them to passengers at the bus terminus in order to keep her son in school. As the narrator describes the scene in 1968 when her brother did not return home from school on the bus as expected, the theme of gender inequality is introduced. Nhamo never carried his own luggage, but expected the women in his family to serve him. He is generally â€Å"unpleasant† as a person, but his expectations and actions reflect the Shona society in which he was raised. As Tambu says, â€Å"the needs and sensibilities of the women in my family were not considered a priority, or even legitimate. In contrast, Englishness saves Maiguru to some extent, at least in Tambu’s young eyes. She â€Å"was driven about in a car, looked well-kempt and fresh, clean all the time. † But Nhamo tells his sister that she cannot study, that â€Å"It’s the same everywhere. because you are a girl. † The theme of racial inequality is introduced subtly in the beginning of Chapter 2, when Tambu narrates that seven is â€Å"the age at which the Government had declared that African children were sufficiently developed cognitively to be able to understand the abstractions of numbers and letter. The tone of her language is resentful; obviously, seven is old enough, but the Government has low expectations for African children. The narrator is weighed down, as her mother puts it, both by â€Å"the poverty of blackness on one side and the weight of womanhood on the other. † When Mr. Matimba takes Tambu into town for the purpose of selling the maize she has grown on her garden plot, they end up begging for a handout instead. Their interaction with an elderly white couple, Doris and George, demonstrates the inequality they face as â€Å"kaffers. â€Å" Black people who gather to watch Doris hand Mr.  Matimba a wad of money are of mixed opinions: some think that blacks should not accept handouts, since â€Å"what is good is not given,† as one black onlooker puts it, but others claim that whites â€Å"could afford to be, in fact ought to be, generous. † The generational gap between Tambu and Nyasha and their parents, let alone their grandparents, is a constant theme that is introduced in the second chapter. Tambu’s mother and grandmother do not complain about the hard labor they endure; her grandmother â€Å"had been an inexorable cultivator of land, sower of seeds adn reaper of rich harvests until, leterally until, her very last moment. Her grandmother tells her â€Å"history lessons† while they work in the fields together, with this message: â€Å"endure and obey, for there is no other way. † But it is through her grandmother that Tambu learns about her uncle’s prosperity; Babamukuru became successful because his mother sent him to the mission school. Eventually he earned a scholarship to South Africa because he worked so hard: â€Å"he was diligent, he was industrious, he was respectful. † The narrator absorbs those lessons and uses the plot of land that used to be her grandmother’s to turn into her own vegetable garden.

What Make a Good Restaurant

â€Å"This is the worse restaurant I have ever been to! (†¦) † exclaimed Lily, a friend of mine, as we walked out of the restaurant that night. We all, undoubtedly, have had a bad restaurant experience at least once in our lifetime. And if the judgment of the goodness or badness of a restaurant remains very subjective, we can still unanimously find similarities, common criteria between good restaurants. Thus, what makes a good restaurant? A good restaurant first of all , serves fresh and tasty food. Secondly, it offers an exceptional service and finally, it provides a pleasant and agreeable dining ambience. Food is the first parameter of judgment of the quality of a restaurant. Eating out means spending money, and surely, we expect to get the most satisfaction possible as the saying goes â€Å"we get what we pay for â€Å". Thus, we look forward to have tasty meals. And once again, tastes are unobjective: a dish that I find undelicious might be succulent to my companion. However, we are all expecting what we have on our plates to be fresh and made of good ingredients. As far as I am concerned, I have preferences to simple and traditional dishes; authenticity and originality matter. An Italian restaurant that I used to work for previously is a good example of simplicity and originality: we just offer olive oil, balsamic vinegar and Italian bread along with the salads as it is customary in Italy†¦Some innovative restaurants would be tempted to present those Italian salads with new dressings, which could be not very bad, but that would definitely take away the originality †¦And as we talk about food, timing is also an important aspect that needs to be considered. As we go into a restaurant, we anticipate a waiting time, yet this waiting should not be too long to the point that the customers lose their appetite. There should be an appropriate timing not only between entrees, meals and the dessert, but also before getting the bill from the waiter. And of course, the pricing should be reasonable. In all, foods from a good restaurant are fresh and tasty, original and fairly priced. Another important parameter to be taken care of is service. Some customers become clients only because of the friendly and nice service offered by the restaurant. Likewise, others may stop coming to one restaurant just only because of a bad service. Thus, apart from the friendliness and politeness that we naturally expect, what else makes a service exceptional? Well, here again it is subjective: some people like to be taken care of closely while others just want the waiter to take orders and go away†¦And having myself worked in a restaurant, I sensed that difficulty to find the right balance, because some customers may find me not attentive enough while for others I was too overwhelming. But eating out in other restaurants taught me more about appropriate attention: I did not want to be asked, as a customer, every 5mn if everything was alright, but I did not want to wait for 30mn to get a refill for a drink or to ask something†¦In few words, the right service is the one which is friendly and nice, making the customers feel really welcomed in the place. It is also the one that is attentive enough to see if the customers are in need of something but not too overwhelming to the point that the customers cannot talk to each other because the waiter keeps interrupting their conversation or get involved in a long conversation with them. And the last parameter is the ambience that the restaurant offers. Some customers may enjoy the food, the service but not its atmosphere. Since it contributes to the wellbeing of the customers, this third parameter has to be considered closely as well. Different things have to be looked up when talking about atmosphere. I would categorize them just in: music and presentation. Music, which includes the ones played in the background or by an artist as in a cabaret, should have the appropriate volume: loud enough to cover the conversation of the next table but not too loud to prevent people from the same table to hear each other. Presentation includes the design (inside decoration) of the restaurant. It plays a role in the mood of the restaurant. Most of restaurants nowadays have thematic design; for instance, the restaurant that I used to work for previously was centered on local arts. Since the promotion of local artists is the main objective, the restaurant exhibits paintings on the wall, and holds also painting session once a week. That gave a certain enjoyment especially for people loving arts. But the way that tables are organized is a part of presentation as well; they should be spaced enough to allow a better circulation, needless to say that cleanliness is very important. Surely, many other criterions can be taken into an account to affirm if a restaurant is a good one. We notice what good restaurant do so well when we experience the same things going wrong in a bad restaurant†¦but all things considered, one thing that can make a big difference is the proprietor: if he is passionate of food and hospitality, and not too much focused on only making fortune out of his business, the restaurant should be a good one. PLEASE HELP ME WITH THE CONCLUSION,

Manage Resistance to Change Proactively Essay

Register for this journal is available at http://www. emeraldinsight. com/researchregister The current issue and full text archive of this journal is available at http://www. emeraldinsight. com/0262-1711. htm Managing diversity using a strategic planned change approach Earnest Friday Management in the College of Business Administration, Florida International University, Miami, Florida, USA, and Managing diversity 863 Received October 2002 Revised February 2003 Accepted February 2003 Shawnta S. Friday School of Business and Industry at Florida A&M University, Tallahassee, Florida, USA Keywords Diversity management, Strategic management, Change management Abstract Many organizations have implemented various types of initiatives within the last few decades in an effort to deal with diversity. A possible missing vinculum (link) between how an organization deals with diversity and its impact on the bottomline is a corporate diversity strategy that is executed using a planned change approach to systemically manage diversity. While many organizations have implemented a corporate diversity strategy, most have not used a â€Å"planned change-corporate diversity strategy†. The lack of a â€Å"planned change-corporate diversity strategy† is quite likely to inhibit managing diversity from becoming systemic to an organization’s culture and its way of doing business, thus tending to disallow the potential bene? ts of diversity to be maximized. Hence, this paper offers a framework for using a â€Å"planned change-corporate diversity strategy† to: progress along the â€Å"diversity continuum† starting with acknowledging to valuing, and ultimately to managing diversity; and systemically managing diversity using a eight-step â€Å"managing diversity process†. Introduction Over the past few decades, academicians, practitioners and organizational researchers have recognized that diversity is a phenomenon that has a wide array of affects within the workplace, and society in general (Koonce, 2001; Stark, 2001; Williams and O’Reilly, 1997). In this paper, diversity refers to any attribute that happens to be salient to an individual that makes him/her perceive that he/she is different from another individual (Williams and O’Reilly, 1997). Some widely accepted differentiating attributes include racioethnicity (which encompasses race and ethnicity), gender, nationality, religion, functional expertise, and age. Even though racioethnic and gender diversity tend to receive the majority of the attention in the organizational diversity literature (Stark, 2001; Williams and O’Reilly, 1997), this de? ition allows for the frameworks offered to be applied to any type of organizational diversity salient to members. Diversity programs have been implemented in many multinational organizations, primarily, in an effort to improve working relationships Journal of Management Development Vol. 22 No. 10, 2003 pp. 863-880 q MCB UP Limited 0262-1711 DOI 10. 1108/02621710310505467 JMD 22,10 864 between white males, whose relative numbers continue to decrease, and demographically different individuals, whose numbers continue to increase in the workplace (Friedman and DiTomaso, 1996). While many multinational organizations have a corporate diversity strategy, most have not implemented it using the suggested planned changed approach posited in this paper. Given the intensifying â€Å"war for talent† in today’s competitive, global business environment, it is imperative that the execution and evaluation of a corporate diversity strategy use a planned changed approach to not only acknowledge and value diversity, but to also systemically manage and inculcate diversity into an organization’s corporate culture. This type of approach can contribute immensely to an organization’s ability to use all of its human capital as a strategic means to gain and maintain a competitive advantage in today’s dynamic, global marketplace (Richard, 2000). It has been purported that if diversity can be effectively managed in an organization, some potential bene? ts to the organization include greater creativity and innovation, and improved decision-making (Cox, 1991). Conversely, if diversity is not managed effectively, some potential major costs to the organization include, at a minimum, breakdowns in communication, interpersonal con? ict, and higher turnover (Cox, 1991). While there may not be much empirical evidence to substantiate claims that effectively managed diversity directly leads to bottomline increases (Chatman et al. , 1998; Richard, 2000; Stark, 2001), there is real-world evidence (e. g. Coca-Cola, Denny’s, Publix, and Texaco settlements) to suggest that not effectively managing gender and racioethnic diversity has been, and can be, detrimental to organizations and their bottomlines. Thus, it is a logical extrapolation that an organization’s ability or inability to create a culture in which diversity is systemically acknowledged, valued, and effectively managed is more likely to determine the affects diversity will have on it’s bottomline. Many organizations have implemented various diversity initiatives as a part of their corporate diversity strategy (Koonce, 2001), but most have not used a planned change approach to strategically align their initiatives with their long-term objectives and strategic positioning. It is highly probable that this lack of planned strategic alignment contributes immensely to the purported ineffectiveness of many diversity initiatives (Stark, 2001). Consequently, an organization that seeks to maximize the potential bene? s of diversity should devise a â€Å"planned change-corporate diversity strategy† prior to implementing diversity initiatives. The purpose of the planned change-corporate diversity strategy is to align the organization’s diversity initiatives (designed to manage diversity) with the organization’s strategic goals, and ultimately make managing diversity an integral part of the organization’s culture. An aligned planned change-corporate diversity st rategy will contribute immensely to the long-term effectiveness of diversity initiatives aimed at better managing all of he organization’s human resources. This is especially signi? cant for organizations with a highly diversi? ed workforce. With a planned change-corporate diversity strategy, diversity initiatives are aligned with organizational policies, procedures, and systems. Such alignment is desired to systemically reinforce an organizational culture that encourages the effective management of all employees in order to garner diversity’s purported bene? ts, including the end goal of increasing the bottomline. Thus, frameworks are presented for using a planned change-corporate diversity strategy to: advance from the initial passive states of acknowledging and valuing diversity to the ? nal active state of managing diversity on the â€Å"diversity continuum†; and systemically manage diversity using the speci? c eight-step â€Å"managing diversity process†. The diversity continuum and the planned change approach Valuing diversity and managing diversity as distinct phenomena Over the last few decades, a myriad of articles have been written on the subjects of valuing diversity and managing diversity (Wanguri, 1996). In some cases, valuing diversity and managing diversity have been considered, and sometimes used, interchangeable when, in fact, they are two different phenomena (Jenner, 1994). By the very nature of their de? nitions, valuing and managing diversity are distinctly different. Valuing refers to the relative worth, importance, or signi? cance of something, whereas managing refers to taking charge or coordinating and supervising situations. Given these de? nitions, valuing diversity should be considered a more passive phenomenon, where importance or signi? ance is given to individuals’ differences, which does not automatically lead to visible actions or reactions on the part of the individuals valuing the diversity or differences. Managing diversity, on the other hand, should be considered an active phenomenon, which involves supervising or coordinating and directing the diversity or differences individuals bring to the organization to ensure the organization’s strategic go als are being fully and effectively met. In other words, it refers to successfully organizing the organizational inputs of individuals with diverse backgrounds. This de? nition is consistent with the managing diversity de? nition given by Thomas’ (1991): â€Å"a ‘way of thinking’ toward the objective of creating an environment that will enable all employees to reach their full potential in pursuit of organizational objectives†. The diversity continuum As a result of the confusion in the literature between the two phenomena, valuing diversity and managing diversity, it is not dif? cult to understand why consensus does not exist on the claims of bottomline bene? s as a result of the attempts organizations have made to value and/or manage diversity. In addition to the confusion, lack of consensus could also be a function of the Managing diversity 865 JMD 22,10 866 complexity of the diversity concept in the organizational context. Given the complexity of diversity within an organizational setting, it is possible that perceiving it in terms of a set of three elements that delineates what to do with diversity may serve t o simplify or clarify the confusion in the diversity literature. Therefore, a diversity continuum is offered to guide researchers and practitioners in moving from the more passive states of acknowledging diversity and valuing diversity, on through to the more active state of managing diversity. As individuals ? nd themselves in situations with diverse individuals, they are likely to take one of two courses of action: avoid dealing with the diversity, or recognize that the diversity exists. In the case where individuals avoid diversity, they do not face the fact that diversity is an issue. It is likely that these individuals do not accept the idea that they are likely to be biased in their interactions with others that they perceive to be different from themselves. Although avoiding diversity is viewed as a possible response to diversity, it is not included in the diversity continuum. The diversity continuum is based on the assumption that individuals take the second course of action and recognize diversity. Once diversity is recognized, as previously stated, the diversity continuum serves as a framework to delineate the three potential states of dealing with diversity: acknowledging, valuing, and managing diversity. The three sequential components of the diversity continuum are: acknowledging diversity; valuing diversity; and managing diversity (see Figure 1). Acknowledging diversity, the ? rst component, refers to recognizing the existence of diversity or the individual differences individuals bring with them to a particular setting. In order for individuals to truly acknowledge diversity, they must be exposed to it, experience it, acquire knowledge about it, and they must develop an understanding of diversity. The second component of the diversity continuum is valuing diversity. Valuing diversity, as de? ed above, refers to the signi? cance or importance being given to the diversity or differences individuals bring with them to a particular setting. Having an appreciation for, as well as respect for, the differences that diverse individuals bring with them to the work setting can lead to the last component. The last component of the diversity continuum is managing diversity. As stated above, m anaging diversity refers to the planning, organizing, leading of individuals with differences or diversity in a particular setting, such that their inputs are used to accomplish the organization’s strategic goals. Even in racioethnically homogeneous organizational settings, organizations make large investments to ensure an appropriate organizational culture is fostered. An appropriate organizational culture is desirous, such that individuals are systemically managed to perform and accomplish its goals, not just hoping that their performance will somehow lead to the accomplishment of the organizations’ desired goals. Thus, similar systemic efforts are necessary in order to manage Managing diversity 867 Figure 1. The strategic management process emographically diverse individuals such that the organization can gain the maximum synergistic bene? ts from their contributions as well. The planned change approach Rather than being reactive and waiting for a â€Å"diversity crisis† to take place before a change is made (i. e. Coca-Cola, Denny’s, Publix, and Texaco settlements), an organization should be proactive in systemically Managing Diversity. Hence, an organization and its m embers should make the necessary changes to proactively move from just settling for the ? rst stage of acknowledging diversity to the ? al stage of managing diversity. The Lewin-Schein change model is offered as the theoretical framework to proactively and systemically facilitate the management of diversity in organizations. This planned change model is based on the premise that the organizational forces propelling change must subdue the forces resisting change for highly effective change to occur. Therefore, it is posited in this paper that the Lewin-Schein change model is a framework that can assist organizations and individuals in moving through the sequential elements of the diversity continuum. It is also posited that this model can be applicable at JMD 22,10 868 both the organizational and individual level for managing diversity. While Allen and Montgomery (2001) offered the Lewin-Schein change model as a framework for creating diversity, the model is offered in this paper as a framework for Managing Diversity. The Lewin-Schein change model involves three stages: unfreezing, change (moving), and refreezing (Lewin, 1951; Schein, 1992). For the organization or individual to experience successful change, the three stages need to be addressed in succession. Unfreezing using a planned change-corporate diversity strategy In the unfreezing stage, the organization’s or individual’s present culture (which includes perceptions, attitudes, and behaviors) toward diversity, needs to be unfrozen. This means there needs to be enough motivation within the organization or individual to want to change from its present state to the new desired state. Thus, in moving from one end of the diversity continuum to the other end, with managing diversity being the desired outcome, management must desire that its members move from just acknowledging and valuing diversity to managing diversity. As presented previously, managing diversity refers to systemically organizing and directing the inputs of all organizational members (including diverse individuals) to ensure the organization’s strategic goals are met. Likewise, the individual must want to move from just acknowledging and/or valuing diversity to the ? nal phase of managing diversity. At the individual level, this movement involves governing one’s actions toward diverse individuals in a way that allows for healthy, productive interaction with those diverse others. Therefore, to unfreeze the organization’s culture and its members’ current state of mind toward diversity, a planned change-corporate diversity strategy should be devised and aligned with the organization’s strategic positioning to reduce the forces that are striving to maintain the status quo (Dobbs, 1998). A ? rm’s strategic positioning The strategic management process is employed by many organizations in order to distinguish themselves from their competitors in the marketplace (David, 2001; Porter, 1985; Steiner, 1997). Although there are several schools of thought in the strategic management ? ld, the generally accepted components of the strategic management process are: strategy formulation, strategy implementation, and strategy evaluation as explained in Figure 2 (David, 2001; Hill and Jones, 1998). Strategy formulation is comprised of developing or reviewing the organization’s mission, vision, and long-term goals; conducting internal and exte rnal assessments to identify the organization’s strengths, weaknesses, opportunities, and threats (SWOT); setting selection criteria and selecting the strategies that will afford the organization the best strategic positioning relative to its competitors (David, 2001; Steiner, 1997). Strategy implementation entails allocating the appropriate resources to ensure the Managing diversity 869 Figure 2. The three levels of organizational strategy selected strategies are properly executed (David, 2001; Steiner, 1997). Strategy evaluation involves setting control processes to continuously review, evaluate, and provide feedback concerning the implemented strategies to determine if the desired results are being accomplished, such that corrective measures may be taken if warranted (Hill and Jones, 1998; Steiner, 1997). As illustrated in Figure 3, there are usually three levels of strategy associated with large-scale organizations. The corporate level strategy de? nes the organization’s purpose and the lines of businesses in which it plans to operate, thereby providing the overarching direction for the organization. If an organization only operates in one line of business, its corporate level strategy and business level strategy are effectively one in the same (David, 2001; Hill and Jones, 1998). A business level strategy is the blueprint that should enable an organization to leverage its resources in order to differentiate itself from the competition within a particular line of business (David, 2001; Hill and Jones, 1998). The functional-level strategies serve to support the organization’s business-level strategy by providing direction for the appropriate short-term activities required by each functional area to meet the goals established in the business-level strategy (David, 2001; Hill and Jones, 1998). Consequently, having properly aligned corporate, business, and functional level strategies aid an organization in its efforts to accomplish its goals, thereby strategically positioning itself to successfully compete within the marketplace (David, 2001; Hill and Jones, 1998; Porter, 1985). Combining highly differentiated and ef? cient human capital with clearly delineated corporate, business, and functional level strategies can prove to be a competitive advantage for an organization (Barney, 1991, 1997; Wright et al. , 1995). An organization must view strategies for developing and managing its employees JMD 22,10 870 Figure 3. Alignment between corporate strategy and planned change-corporate diversity strategy as a part of its overarching corporate level strategy if it desires to have highly differentiated and ef? ient human capital in today’s competitive, global environment. Therefore, one argument of this paper is that any organization seeking to realize the maximum bene? t from having a diversi? ed workforce should have a planned change-corporate diversity strategy that is aligned with the organization’s overall strategic positioning. Developing a planned change-corporate diversity strategy The organization â€Å"wishing to create an environment that enables all employees to reach their full potential will have to . . . change organizational practices as necessary† (Thomas, 1991). However, prior to changing any organizational practice, a comprehensive strategy for how to accomplish that change should be devised based on an in-depth understanding of relevant organizational dynamics (i. e. culture, structure, ? nancial position, strategic initiatives, etc). Theoretically, a strategy should precede the structure of an organization. Consequently, a planned change-corporate diversity strategy should be devised to align with the organization’s corporate strategy before structuring diversity initiatives (as illustrated in Figure 4), and reinforced using a planned change approach. Organizations that have elevated their diversity strategist to executive-level management are likely to have an overarching corporate diversity strategy in place. But, it is not as likely that the diversity strategist is using a corporate-wide planned change approach to systemically reinforce the proposed changes in the corporate diversity strategy throughout all of the Managing diversity 871 Figure 4. The diversity continuum organization’s policies, procedures, and systems. Regardless of whether an organization has a corporate diversity strategy or not, it may be necessary to superimpose a planned change-corporate diversity strategy over existing disjointed diversity strategies and initiatives. At the onset of such an endeavor or superimposition, corporate diversity mission statement, vision, and goals must be formulated to articulate the purpose diversity initiatives will serve within the organization and the desired outcomes to be achieved from such initiatives. The delineated desired outcome should be designed to systemically manage diversity. Conducting internal and external assessments are essential steps in devising a planned change-corporate diversity strategy. An internal assessment will allow the diversity strategist to decide how to position diversity strategies and initiatives within the organization’s structure, and to align them with all of the organization’s policies, procedures, and systems. To assess the external environment, the diversity strategist should use environmental scanning tools to extract best practices based on benchmarked diversity strategies and initiatives at other leading organizations. Through the internal assessment, the diversity strategist should become intimately familiar with the organization’s values, vision, mission, strategies, goals, and initiatives, all of which constitute a sound basis for understanding the organization’s culture, policies, procedures, systems, and overall strategic positioning. The diversity strategist must become equally familiar with the bene? ts and shortfalls of various diversity initiatives. The strategist must conduct an analysis to determine the most appropriate linkages between the organization’s overall strategic positioning, policies, procedures, systems, and its diversity initiatives. Before proceeding, the diversity strategist must recognize and effectively articulate a clear strategic ? t and alignment amongst the organization’s overall strategic positioning, policies, procedures, systems, JMD 22,10 872 and diversity. Both strategic ? t and strategic alignment are necessary to strengthen the business case for allocating resources to support the planned change-corporate diversity strategy. In order to realize the maximum bene? ts from diversity, the planned change-corporate diversity strategy needs to be properly executed, evaluated and refrozen to ensure that the stated goals are being met, and that the organization’s culture and members are moving toward and sustaining the desired state of systemically managing diversity. Moving to systemically managing diversity Once the present state is unfrozen, the move that will allow the organization’s culture and members to advance to the desired state should be put in place. In this case, the move is to culturally reengineer the organization and its members to the true state of managing diversity by implementing the managing diversity process. The social learning theory (Bandura, 1977) is offered as the theoretical framework for the managing diversity process. It has also been offered as the theoretical framework for developing training programs in the cross-cultural and expatriate literature (Black and Mendenhall, 1989; Harrison, 1994). There are four major tenets of social learning theory: motivation, attention, retention, and reproduction (Bandura, 1977). These tenets are re? ected in the eight steps of the managing diversity process. In an effort to truly manage diversity, a change in the attitudes and behaviors of individuals, and in organizations’ systemic and institutional ways of doing business is required. Therefore, it is posited that utilizing the tenets of social learning theory can aid in the acquisition of the learning that is necessary for organizations to maximize the inputs of all of its diverse members. The planned change-corporate diversity strategy serves as the motivation for the learning of new behaviors and attitudes. Hence, once the planned change-corporate diversity strategy is articulated, the move through the eight steps of the managing diversity process should be instituted to assist individuals and organizations in culturally reengineering and moving to the desired state of managing diversity. The eight sequential steps of the managing diversity process include: (1) exposure; (2) experience; (3) knowledge; (4) understanding; (5) appreciate; (6) respect; (7) modify attitudes and behavior; and (8) healthy interaction. All of these are undergirded by tolerance (see Figure 5). The acknowledging diversity component of the diversity continuum is composed of steps (1)-(4), and they re? ect the â€Å"attention tenet† of social learning theory. The valuing diversity component of the diversity continuum is comprised of steps (5) and (6), and is re? ective of the â€Å"retention tenet† of social learning theory. Steps (7) and (8) constitute the managing diversity component of the diversity continuum and the â€Å"reproduction tenet† of social learning theory. The movement through each of the eight steps requires individuals to progressively develop appropriate skills to enable them to manage how they deal with individuals whom they consider different from themselves. Therefore, executing the eight steps in the managing diversity process serve as the necessary movement required to progress from acknowledging and valuing diversity to managing diversity. The true movement through the eight steps from acknowledging diversity to managing diversity is a paradigm shift, in that it entails a change in the treatment of diverse individuals (Fitzpatrick, 1997). Managing diversity 873 Diversity training In order for an organization to realize the potential bene? ts that can be afforded by employing diverse individuals, there needs to be a paradigm shift in which the inputs of diverse individuals are systemically managed within an organization to enable the successful accomplishment of its strategic goals. Training of individuals is viewed as a necessary tool to facilitate the organization in achieving its goals. Diversity training should be viewed no differently than any other type of training in which an organization invests. Therefore, it should also be viewed as a necessary tool to manage members’ behaviors and their ability to work productively with diverse individuals. After canvassing the literature, it has been noted that most diversity training programs merely raise individuals’ awareness of or sensitivity to diversity (Grubb, 1995; Jenner, 1994). Some few diversity training programs go as far as attempting to change individuals’ perceptions of diversity and how they communicate with people different from themselves (Grubb, 1995). However, these programs tend to be offered to only select employees, and they tend to be short in duration, ranging from a one-hour session to a series of one-day sessions several times a year (Koonce, 2001). The major drawbacks to most existing diversity training programs are that: . they do not build skills to facilitate individuals’ ability to actually manage their interactions with individuals different from themselves; . they are not rigorous nor time-intensive enough to create a paradigm shift in individuals’ treatment toward individuals different from themselves; and JMD 22,10 874 Figure 5. The continuous managing diversity process . there are no enduring reinforcement mechanisms embedded in the organization’s culture to ensure all individuals’ inputs are successfully managed to met the organization’s strategic goals. Managing diversity As a result, most (if not all) existing diversity programs have not been successful in creating enduring change in the way individuals interact with individuals different from themselves, nor have they been successful in changing their organization’s culture to one that systemically manages diversity. In order to create enduring change in individuals and the organization’s culture, members of the organization at all levels need to participate in diversity training that encapsulates the comprehensive managing diversity process. The outcomes that should be expected from participation include, but are not limited to, skill building in the following areas: the ability to clearly articulate their ideas and feelings; con? ict management skills; effective giving and receiving of feedback; effective listening; group observation skills; and group decision-making skills, all of which will facilitate modi? d attitudes and behaviors, and healthy interaction with diverse individuals. Individuals have to come to grips with their feelings, thoughts, attitudes, and behaviors toward diversity and others with whom they are different. In the ? rst step of Exposure, individuals provide public notice of where they are at that point. They do this by: laying open who they are; divulging where the y are; unmasking themselves; and receiving others’ culture. Step (2), experience, involves gathering information through personal involvement, encountering, seeing ? rst-hand, and living through events. In the third step of Knowledge, individuals become well informed, thus able to be conversant because they become familiar or acquainted with the culture of others. Knowledge serves as the basis for step (4), understanding. Because of their grasp of cultural realities, individuals are able to comprehend (understanding) relevant cultural dynamics, which leads them to be sensitive, and enables them to share unique insights and perceptions. In step (5), appreciate, individuals’ acceptance of the worth of a person’s culture and values makes it easier for them to welcome and â€Å"justly† estimate diverse individuals. Resultantly, individuals are able to respect (step (6)) diverse individuals; thus, they are able to pay attention, pay deference, and pay tribute to the values, worth, and culture of diverse others, as well as give personal consideration to the diverse individuals. Successful movement through the ? rst six steps, along with tolerance underpinning each step, should lead to modi? cations in individuals’ attitudes and behaviors toward diverse individuals, which is step (7), modify attitudes and behaviors. This change in attitudes and behaviors, again, along with tolerance should lead to healthy interaction (step (8)) with and amongst diverse individuals. Step (8) is a function of continuous acceptance and execution of steps (1)-(7). Therefore, this is a ? uid (not static) process that must be recognized for its ever-changing and 875 JMD 22,10 876 evolving nature. The requirements for successful execution of the managing diversity process are strenuous and time intensive because it requires individuals to modify their attitudes and behaviors. Thus, they must modify the way they interact with individuals different from themselves, and not just expect that they either avoid, acknowledge, or value those individuals that are different. Given that all individuals in today’s global business environment are likely to encounter others that are different from themselves on a frequent basis, the managing diversity process should be viewed as analogous to the open systems approach – it is a continuous process that maintains a constant reciprocal relationship with the environment. Refreezing the systemic management of diversity Successful movement through the managing diversity process requires individuals to change. Resistance to change is inherent in any change process, and it will be no different in this process (Harrison, 1994). Therefore, the managing diversity process is a ? uid, continuous process that needs to be systematically reinforced and embedded in the organization’s culture and individuals’ interactions, such that the organization’s culture and its members do not revert back to just acknowledging or valuing diversity. Hence, refreezing the desired state of managing diversity requires reinforcing the new perceptions, attitudes, and behaviors with emphasis on the modi? ed behaviors and healthy interactions individuals have adopted as a result of going through the managing diversity process. In order for individuals and organizations not to revert back to their previous states, the new desired state must go through the refreezing stage to be institutionalized. This should be accomplished through systemic, on-going training and daily interactions at the individual level, and through revised policies, procedures, and systems at the organizational level. At the individual level, the systemic, on-going training should not be just periodic training that merely exposes individuals to diversity. A great deal of time is necessary to cement these newly adopted attitudes, behaviors, and skills for healthy interaction. This kind of cementation is required for these newly acquired attitudes, behaviors, and skills to become totally embedded in the individuals’ natural way of interacting with diverse individuals. The systemic, on-going training needs to be skill-based and experiential in nature to promote long-term changes in the way individuals work with individuals different from themselves. This type of reinforcement at the individual level will contribute to the cultural reengineering that also must take place at the organizational level. To reinforce the desired state of managing diversity at the organizational level, revised recruiting, appraisal, development, and reward systems, as well as an enforceable diversity policy need to be implemented (Allen and Montgomery, 2001; Hemphill and Haines, 1998; Miller, 1998). The revised policies, procedures, and recruiting, appraisal, development, and reward systems need to re? ct the organization’s position on how the inputs of diverse individuals will be managed, such that their contributions fully aid the organization in meeting its strategic goals. A written, enforceable diversity policy, stating the systemic action steps and behaviors expected by all employees is a must as it relates to effectively managing the organizational inputs of all individuals. Everyone’s inputs should be effectively managed to contri bute to the achievement of the organization’s strategic goals. The revised policies, procedures, and systems should also align with the planned change-corporate diversity strategy. Given the resources and time required to revise and initiate implementation of the revised organizational policies, procedures, and systems, individuals are likely to resist these changes initially. Therefore, it is quite likely to be a dif? cult and time-consuming process to make the appropriate and necessary revisions to the organization’s policies, procedures, and systems. This is an essential and critical step necessary to ensure the organization and its members do not revert back to their previous attitudinal and behavioral states. It is paramount that revised policies, procedures, systems, and planned change-corporate diversity strategy are clearly communicated to all members of the organization to ensure that it can be appropriately recognized, executed, evaluated, and reinforced. To reinforce this cultural reengineering effort, management needs to initiate and actively participate in the refreezing stage, the same as they must genuinely participate at the unfreezing and moving stages. Potential limitations As with any theoretical model, there are limitations. One potential limitation of this notional model is that no matter how well it is implemented, there are likely to be some individuals whose attitudes may never change or they may continue to consciously or unconsciously show favoritism toward those whom they consider to be similar to themselves (Gilbert and Ivancevich, 2000; Miller, 1998). Another potential limitation is that subtle forms of biases against diverse individuals may still exist informally within the organization and/or outside of the work environment; thus, highly impacting individuals within the organization. Backlash is also a potential limitation; members of the majority are likely to perceived that they are being excluded at the expense of including diverse individuals (Hemphill and Haines, 1998). Additionally, if the training initiated to implement the managing diversity process is perceived as a bad experience, the organization’s leadership may abandon the initial implementation, hence dooming all future diversity efforts. However, by using the suggested planned change approach along with well enforced diversity policies and disciplinary procedures for violations of the diversity policy, it is more likely that individuals’ behaviors can be altered to be more tolerant of others whom they consider to be Managing diversity 877 JMD 22,10 different (Gilbert and Ivancevich, 2000). This will allow the talents, skills, and abilities of all individuals in the work setting to be used to meet organizational objectives. Conclusion Given that individuals are less willing to leave their differences outside the doors of the workplace (Thomas, 1991), an organization’s ability to systemically manage diversity will become more important, in years yet to come, if it wants to ensure its ability to compete successfully in the global marketplace. This paper suggests that, ? rst, a planned change approach should be used to systemically manage diversity, by developing and implementing a planned change-corporate diversity strategy. Second, organizations should execute their cultural reengineering efforts to move individuals and the organizational culture along the diversity continuum from the states of acknowledging and valuing diversity to the desired state of managing diversity. Movement to the desired state of managing diversity can be achieved by using the managing diversity process. It is also suggested that the organization needs to provide on-going training, and needs to institute new policies and procedures. Additionally, it must engage in appropriately different recruiting, appraisal, development, and reward systems that systemically reinforce the cultural reengineering of moving to the state of managing diversity. These new undertakings will ensure that the newly reengineered culture of managing diversity is inculcated into the organization’s culture, and its way of conducting business domestically and abroad. By adopting and executing the frameworks offered in this paper for ystemically managing diversity through a strategic planned change approach, managers will have created an organizational environment where they will be able to enjoy healthy, innovative, and productive interactions amongst diverse members of the organization. The following is a list of other potential bene? ts that may be derived from using the offered frameworks: . in general, individuals will develop an increased knowledge of and appreciation for other cultures; . individuals will learn to value and respect the cultural norms, behaviors, and attitudes of others; . here is likely to be a greater receptivity to necessary organizational changes; . there is likely to be a lessening of workplace anxieties; . a reduction in organizational con? ict; . a more pleasant work environment; and . increased performance and productivity. 878 In conclusion, the proactive management of diverse human resources will aid organizations in gaining and sustaining a competitive advantage in today’s dynamic global marketplace.