What Are Lateral Violence - 2018 Words

What is Lateral Violence? A major issue in nursing among employees is lateral violence and bullying in the workplace. Lateral violence, also known as horizontal violence, is a deliberate act to an individual from one employee to another in which gossip, bullying, and spiteful talk is occurring. The act of lateral violence can come from another employee who may or may not be at the same level as the other. Studies have shown that there is a 44% to 85% rise in nurses that fall into being a victim of lateral violence (Jacobs Kyzer, 2010; Quine, 2001). Lateral violence is a problem in nursing especially since people have to cope with the slander against them. As long as nurses, or other health care workers, are constantly being tormented by other workers then this can take away from a nurses ability to care for a patient and even cause the nurse to compromise the patients safety (Christie Jones, 2014). This slander causes people to have a negative view on of themselves and makes it ha rd for their confidence to be boosted when others are constantly tearing them down. Not only could the individual have a negative view about themselves, but it can also cause them to have other psychological effects too, some include: anxiety, sleep distress, and depending on how severe the violence is, suicidal thoughts and depression. What is Bullying? Bullying, although similar to lateral violence, is when an individual intentionally and repeatedly causes another person harm, discomfort,Show MoreRelatedWhat Is Lateral Violence ( Lv )850 Words   |  4 PagesEmbracing Change The problem of interest that I chose to discuss is lateral violence (LV) in nursing. LV is a deliberate and harmful behavior demonstrated in the workplace by one employee to another, it is a significant problem in the nursing profession (Christie, 2014). LV is the same thing as bullying someone. Studies estimate that 44% to 85% of nurses are victims of LV; up to 93% of nurses report witnessing LV in the workplace (Christie, 2014). LV can affect the victim’s physical and mentalRead MoreWhat Is Lateral Violence Within The Nursing Profession?1690 Words   |  7 Pagesattacking all types of violence, many researchers have exposed violence in the healthcare setting. Also referred to as workplace bullying, lateral violence, is a specific type of workplace violence that is exceedingly present in the nursing profession. Lateral violence could be considered an antonym of the terms spoken of above as it discourages their existence among nurses and other health professionals. For th is reason, it is important to bring to focus the issue of lateral violence within the nursingRead MoreThe Effects Of Lateral Violence On The Nursing Field936 Words   |  4 Pagesis lateral violence in the workplace. Norris (2010) describes lateral violence as, â€Å"the act of threatening, humiliating, or actually inflicting physical, mental or emotional harm on a peer or group† (p. 1). This topic has become critical in the nursing field because it impacts a very large demographic. Lateral violence affects nurses, patients, and the healthcare system as a whole and there are many techniques being put in place to try and prevent its existence. Targets of Lateral Violence LateralRead MoreDifference Between Violence And Lateral Violence Essay905 Words   |  4 PagesCivility and Lateral Violence in Nursing Lateral violence is a devastating phenomenon in the nursing workplace. It is also known as ‘horizontal violence’ or ‘workplace bullying (Coursey, Rodriguez, Dieckmann, Austin, 2013). In this evidenced-based paper there will be information provided to figure out why there is lateral violence in the workplace and how to incorporate civility. Lateral violence refers to acts that occur between colleagues, where bullying is described as acts perpetrated byRead MoreHorizontal Violence And Its Effects On Nursing1656 Words   |  7 PagesHorizontal Violence: A Detriment to Nursing Typically, when someone thinks of a bully, childhood memories of scuffles on the playground come to mind. Bullies are not usually people that are associated with adult life. However, nursing has changed this stereotypical view. For many nurses, bullying may be as great a threat every day at work as it was when they were in grade school. This threat is because of what is termed as horizontal or lateral violence in the workplace, and it is a surprisinglyRead MoreThe Effects Of Lateral Violence On The Workplace1159 Words   |  5 Pageswithin many professions in today’s society. Often referred to as lateral violence, this occurrence is no exception in the nursing profession. It is also known as ‘horizontal violence’ or ‘workplace bullying (Coursey, Rodriguez, Dieckmann, Austin, 2013). In this evidenced-based paper, information will be provided in an effort to identify causes of lateral violence in the workplace and how to encourage civility. Lateral violence is defined as acts that occur between colleagues wherein, bullyingRead MoreBullying And The Nursing World : What Is It? Who Is Affected? How Do We Fix It1721 Words   |  7 PagesBullying in the Nursing World: What is It? Who is Affected? How Do We Fix It? Of all professions, nursing has been consistently ranked as the most honest and ethical of all professions polled. In fact, this year our profession was ranked the most honest and ethical for the thirteenth year in a row (Sachs Jones, 2014). But for our consistent rankings, there is a quiet festering problem that has been growing among us; a problem that has largely been disregarded as too infrequent to worry aboutRead MoreCreating Positive Relationships Among Co Workers Essay1163 Words   |  5 Pageserrors on patient safety through the establishment of trust and mutual respect among nurses. In addition, through these positive relationships issues such as lateral violence and nurse burnout may be avoided. Nurse to Nurse Communication Nurse to Nurse communication directly impacts patient care and â€Å"what we say, how we say it, and what we mean by it† (Vertino, 2014, para. 3) are extremely important. There is a huge emphasis on communication in the nursing profession therefore, developing essentialRead MoreNursing Workplace Incidence of Violence Essay examples588 Words   |  3 PagesIn today’s world violence can be expected anywhere at any time. This includes what was considered at one time a low risk area, the medical facility. Today the incidence of violence is increasing. There are two types of violence the first is lateral violence or aggression which is amongst hospital or medical personal. The other is external factors consisting of patients or visitors instituting violence or aggression among themselves or against healthcare workers. This is known as a code grey in myRead MoreWhat Does It Take A Safe Nurse? The Nursing Profession Offers Many Opportunities For Error?995 Words   |  4 Pa gesSafety in Healthcare What does it take to be a safe nurse? The nursing profession offers many opportunities for error. Great challenges arise when trying to keep patients safe. Quality healthcare is defined by patient safety and the fulfillment of personal needs. Society, nurses, physicians, and patients themselves are responsible for ensuring that operational systems and methods are taken to illuminate the likelihood of errors occurring. As a nurse, it is important to make sure that the appropriate

Women Among Roles, Power, And Rights Essay - 1574 Words

The Women Among Roles, Power, and Rights in Islam. Since the mention of women in an Islamic context brings the notion that women under the Islamic cover live an oppressive, unfair, and patriarchal lifestyle. Defending this situation, Amina Wadud in her book Qur an and Woman, Muslim progressives have since quite a while ago contended that it is not the religion but rather a patriarchal elucidation and usage of the Qur an that has kept women mistreated. Wadud sees that the sacred texts are not the problem-source for the oppression that women experiencing under Islam, she believes that who interpreting them and how they were interpreted are the sources of the problem. Her book challenges the false concepts held by many Muslims (concepts that do not reflect Quran and Islam) such as: men are superior to women, men are in charge of women, men are natural leaders, men rule the family and should get obedience from women, women should not leave the house unless it is necessary, woman s voice is taboo, etc. The author breaks down specific ve rses and key words that have been used to oppress and limit women, to show that their real meaning defies such oppression and limitation. Wadud indicates that the misogynist notion regarding Islam was created by the patriarchal and frequently unpleasant society toward ladies; individuals in intense positions, similar to say, male religious pioneers, would have each motivation to translate the Qur an similarly. AlongShow MoreRelated Democracy in America Essay1566 Words   |  7 PagesSince the middle ages, corporatism has taken a leading role in countries by involving different organizations into a group of people to develop cooperative associations on the basis of shared interests. In Europe, corporatism was the main objective of people in a country. For example, Lewis Mumford note that the basic society was based on classes and ranks and there was no guaranteeing demand through security and no power that did not recognize the legal obligations of a corporate profile (Mumford)Read MoreDomestic Violence : A Part Of Culture1498 Words   |  6 PagesTo this day, domestic violence is seen to be a part of culture in many countries. Some people view domestic violence as unjust and cruel, yet many see it as a form of power and control over another. Domestic violence plays a key role in different societies around the world as it is becoming a social norm. Domestic violence frequently begins when one partner feels the need to control the other. This feeling is sprouted from several factors such as jealousy, low self-esteem, and difficulties in regulatingRead MoreWomen Empowerment And Education : A Global Issue1548 Words   |  7 PagesWomen empowerment and education Women Empowerment is a global issue and discussion on women political right are at the fore front of many formal and informal campaigns worldwide. The concept of women empowerment was introduced at the international women conference at NAROIBI in 1985. Education is milestone of women empowerment because it enables them to responds to the challenges, to confront their traditional role and change their life. So that we can’t neglect the importance of education in referenceRead MoreEssay Democracy in America1301 Words   |  6 Pagesrecent democratic society began to spread among the Americans, the equality of gender, the role of women, and the family began to change into an individualistic culture. In the United States, democracy opens up new beliefs on equality among the role of gender. In Democracy in America, Alexis de Tocqueville argues on how Americans were able to see the roles of gender more equally important than the Europeans. The Americans recognize the roles of the women and men important in being part as a contributionRead MoreWomen s Rights And The Feminism Movement Essay1675 Words   |  7 Pagessociety where women were treated second to men there was clear outrage by women. In the early twentieth century men played the public role in society they worked, they made up the government, and they also got to own property and vote. Whereas women had the private role in society at this time, they were supposed to stay at home and clean, cook, and take care of the children. The women of this time were sick of being treated a step lower than men, which started the creation of women’s rights and the feminismRead MoreSociety Has A Big Impact On Women1741 Words   |  7 PagesSociety has had a big impact on women and how they are meant to be perceived. Society says a women must cook, clean, be thin, be pretty, be intelligent, must stay at home and take care of children while men go do the hard work. When society puts out these ideas then the y are enforced among women and if a girl does not meet all the requirements then you are frowned upon by others and are judged by others. The idea that men are superior to women is a myth; it is known that girls are smarter than boysRead MoreHow Do Women Affect The Workplace1100 Words   |  5 Pages Women In High Positions: Does It Harm The Organization Or Women As Individuals? YourFirstName YourLastName University title Women in high positions: Does it harm the organization or women as individuals? Introduction For a very long time, woman in most parts of the world if not all have always been treated as second to men. Almost every aspect of human lives has been controlled by men for centuries. In fact, there are countries where women do not have equal civic rights to men. In countriesRead MoreA Womans Role in Todays Society1381 Words   |  6 Pagesprobably ask rights if any women had and how did women live back then and if they had any power at all. It is these types of issues that this short essay will attempt to probe. Issues of Power and Sources As Tina Cooper puts it, it all depends on how you define power. Depending on the definition of power, it might surprise the modern observer that women before 1500 exercised much more power or influence than many sources have revealed in the past. If one defines or thinks of power as the abilityRead MoreEssay about Eating Disorders: A Feminist Issue1575 Words   |  7 Pagesperspectives about the cause of eating disorders in our culture. Power Control and obedience In her book Unbearable Weight, Susan Bordo (1993) makes the argument that the fear of womens fat is actually a fear of womens power. Thus, as women gain power in society, their bodies dwindle and suffer. She states that female hunger--for public power, for independence, for sexual gratification-- [must] be contained, and the public space that women be allowed to take up be circumscribed, limited... On theRead MoreThe Fight For Equality Among Genders1687 Words   |  7 PagesReyes INR4603.0W59 April 27, 2015 The equality among genders is a debate that has long been fought in the international realm. Although this is time where women and men are more close to being equal than they have ever been, there are still many areas in which equality falls short. Feminism is a theory based on the rising of women in order to be equal with men. It is a theory that best represents the need for equality among the sexes. Women are often seen in most societies as domestic maternal

A Modest Proposal A Different Version Essay Example For Students

A Modest Proposal: A Different Version Essay I am among the 850 people that attend Jesuit Prep. Each day at JesuitPrep, we attend 8 grueling classes with 45 minutes of monotonous teachingabout many subjects. Within each classroom, all the beady eyes of eachstudent stare off into either space or the hanging clock on the oppositewall. As the 45 minutes tick away and the teacher rambles about a subject,the second and minute hand on the clock seem to slow down, then stop theirrotational turns. While the clock appears to stop, often our heads droopdown, at where we are sitting, till they reach a comfortable position uponour arms which we have placed across our desks. Once this repetitiveclassroom sequence of events happens, as is often the case within JesuitPrep, we are swept away to our own mental classroom of deep sleep. Thisdeep sleep is a common occurrence at Jesuit Prep. Yet, every time theteachers bore us to sleep, our future is hurt by our loss of vitalinformation to help us continue through High School College. As humbly asI may, I propose to solve this problem and help the students of Jesuit Prepenjoy these classrooms of boredom. This proposal, deeply thought out tosolve the common problem of students sleeping and hurting their futurelives and careers is to place table top dancers in every classroom. I have worked out the details entailing the added cost of these dailydancing ladies. A well-known friend of mine, who owns a nightclub off ofHarry Hines, was kind enough to divulge the rates per hour that dancers, hecould find for Jesuit Prep, would accept. The amount I was told is $5.00per hour, ensured that this was a very generous deal by my friend. Thismeager hourly wage, times the 7 hours of school, times the 30 classrooms,and times the 180 class days of school equals approximately $200.00 addedtowards each students tuition. Each students tuition, currently ataround $5,600 would be raised barely less than 4% to $5,800 per year. Asyou can see, the statistics have been thoroughly thought out, the nextquestion is where to place these table-top dancers. Each classroomcurrently has at least one main desk towards the front of the classroom. Each day the desks are barely touched by teachers and people, as mostteachers use portfolios or briefcases to carry their as nments and paperswith themselves. The desks, therefore being unused, could serve as ampleroom for the dancers to take their position and dance throughout theperiod. As the administration and teachers understand the positive impactthis creates in the learning curve, further enhancements may be made toinclude a metal pole, that can serve to aid the dancers, installed at thefront corner of each room. A famous European friend of mine hasimplemented this method of teaching into his courses, with the metal poles,and continually praises this idea as an excellent way to transfer his dailyinformation to his students. . This proposal, thought out in every respect, will influence more thanjust the students. Each dancer, by working all day, 5 days a week, issupplied with a steady job and is kept in the labor force earning a honestliving. The dancers are also able to pick up spending money as cash isslipped to them by students during class, assuming the child has beenpaying attention to the lesson and the teacher allows it. The teacherswill have their students awake and attentive during the period for lessonsand information by offering private dances with the dancers if certainstudents behave correctly. As the students learn more information, basedupon this rewarding classroom atmosphere, parents may become more confidentin their childs college search process because of their improved grades. .uf735db753d3c3de6f3af89ba6801c666 , .uf735db753d3c3de6f3af89ba6801c666 .postImageUrl , .uf735db753d3c3de6f3af89ba6801c666 .centered-text-area { min-height: 80px; position: relative; } .uf735db753d3c3de6f3af89ba6801c666 , .uf735db753d3c3de6f3af89ba6801c666:hover , .uf735db753d3c3de6f3af89ba6801c666:visited , .uf735db753d3c3de6f3af89ba6801c666:active { border:0!important; } .uf735db753d3c3de6f3af89ba6801c666 .clearfix:after { content: ""; display: table; clear: both; } .uf735db753d3c3de6f3af89ba6801c666 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf735db753d3c3de6f3af89ba6801c666:active , .uf735db753d3c3de6f3af89ba6801c666:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf735db753d3c3de6f3af89ba6801c666 .centered-text-area { width: 100%; position: relative ; } .uf735db753d3c3de6f3af89ba6801c666 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf735db753d3c3de6f3af89ba6801c666 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf735db753d3c3de6f3af89ba6801c666 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf735db753d3c3de6f3af89ba6801c666:hover .ctaButton { background-color: #34495E!important; } .uf735db753d3c3de6f3af89ba6801c666 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf735db753d3c3de6f3af89ba6801c666 .uf735db753d3c3de6f3af89ba6801c666-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf735db753d3c3de6f3af89ba6801c666:after { content: ""; display: block; clear: both; } READ: How Can You Contribute To Diversity EssayAs the improved grades are returned, no doubt that the school pride andappreciation will increase as well. Everyones self-esteem will rise, andsupport for other programs will grow. Although with all of these advantages, there are always people who cancritique any well thought and laid out proposal. Myself, I can only thinkof 2 questions, which only the extremely judgmental person may come up inresponse to such a grand plan at solving such a problem. Firstly, that thecost of these table top dancers may seem rather steep. My only retort tothat comment is that there is always a price for improving education,especially at this level and grand of scale. The childrens educationcomes first in my mind though, and for myself, I would pay any price tomake sure I am well taught and am well prepared for any future endeavorswhich I plan to proceed into. These dancers are of the highest quality,for the children deserve only that much. Secondly, a concern I did notinitially think of due to its pure obscurity and the fact that with aproposal such as this, it is not of a major concern to most loving andcaring parents with their childrens education in the refront of theirminds. This concern is related to the dancers being used as sexual objectsin front of their children. I would like to restate that these are dancershand-picked, of the highest quality and have years of experience to back uptheir credentials. The dancers are hired only as a learning stimulus forthe class, there is no intention of using these highly experienced ladiesas sexual objects, for that would only insult themselves and theirprofession. With the major points addressed, it should be clear to you that myproposal has been thoroughly thought out and is unmatched, for nobody elsehas attempted to curb the learning in schools by such a proposal full ofpositive points, none of which are negative. I challenge anyone else tothink up a more in depth proposal for a solution to boredom in JesuitSchool. Until that time, I expect to see this proposal looked overearnestly by the top-administering school officials and placed into actionas soon as it is agreed upon that this is a perfect solution to an ongoingproblem.

Running Head FOOD SAFETY; PESTS AND VECTORS; AIR Essays - Health

Running Head: FOOD SAFETY; PESTS AND VECTORS; AIR QUALITY TUI UNIVERSITY Timothy N. Tarrant Module 2: BHE 314 Environmental Health and Safety Dr. Rania Sabty-Daily 1 August 2008 Abstract The first purpose of this paper is to explain (using the given scenario) which of the following two approaches to enhance food safety would be more effective in the long run; a stronger enforcement program by the local health department or a mandatory food safety training requirement for all restaurants employees. In addition I will describe worker behaviors that may promote or compromise food safety. The scenario is there have been several complaints in your community about dirty restaurants. Several restaurants are no longer in business as a result of a television expose. You are the head of a citizen task force and have been asked to make recommendations for improved food safety. The members of the task force are at odds over which approach to food safety best serves the interests of the community. The second purpose of this paper is to describe the recommendations that I would give (using the given scenario) the public to prevent further spread of the West Nile Virus by mosquitoes and describe the recommendations that I would give the community to control the mosquito population in the community. The scenario is, recently there have been numerous reports on increased mosquito bites in several neighborhoods in your community. Your staff has investigated these reports and has found them to be justified. In fact, there have been an increasing number of complaints that mosquitoes are preventing people from staying out in the early mornings and evenings. Additionally, the local health department has informed you that there has been an increase in reported cases of encephalitis and a few deaths related to West Nile Virus. FOOD SAFETY Enforcement programs have always been required to monitor the safety of the public as a whole and there are plenty of statistics that show an increase in compliance with established regulations as a result of enforcement. However, it is my recommendation to implement a mandatory food safety training requirement for all restaurant employees. Education is always comes before enforcement. If restaurant employees are not educated in the proper food handling, preparation, or even proper cleaning procedures in the kitchen and don't understand why it is important to follow established protocols...then they are doomed to fail any type of standards enforcement inspections. Most public health departments have limited resources to perform inspections and therefore establishments may only get inspected one to six times per year depending on certain risk factors associated with the number and type of foods served. Even Texas state schools are only mandated to have inspections twice a year for their kitchens and staff. (DSHS 2007) According to Allison Knezevich, a reporter from the Charleston Gazette in West Virginia, who wrote recent article covering restaurant food safety, "A critical violation is an infraction that is capable of spreading foodborne illness such as chicken salad that are not kept cold enough, on ice or refrigerated or employees who don't practice adequate hand hygiene." She also stated, "Under the current rules, an establishment can have five uncorrectable critical violations before it is shut down." (Knezevich 2008) Worker behaviors may promote or compromise food safety. Why don't food handlers wash their hands? Why are raw meats stored over ready-to-eat foods? Why isn't that food stored at the required temperatures? These questions address just a couple of worker behaviors that compromise food safety. Why do workers do what they do? Often it is because of one's opinion of the perception of the seriousness of the impact, one's opinion of the tangible action or confidence in one's ability to take action. Most workers will state that they didn't realize the possible dangers or are a victim of the "it's not my job" syndrome. The way to influence behaviors to a achieve an acceptable change is to, specify the consequences, increase awareness of a need for change, promote awareness and employ reminder systems, provide training and guidance in performing the action, use verbal reinforcement, and demonstrate desired behaviors. (Jenkins-McLean, 2004) How does this get accomplished? Demonstrate proper handwashing, use examples of restaurant foodborne outbreaks, involve the staff in mock inspections, and possibly have weekly meetings to re-emphasize key food protection points. When this occurs you will have a restaurant staff that not only exhibits proper worker behavior, but also understands why. Food safety is an extremely important issue and food preparation is even more complex than ever. We don't just eat meat and potatoes anymore. Today we

How to Use the Preposition On

How to Use the Preposition On The preposition on has many uses in English. This page summarizes the uses of on as a preposition and provides examples for each type of use. Important prepositional phrases with on are used to introduce and connect ideas are also listed with appropriate examples. In Time Expressions On is used as a preposition in time expressions with specific days of the week. Note: on the weekend is used in American English, but at the weekend or at weekends is used in British English. I will see you on Thursday.Peter usually walks to work on Fridays. Places On is used flat surfaces both big and small. We played football on the field.The book is on the table over there. On is used with planets. The most common usage is on earth, but other planets take on as well. You will find a wide variety of life on earth.So far, life has not been discovered on Saturn. Movement: Onto Sometimes on is confused with onto. The preposition on indicates that something is already in the position. Onto indicates a movement from one place onto to surface of some type. The book is on the table. But Pete took the book out of his backpack and put it onto the table.Could you move those clothes onto the sofa? On Foot On foot is an exception to stating how something moves with by. For example, I went there by boat, by plane or by car. BUT I went there on foot. She left her home and went to town on foot.Jennifer prefers to go shopping on foot. On Balance On balance is used to summarize a situation. On balance, we need to look for new business soon.We decided that, on balance, it didnt make sense to invest in new product development. On Condition On condition is used to establish something that must be done in order for something else to happen. On condition can be used in place of if. Well send our daughter to Europe this summer on condition that she gets good grades this semester.On condition that you finish this assignment, I will let you stay out late on Saturday. On Ones Own On ones own refers to an action that is done by yourself. Time doesnt like to spend much time on his own. Hed rather be with people.Mary was proud of having paid for her studies on her own. On the Contrary On the contrary is used to link ideas showing an opposing point of view. On the contrary, I believe that it will be impossible to succeed in this market.You might think Wilma is a great employee. On the contrary, she isnt very effective. On the Other Hand On the other hand is used when showing both the positive and the negative aspects of a situation. Wed think there is a lot of potential to the idea. On the other hand, its certainly a risky proposition.On the other hand, if you dont spend more time on your homework your grades will get worse. On the Way On the way indicates that something is physically located on the path to somewhere else. On the way can also be used in a figurative sense to indicate that something happened during the course of another action. Lets meet at the school on the way to the park.He happened to meet a lot of great people on the way to his success. On the Whole On the whole is used to summarize an opinion or discussion. On the whole, I think you will agree that our position in the market is excellent.On the whole, Jack thinks its a good idea to hire some new employees. On Time vs In Time On time means that you have arrived somewhere at the agreed upon time. In time indicates that you have done something within the appropriate amount of time. I arrived at the meeting on time. vs. I finished the report in time for the meeting.She picked us up at the airport on time. vs. Janice gave her recommendations in time for us to make an informed decision.

Ethics in Human Resource Management Essay Sample

Ethics in Human Resource Management Essay Sample Ethics in Human Resource Management Essay Human resource management is the process wherein a company decides to maintain the productive environment of their institution by means of training the performance of their employees. The purpose of human resource management is to improve the productivity and the quality of service by the employees. This can be done through training procedures to ensure that the skills and knowledge of the employees become competitive than the previous years or months. The manager of the human resource manager is responsible for formulating training modules and seminar workshops to ensure that the validity of training and skills development becomes efficient and accurate. The ethical responsibility of human resource management is the designation of managers to ensure that their employee’s performance improves without limiting their basic human rights of the stakeholders. The ethical responsibilities of human resource manager are to identify the most appropriate procedure applied to the implementation of skills development. The reason behind is to stimulate the functionality of the stakeholder to render their responsibilities efficiently and accurately on a regular basis. Human resource management should consider the rights and values of the involved personnel such as their dignity, demographical association, and their belief. This is because every person has the right to be treated with respect, despite from their position in the operating institution. Human resource managers should be always sensitive when considering the rights of their employees to ensure that safety is always applied that prevents any forms of harassment or discrimination within the workplace. As a manager, it is always important to ensure the dignity and values of employees because it plays an important role secure an equal working environment within the workplace. Leadership style is one of the most associated factors of human resource management. The treatment of managers within the workplace commits with the ethical foundations and fundamentals as initiated by the managers. The degree of skill of each employee should be assessed because it seeks to analyze the strengths and weaknesses of every employee who are tasked to take part in the association of human resource management goals and objectives. There should be a procedural process applied by the manager to ensure that there is a chronological response with regard to the application of training and assessment for the employees to improve their skill. An example is the consideration of assessment, planning, implementation, intervention, and evaluation, which plays a critical role to ensure that the workplace management aims to improve the skill as well as the knowledge of every employee in the workplace. If the manager fails to accomplish their duties and responsibilities as the manager of the human resource department, they are likely to be transferred to other departments where they function efficiently. If there are violations committed by the managers, it is more likely that they will be terminated from their respective job from the company and may need to seek new endeavors outside the company. This is the reason why managers should consider monitoring the performance of employees in their respective categorical roles in the company. Examples of these are the operations section, service department, marketing, accounting, security, information technology, production, and logistics department. There should be a segregation of responsibilities to ensure that lapses will not be a problem or a challenge in the future for the human resource management department (Radhakrishna Satya Raju, 2015). Reference Radhakrishna, A., Satya Raju, R. (2015). A Study On The Effect Of Human Resource Development On Employment Relations. IUP Journal Of Management Research 14.3: 28-42. Business Source Complete.

Determining Your perfect Position Research Paper - 1

Determining Your perfect Position - Research Paper Example This research will begin with the statement that perfect position would be as such that asks to manifest yourself in the leadership role where you could oversee work without actually doing anything. This would mean that the managers would report and tell what is going on in the workplace but it would not in any way ask me to go out and look at how employees would be doing their tasks and processes. The strengths and weaknesses of the leadership style areas such that he would be soft natured but would not tolerate any misgivings at the workplace. The researcher remains staunch about the work domains that come about under the organizational tenets. He would always make it a point to remain steadfast about his resources and the employees who are there within the workplace realms. He would keep them abreast of the changes that are taking place on an organizational level and would not worry about taking a risk every now and then. The strengths that would embody the basis of the researcher ’s leadership would comprise of my strong adherence to guidelines and rules that have been made in the organization his the weaknesses would be that the author would be sensitive to emotions and sentiments of individuals working in the organization. Hence the researcher believes this would be his perfect position because it would offer him a chance to showcase who he is and what he wants to do when he becomes a leader.

Prince of Turkish Pop Essay Example | Topics and Well Written Essays - 750 words

Prince of Turkish Pop - Essay Example He is largely known for his romantically themed songs, which earned him the title of prince of pop. He has several albums, which have been certified platinum, and he is among the few European artists to top the charts without singing in English. Tarkan is popularly known for his song S?mar?k, which has been redone twice in English by other musicians (Turkishmusicclub.com, n.d). It has also been covered in other languages all over the world by other musicians. He entered the world of music in the 1990s and he has more than 20 albums and singles to show for the years he has been in music. Because Turkey is generally a conservative country, he is seen as somewhat a rebel in his music. He has been a subject of controversy and he is idolized by the youth of his home place. He has well known for his stage performances that dazzle and his eclectic dance moves. His popularity has spread farther than his native country of Turkey to other areas especially Eastern Europe. He has performed to hu ge crowds in the United States of America, UK, Dubai, Israel, Macedonia and the list goes on and on. Tarkan’s music is in his native dialect, which is Turkish, his decision to focus on his home and write and perform music that they can relate to, is what him made so endearing to his fan base back in turkey and across Arab speaking countries. This has seen him do collaborations with Arabian musicians thereby cementing his name in the music world. In true pop culture, Tarkan’s music aims to appeal to a large audience and not just a limited crowd or subculture. His music does not reflect a specific ideology but is dynamic and catchy thereby attracting a big population especially the youth. Almost everyone in the world responds to music that has sentiments of love in it and this can be seen in almost all his works. As seen in his album Olurum Sana which literary means, I am crazy about you (Cable News Network, 1999), which went on to become his highest selling album. It so ld a record 4.5 million records in his home country Turkey alone, in the titled album was the song S?mar?km, which was responsible for him winning an award. An Arabic blog writes that he became this song was a sensational summer hit and the world was looking forward to another one by Tarkan (Hot Arabic Music, n.d). His concerts are filled to capacity and one was labeled as concert of the year by the council in Turkey. Tarkan’s music is very danceable and he easily integrates dance in his recordings and live performances. He is said to be a great dancer and this goes to define him more and make him more attractive in his chosen style of music. To the pop world, a musician must be able to please his fans by his dance moves in addition to his sound. Therefore, it is a requirement for a singer or a band that calls it music pop to be able to sing and dance. For Tarkan though, it comes easy, as he is a natural dancer and performer (LetsSingIt, n.d). Pop music is very trend oriented , in that it sets to be a pace setter, which sees it commanding a large following by the youth, Tarkan’s style, has been emulated by the youth in his country. They are eager to copy how he dresses and record music that seems to command a following like his. Pop culture has been the biggest contributor to the fashion world, the youth dress as they see their pop celebrities dressing

Microeconomics and macroeconomics Essay Example for Free

Microeconomics and macroeconomics Essay Microeconomics is the branch of economics which deals into a more ‘individual’ scope of the study, such as the choices made by people in terms of the utilization and allocation of resources as well as the pricing of goods and services. In addition, it includes taxes and the policies created by governments. This field of economics deals with supply and demand together with other factors that acts as determinants in identifying the price levels for particular companies in specific industries. This is exemplified by how microeconomics focus on a specific companys potential to maximize its production as well as its capability to lower its prices to better compete in the particular industry that it belong to (Investopedia, n. p. ). On the other hand, macroeconomics deals with the behavior of the economy as a whole. Unlike microeconomics, it does not focus on specific companies but rather takes into account entire industries and economies. This field of economics studies phenomena that take place in a wide scope of the economy like the effects of Gross National Product (GDP) with unemployment, national income, rate growth as well as price levels. A good example is how macroeconomics measures the effects of the rise and fall of net exports in a countrys capital account and also how the unemployment rate affects the status of the GDP (Investopedia, n. p. ). Nevertheless, even though these two fields of economic are different from each other, they are actually interdependent. This is due to the fact that most of the issues that fall under each field overlap and thus, they compliment each other. Basically, microeconomics has a bottoms-up approach while macroeconomics has a top-down approach. Nonetheless, they should be understood and analyzed in order to fully comprehend how the economy works (Investopedia, n. p. ). Distinguish between positive and normative economics. Positive economics is responsible in providing a system of generalizations, which could be used to make accurate predictions regarding the effects of any variation in circumstances. It is free of any ethical position or normative judgments. Keynes further elaborated on this idea by saying that it deals with â€Å"what is â€Å"and not with â€Å"what ought to be† (Economists View, n. p. ). Being the case, positive economics is or can be an objective science because it is judged according to precision, scope, and conformity as well as with empirical evidences. Positive economics deals with the interrelations of human beings with each other as well as with the economy (Economists View, n. p. ). Normative economics, on the other hand, is different from positive economics because it takes into account subjectivity in its analysis. It deals with â€Å"what ought to be† rather than what is really happening because it is heavily dependent in value judgments and theoretical scenarios. Normative economics tend to represent opinion instead of an objective perspective. Moreover, normative economics could be valuable in establishing goals and new ideas. However, it should not be the basis for policy decisions (Investopedia, n. p. ). References â€Å"Milton Friedman: The Methodology of Positive Economics. † 26 November 2006. Economists View. 19 July 2008. http://economistsview. typepad. com/economistsview/2006/11/milton_friedman_2. html. â€Å"Normative Economics. † 2008. Investopedia. 19 July 2008. http://www. investopedia. com/terms/n/normativeeconomics. asp. â€Å"Whats the difference between macroeconomics and microeconomics? † 2008. Investopedia. 19 July 2008. http://www. investopedia. com/ask/answers/110. asp.

Physics of Avalanches :: physics snow avalanche

Avalanches are just one of many natural disasters that kill people every year. The difference to Alaskans is that this disaster hits a little closer to home than most. The fear of hurricane and tornado are not existent in my region, and even earthquakes are seen more as a little shake then any threat. Physics plays a huge part in avalanches, thermodynamics, statics, and gravity are just a few elements of these disasters. The map above confirms that Alaska is at high risk for avalanche. As a result of this threat, learning about avalanches is a necessity when recreating or working in high avalanche areas. In order to better understand Avalanches, it makes sense to first learn about what avalanches are compose of, snow. Snow forms when atmospheric conditions cause water vapor to condense. However, it is obvious that all snow doesn't have the same structure. The density of fresh snowfall is dependent on both the kind of snow crystal and the air temperature. In cold, calm conditions the snowfall is the lightest. While in warmer climates, where graupel and needle crystals fall, the snowfall is the densest. When looking at a cross section of snowfall it is often evident what weather conditions formed the cross section. This is due to the different densities and structures of the snow layers. The bonds between snow layers are large factor in avalanches. If there is a weak bond between layers, the top layer can easily slide off the bottom layer. When this happens it is called a slab avalanche. Other layering characteristic will create other avalanches and hazards, such as ice avalanches and cornices. Whenever traveling in avalanche country it is important to be aware of your environment. Steep gullies and wide plains are perfect paths for avalanches. Ridges and unconformities in the terrain may help to slow down an avalanches speed. The severity of an avalanche is directly related to the terrain in which it happens. One of the most important factors to consider is the slope of the mountain or hill. Most avalanches occur between 20 and 50 degrees like the diagram above shows. However, the largest avalanches occur between 30 and 45 degrees, and the areas which have the greatest frequency of avalanches are between 35 and 40 degrees.

Between 1820 and 1860

Between 1820 and 1860 there were a few fundamental differences between the economies of the North and South. How far do you agree? BY beckY10036 Between 1820 and 1860 there were a few fundamental differences between the economies of the North and South. How far do you agree? Between 1820 and 1860 there were problems in America that resulted in the civil war in 1861, the economy affected the North and South during the civil war, and some major differences helped win the civil war. However this does not mean that the economy had many undamental differences.For example the methods of earning money were different, but overall both earned roughly the same amount of money. Firstly, the main difference was that the North relied much more on money from industry and manufacturing, as they had more connections with foreign countries, and more factories were built. In the North in 1860 there were 74,000 factories producing two thirds, of goods for America. Whereas in the South there were only 2 major factors: Textiles factory in South Carolina and an Iron works in Virginia set up in 1840.Although they had fewer factories, the Iron works was vital, as it supplied the North with weaponry during the Civil war. In 1850 the South only produced 10% of the nations manufactured output. However the South did lack the industrialisation because their agricultural methods were so effective they had no need for change. The South was also very traditional and disliked change, whereas seven out of eight immigrants had chosen to settle in the North, and they had seen new ideas in other places in Europe so were welcome to change.This is shown by the South's labour orce being reduced from 82% to 81% over 60 years, on the other hand, the North's labour force was reduced from 68% to over the 60 years. This is however not a reflection on the North rapidly reducing agriculturally, because they still relied on agriculture, and a lot of the North was still rural. Around the urban areas, the popu lation was increasing as towns and cities were developing swiftly.As the North had smaller but still prosperous farmers known as yeomen, they did not earn as much money through agriculture, because they did not have many or any slaves at ll, so they could not produce the high quantities that the south did. Farmers that had lots of land were called plantation owners; there were many more plantations in the south, and when the cotton gin was created in 1793, there was a boom in cotton, and the benefit of having slaves increased. This made Southern plantation owners invest their capital in the Slaves, because they produced so much cotton, which was very lucrative. 5% of slaves worked in cotton which shows how much money was made out of it. The South needed to transport their goods to the North so that it ould be transported abroad, but there was a lack of transport in South, as they only had 35% of the train tracks, which affected them in the Civil war. This meant it was fairly expensi ve to transport the cotton, but they still received a good amount of money it hey lived near a train track. When the cotton arrived in the North the Lowell factory system meant the manufacturing of it was very cheap, which meant the North earnt a large margin on it.Although the danger of the South investing all their money in Slaves was that when slavery got banned, they lost a lot of money, which was partly hy they were so keen to keep slavery. However only one quarter of the population owned a slave, as they were expensive (in 1860 they were $1800 which was double the price in 1820). The North's economy was based on free labour whereas the South's was based on slave labour, which meant that the North's economy was more stimulated by the presence of workers with money who could buy products, which would make money for the company, which in turn would increase wages or hire more workers.The South's economy was largely devoid of this benefit. Essentially, the conomy in the South was weaker and only based on a few important exports (cotton, tobacco, and sugar). This made the South less diversified, as they focused their sales on cotton. Another difference is tariffs; in 1828 congress passes a controversial high protective tax. This majorly benefitted the North as they were the main distributors. However the South were very worried about this because they believed that if they stopped buying the expensive foreign goods, then foreign countries would stop buying their goods, as they would have tax on them too.This affected the economy ntil the tax was promised to be reduced after the law in 1833. In contrast the North and South didn't have many fundamental differences. They both created a lot of money, and were not lacking at all, the only difference was the method in which was used to make the money. The economic diversification was similar too, as 10% of Northerners owned 68% of the wealth, and the wealth was dominated by the plantation owners, called oligarchies , as there were few free-soilers. 12% of the plantation owners owned half the slaves.This shows that there were few farmers, ut the big plantations owned many slaves. Even though the North seems to be more industrial, the South also made efforts to modernise industrially, but they Just lacked because of the closed opinions of the southerners. Also not many people in the North and the South owned slaves, it was more of a rare thing, and the main owners, owned a large amount of slaves. However there was a larger need for slaves in the South, because there was cheap labour force from Europe settling in the North which meant slaves were more expensive so were not deemed as important.Overall I think there ere many differences between the North and South between 1820 and 1860. Some affected the outcome of the Civil war such as the transport boom, and the industrialisation in the North, but a fundamental point is that numerically they have equal amounts of income; there were Just different methods to earning the money. However the differences were major; the amount of industrialisation, and amount of agriculture, the manufactured output, and the need for slaves, was all very different for the North and South. The main similarity was the economic diversification.

The Metamorphosis by F. Kafka

Franz Kafka belongs to those writers of the twentieth century whose fiction express sorrow over the fracturing of human community. Though Kafka remains exceptional in that he enjoyed no public recognition during his lifetime, his world-fame came to him only after his death. His well-developed, modernist parables often do not have any fixed meaning, yet they reflect the insecurities of an age when faith in old-established beliefs has crumbled. Kafka masterfully combines within one framework the knowable and mysterious, an exact portrayal of the factual world with a dreamlike and magical dissolution of it. By unifying those contrary elements he was able to achieve some new fusion style in prose fiction. The analysis of one of his works will allow seeing in what way Kafka attains that profound quality of his expression of the experience of human loss, estrangement, and guilt – an experience increasingly dominant in the modern age.Kafka's best-known story The Metamorphosis is the demonstrative example of Kafkaesque paradox which consists in clashing the realism of commonplace detail with not just improbable but absurd turns of events. The inner world of Kafka’s character seeps from imaginable to actual, Gregor Samsa in The Metamorphosis transmews into an insect as the only way to manifest his insect-like relationship to the world, where he lives. It is no dream.The Metamorphosis is peculiar as a narrative in having its climax in the very first sentence: â€Å"As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect.† (Kafka, 19) The rest of the story falls away from this high point of astonishment in one long expiring sigh. This form of narrative, which contradicts all conventional concepts of presenting the discourse, violates the rules just the same as the people’s faith in particular ancient beliefs had been violated in the twentieth century. As it is known, the traditional na rrative bases on the drama of dà ©nouement, the so-called solution of complications and the coming to a conclusion.For Kafka such form is not acceptable because it is just exactly the absence of dà ©nouement and conclusions that is his subject matter. His story is about death, but death that is without dà ©nouement, death that is merely a spiritually petering out. The first sentence of The Metamorphosis announces Gregor Samsa’s death and the rest of the story is his slow dying. However, in no case Kafka’s protagonist is going to give up meekly. He struggles against the reality of life which, actually turned out to be a death for him; in his case, it follows, his life is his death and there is no escape. For a moment, it is true, near the end of his long dying, while listening to his sister play the violin, he feels â€Å"as if the way were opening before him to the unknown nourishment he craved† (Kafka, 76); but the nourishment remains unknown, he is locked i nto his room for the last time and he expires.What Gregor awakens to on the morning of his metamorphosis is the truth of his life. His ordinary consciousness has lied to him about himself; now he is confronted with the transference from his habitual self-understanding into the nightmare of truth. That dreadful dream, which he got into, reveals, in fact, reality, which he could not have understood before – he is a vermin, a disgusting creature shut out from â€Å"the human circle.† (Kafka, 33) At this point it should be underlined that Kafka prefers to use a metaphor, so that Gregor Samsa is not like a vermin but he is vermin. Anything less than metaphor, such as a simile comparing Gregor to vermin, would diminish the reality of what Kafka is trying to represent. Gregor appears in a dream and it is only natural that a dreamer, while dreaming, takes his dream for reality. However, his metamorphosis is indeed no dream but a revelation of the truth. And this truth is compo sed of an array of facts.First of all he grasps the deteriorative effect of his job upon his soul, the job that materially supports him but cuts him off from the possibility of real human associations:Oh God, he thought, what an exhausting job I've picked on! Traveling about day in, day out. It's much more irritating work than doing the actual business in the office, and on top of that there's the trouble of constant traveling, of worrying about train connections, the bad and irregular meals, the human associations that are no sooner struck up than they are ended without ever becoming intimate. The devil take it all! (Kafka, 20)He has been sacrificing himself by working at his meaningless, degrading job so as to pay off an old debt of his parents’ to his employer. Otherwise â€Å"I'd have given notice long ago, I'd have gone to the chief and told him exactly what I think of him.† (Kafka, 21) But even now, with the truth of his self-betrayal pinning him on his back to h is bed, he is unable to claim himself for himself and decide to quit—he must wait â€Å"another five or six years†:Once I’ve saved enough money to pay back my parents' debts to him—that should take another five or six years—I’ll do it without fail. I’ll cut myself completely loose then. For the moment, though, I'd better get up, since my train goes at five. (Kafka, 21)Another truth revealed through metamorphosis is the situation in the Samsa family: on the surface, the official sentiments of the parents and the sister toward Gregor, and of Gregor toward them and toward himself; underneath, the horror and disgust, and self-disgust: â€Å"†¦ family duty required the suppression of disgust and the exercise of patience, nothing but patience.† (Kafka, 65) His metamorphosis is a judgment on himself from the standpoint of his defeated humanity. Philip Rahv has very suggestively analyzed the subjective meaning of the insect symbol here by showing that quite frequently brothers and sisters are symbolically represented in dreams as animals or insects and that, since in this story of family life one of the underlying themes is the displacement of Samsa in the family hierarchy by his sister, it should, on the psychological plane, be looked upon as, on Kafka’s part, a construct of wish and guilt thoughts. (Rahv, pp. 61-62)Gregor breaks out of his room the first time hoping that his transformation will turn out to be â€Å"nonsense†; the second time, in the course of defending at least his hope of returning to his â€Å"human past.† His third eruption, in Part III, has quite a different aim. The final section of the story discovers a Gregor who tries to dream again, after a long interval, of resuming his old place at the head of the family, but the figures from the past that now appear to him—his boss, the chief clerk, traveling salesmen, a chambermaid (â€Å"a sweet and fleeting memor y†), and so on—cannot help him, â€Å"they were one and all unapproachable and he was glad when they vanished.† (Kafka, 69) Defeated, he finally gives up all hope of returning to the human community. Now his existence slopes steeply toward death. His room is now the place in which all the household’s dirty old decayed things are thrown, along with Gregor, a dirty old decayed thing; and he has just stopped eating.At first he had thought he was unable to eat out of â€Å"chagrin over the state of his room† (72).   But then he discovered that he got â€Å"increasing enjoyment† from crawling about the filth and junk. On the last evening of his life, watching from his room the lodgers whom his family have taken in putting away a good supper, he comes to a crucial realization: â€Å"I’m hungry enough,† said Gregor sadly to himself, â€Å"but not for that kind of food. How these lodgers are stuffing themselves, and here am I dying o f starvation!†(Kafka, 74) In giving up at last all hope of reentering the human circle, Gregor finally understands the truth about his life; which is to say he accepts the knowledge of his death, for the truth about his life is his death-in-life by his banishment from the human community. But having finally accepted the truth, he begins to sense a possibility that exists for him only in his outcast state. He is hungry enough, he realizes, but not for the world’s stuff, â€Å"not for that kind of food.† (Kafka, 74)When Gregor breaks out of his room the third and last time, he is no longer trying to deceive himself about himself and get back to his old life with its illusions about belonging to the human community. What draws him out of his room the last night of his life is his sister’s violin playing. Although he had never cared for music in his human state, now the notes of the violin attract him surprisingly. Indifferent to the others, at last he has the courage to think about himself. The filthy starving underground creature advances onto â€Å"the spotless floor of the living room† where his sister is playing for the three lodgers. Here Kafka makes use of the idea that music expresses the inexpressible, that it points to a hidden sphere of spiritual power and meaning.Creating in The Metamorphosis a character who is real and unreal, replete with meaning and empty of self, Kafka encourages his readers to fill in the void that exists at the center of the insect-Gregor's self. Thus, as a reader, one can come to conclusion that Gregor’s metamorphosis is a symbol of his alienation from the human state, of his â€Å"awakening† to the full horror of his dull, spiritless existence, and of the desperate self-disgust of his unconscious life.Reference:Kafka, Franz (1952) Selected Short Stories of Franz Kafka. Translators Edwin Muir, Willa Muir New York: Modern Library, 1952Rahv, Philip. (1939). Franz Kafka: the Hero as L onely Man. The Kenyon Review, I (1)

First cause essays

First cause essays There are many different Cosmological arguments for the existence of God. People for many years now have been trying to distinguish if God was a matter of faith or if there are reasons to back up his existence. I have looked at all four Cosmological arguments and the argument that best fit my beliefs and reasoning was the first cause argument. The First cause argument not only has reasons to back up it opinions but also has traditional faith in it, which I believe is why it is the most well known argument. Our society at the present is filled with mostly the baby-boomer generation which are set in there ways and do not want to be told to think differently. Our textbook elucidates what most people who believe in God articulate when asked how they believe the world/god was created, Well, things just didnt pop up out of nothing. Someone, a pretty powerful Someone, had to cause the universe to come into existence. You just cant have causes going back forever. God must have made the world. Nothing else makes sense (Pojman, 101). The quote that was just presented sums up how people that believe in God believe in faith, and how first cause argument takes peoples faiths and is putting reason to it. The first cause argument gives explanation to how humans are not self-caused, only others cause change so something else (God) caused me. Since there cannot be an infinite number of causes something had to be the first (i.e. God). With this being said God then has to be the only uncaused first cause. (Pojman 102) Something has to be the cause of everything, which means God, is unchallengeable. The most plausible objection to the first cause argument is that if God was self-caused then he goes against the first cause theory that someone else has to cause something in order for change. By needing someone else to cause me or others around me we have to look back at our ...

Editing English Paper

Editing English Paper Editing English Paper Editing English PaperAnyone who has gone through the difficulties of writing an English essay is aware of the satisfaction of completion. Once you have finished writing your English paper and have said everything you wanted to say, arrived at the interesting conclusions, analyzed all relevant evidence, organized your ideas logically, and addressed counter-counters, you feel that there is nothing left to do but to run a computer-based spell-checker. Editing English paper can be annoying, confusing, and even boring. However, you cannot avoid this step of English essay writing because the quality and, most important, purity of your English essay depends on lack of mistakes, mistyped words, and errors. Editing English Paper TipsIf you need help with editing English paper, review the following secrets of successful editing: Read your English paper aloud: when you are working on sentences trying to express your ideas, you may lose attention to the larger picture. When you read your Engl ish paper aloud, you can hear how the sentences sound and, consequently, make necessary changes. Check all words: do they contribute to your arguments? You need to avoid using unnecessary words, phrases, and sentences. Do not use filler words if you do not know what to include in your English paper, it is better to submit a shorter written paper rather than add rubbish into it.Keep in mind the principle of Rights Words on the Right Places do not try to impress your teacher with long, unclear, and specialized words. Your language should be clear enough to avoid confusion and specific enough to achieve the desired understandingGo directly to point of your English paper. While it is nonsense to check the fitness of every single word, you should pay attention to the following detail: every paragraph should start with a topic sentence and be devoted a single idea. Otherwise, your English paper will lack clarity. Check the in-text citations and reference list. If you do no t want to be accused in plagiarism, you must ensure that all sources you used for writing your English paper are cited properly in accordance to the required referencing style such as APA, MLA, or Turabian. Editing English Paper: Professional ServiceIf you have written your English paper but want to make it perfect, you have an opportunity to use professional editing service at our site. We hire the most experienced, responsible, and, most importantly, certified paper editors who are able to make your English paper perfect in grammar, style, format, and structure! In addition, we offer help with writing English coursework, research paper editing , and all other academic assignments! There is no project we would give up!

You will see with the attachment Essay Example | Topics and Well Written Essays - 500 words

You will see with the attachment - Essay Example A professional person is able to perform a high quality work with honesty and dignity. Nursing requires impressive emotional contribution in the process of work’s completion, constant advancement and perfection of knowledge, attentive attitude to the patients and an overall control in the process of medical treatment. It is interesting to have an option of on-line education. It is very convenient, but it requires special knowledge and skills. Thus, for example, a very important role plays online communication and it is necessary to know peculiarities of email composing and be aware of e-mail etiquette. During my study I got acquainted with different peculiarities of e-mail etiquette. For example, it is relevant to fill in the subject line of email, be concise and exact in one’s messages et cetera. Online communication provides a lot of new opportunities and makes the process more interesting. Moreover, in the process of study communication online is more effective that traditional form of communication, because there is an option of online conferences with people from all over the world, sending attachments, correcting and adding necessary information instantaneously and so on. This form of communication is of high relevance in my profession, because it is possible to get informed once a p atient has some news or wants to get some information. It is evident that the effect of medical treatment is higher in case both traditional and online types of communication are combined. Patient can ask relevant questions at any time and get answer at once thus much time can be economized. For example, a nurse can receive email from the patient with the latest information about his health and help him the way she can as soon as it is possible. Another option is to find some files or information about the patient and send it to

Focusing the Study Essay Example | Topics and Well Written Essays - 500 words

Focusing the Study - Essay Example Two distinct studies all base their research on the subject although with different approaches and purposes. A qualitative study by Mohr, Webb and Harris titled ‘Do Consumers Expect Companies to be Socially Responsible? The Impact of Corporate Social Responsibility on Buying’ attempts to focus on the problem of whether corporate social responsibility actually impact profitability within organizations, (Mohr and Webb, 2005). The key questions asked within the study include; whether from consumer’s perspective corporations have to be socially responsible to society; the nature of this responsibility; how much knowledge consumers think they have on the level of the social responsibility of the firms; if the consumers really care of the firm’s social responsibilities and what motive consumers actually attribute to corporations that participate actively in society’s affairs. The paper uses a number of methods including in-depth interviews and has the purp ose of coming up with a clear understanding on what the public expects on these corporations with regards to social responsibility, (Mohr and Webb, 2005). The second study titled ‘Corporate Social and Financial Performance: A Meta-analysis’ by Orlitzky, Schmidt and Rynes uses a quantitative approach in assessing the relationship between the corporate social performance and the resulting financial performance. The quantitative study conducts a meta-analysis of 52 studies with a total sample size of 33,878 observations, (Orlitzky, Schmidt and Rynes, 2003). The study’s specific objectives were to provide a statistical integration of accumulated research between CSP and CFP, examine key determinants of both CSP and CFP and integrate empirical research in the context of diverse studies. The Hypothesis stated that ‘Corporate Social Performance and Financial performance are generally related across a wide variety of

Agricultural pollution Research Paper Example | Topics and Well Written Essays - 1750 words

Agricultural pollution - Research Paper Example Agricultural pollution is often thought of as something that affects only the rural areas or the crops on the farm and the people who grow them.However,agricultural pollution is the one reason why large tracts of land become unusable after some time,why certain groups of organisms die from lack of plant food Agricultural pollution is usually caused by monoculture of plants as well as other wasteful and faulty farming methods that usually lead to the destruction of the soil, the excessive use of insecticides and the exposure of humans to any of the chemicals used on the farm. Agricultural pollution damages not only the ecosystem but also human health, and the solution to this problem is a combination of methods from the joint efforts of individuals, social organizations and the government. Problems There has been much evidence which shows that the problems in the United States concerning agricultural pollution are actually brought about by the very nature of the structure of American farms as well as the nature of the prevailing government policies concerning agricultural lands and farming. Such policies actually favor large farm size and, more importantly, crop monocultures. It is there monocultures, especially corn monocultures, which cause the greatest harm to agricultural lands. As imperatives to diversify crops disappear from the context of American agriculture, what is slowly replacing this is the reward for monoculture, resulting in a lack of rotation and eventually leading to a high degree of vulnerability of the agroecosystem to high inputs of harmful chemicals (Altieri, 2000). The chemicals used in very large farms where monoculture is practiced are actually the ones that become pollutants to the agricultural lands (Altieri, 2000). The explanation is pretty simple. If there is only one type or two types of crops used on a farm, then it is inevitable that pests would easily build up on this type of crops because it would be easy for them to adapt to the m. Moreover, considering that the farms on which a single type of crop is planted are large farms, then the attack of pests is also on a wide scale basis. Thus, a large number of pests would also require a large amount of pesticide. The nitrogen, potassium and phosphorus contents of these pesticides are actually the ones responsible for the pollution of the farm itself, of its soil and of the nearby water reserve systems. Moreover, one variety of corn, the genetically engineered Bt corn, may have reduced the number of pests that infest it thus reducing the amount of pesticide as well, but the treatment of the Bt corn seed using neonicotinoid insecticides has become the issue instead. According to a 2012 report from the Union of Concerned Scientists, these neonicotinoid insecticides are responsible for the collapse of honeybee colonies and other cases of mortality concerning other species of bees. The real problem with this is that â€Å"35 percent of U.S. crops rely on bees and oth er pollinators to be productive† (Expanding Monoculture, 2012). Thus, even if such a genetically modified crop such as Bt corn is planted to offset the usual pests that bother traditional corn crops, there will still be problems concerning the type of chemical used to treat this genetically modified crop. As always, it is clearly evident that there is always a problem with monoculture. As implied from the previously stated information, the planting of Bt corn can eventually even prove to be extremely harmful to the planting of all other agricultural crops (Expanding Monoculture, 2012). Another problem concerning agricultural pollution is the use of new types of herbicides. Some large-scale farmers decide to use genetically engineered crops that are herbicide-tolerant, especially those that are resistant to 2,4-D and dicamba, which are two of the oldest known herbicides. Thus, considering the resistance of crops to these

Impact Of Legislation On Early Years Practice Education Essay

Impact Of Legislation On Early Years Practice Education Essay The purpose of this paper is to discuss current relevant legislation and how the legislation impacts on an Early Years practice. The experiences and outcomes that children receive in their earliest years can lay the foundations for their journey into adult life and beyond. Legislation has been put in place to ensure that children are given the best possible start in life and that they are given the opportunities for them to reach their full potential. Regardless of their individual needs and backgrounds of race, disability or social status, legislation ensures that they all have the same opportunities in order for them to have a good quality of life in early childhood. In addition, children have a right to be part of their community setting and develop their own individual identity. A childs social class is a major factor in the life chances and the outcomes they are likely to receive in later life. The Equality Act 2010 aims to narrow the gap between social classes, tackles barriers that are holding children back and gives everyone the opportunity to achieve their full potential and contribute in their own way to society. Children from poorer backgrounds are more likely to suffer behaviour and language problems than those from more affluent areas. Furthermore, children from affluent areas are more academically ready to start early education by the age of three years old than those from poorer areas. (Source: Elizabeth Washbrook, Bristol University based on the Millennium Cohort Study) Millennium Cohort Study, Exploration of Some Distinctive Results for Scotland These statistics show the need for early years settings to provide efficient and adequate provision for all children. Child centred settings must ensure that they are fully aware of the content of relevant legislation regarding equality and inclusion that enables children to get the best possible start and get efficient learning that meets their needs in order for them to flourish. A nursery Admission policy ensures that the allocation of nursery places is fair and equal and that there is no discrimination in relation to a childs socio-economic background with regards of where they live or parents occupational backgrounds, stops discrimination against non-admittance of a child with any disabilities or additional needs and shows no favouritism towards admissions of children with high academic level and educational attainment. This policy ensures equality for all and that places are free to all children. http://www.equalityhumanrights.com/advice-and-guidance/equality-act-guidance-for-education-providers-schools/admissions/ Settings that promote equality and inclusion are stating that they recognise and uphold childrens rights and will actively contribute to the childrens quality of life. Equal opportunities ensure all children are treated according to their individual needs. We want an education system in Scotland that is inclusive of all pupils, encouraging young people to develop, no matter what additional needs they may have. Fiona Hyslop, Cabinet Secretary for Education and Lifelong Learning http://www.scotland.gov.uk/News/Releases/2009/04/26163423 The Education (Additional Support for Learning) (Scotland) Act 2004 2009 provides the framework of guidance for the support that all children should receive in order for them to make full use of their abilities within their education. Practitioners must ensure arrangements are in place to identify any additional needs and the learning required, and this can be done by getting to know the child and their background and put the child at the centre. Building good relationships with children and their families will encourage the child to feel safe and develop a sense of belonging. By getting to know as much as possible about the child, practitioners can plan experiences that suit the childs knowledge, experience, age and stage of development and build on these to extend the childs knowledge and learning. North Lanarkshire Councils Inclusive Policy suggests that Personal Learning Plans, Individual Education Programmes and Records of Needs are important for a childs effective learning and through assessment and planning, will provide the foundation to ensuring the individual needs of the child are recognised and met. However, when a support plan is considered necessary, settings must take account of views from other people like parents/carers and additional adults within the setting who assist with supporting inclusion and diversity. Some of these include head teachers, Speech and Language and behaviour therapists and Additional Support Needs Assistants. This partnership will ensure close links are maintained between multi-agencies, support services and the childs family and will help to provide opportunities to share information and make decisions about the best way to meet a childs individual needs. Good inclusive settings can ensure that a child is looked after, despite their individual needs and backgrounds, and enable them to get the best out of their education. http://www.northlanarkshire.gov.uk/index.aspx?articleid=5642 In addition, practitioners and educators should effectively practice equality for all and be aware of their own attitudes of stereotyping and discriminating against issues of race, disability, sex, social status, age and religion and be positive role models in their responsibilities to promoting equality and inclusion in their setting. http://www.equalityhumanrights.com/advice-and-guidance/equality-act-guidance-for-education-providers-schools/admissions/ http://www.northlanarkshire.gov.uk/index.aspx?articleid=5640 http://www.scotland.gov.uk/News/Releases/2009/04/26163423 Every Child Matters Framework for Inclusion Gender equality a toolkit for education staff Malik, H. (2003) A Practical Guide to Equal Opportunities, Nelson Thorner Chapter 2 Millennium Cohort Study, Exploration of Some Distinctive Results for Scotland The Child at the Centre The Education (Additional Support for Learning) (Scotland) Act 2004 2009

Lysander and the Whiskey :: Short Stories Alcohol Essays

Lysander and the Whiskey Once upon a time, in a thick enchanting evergreen forest, lived a young man. He was tall but scrawny and his skin was a deep chestnut from spending his life with nature. His hair was assumed brown, but it was soaked in so much filth that it could be a red or even a blonde color. It was summertime and the lad was relaxing on a hammock he built with willow tree branches. His mouth spread open slowly and his chest rose as he breathed in a deep, lazy yawn. He stretched his thin arms high above him, and smiled as he felt his muscles tense. He fisted his hands and rubbed them over his eyes to help unglue his lids stuck shut. His eyes received handfuls of dirt and the boy blinked wildly to cleanse them out. â€Å"Lysander!† the voice boomed, waking the lad from his peaceful trance, and sending him tumbling off his hammock. â€Å"A chariot comes near! Get goin’, ya rascal!† Lysander was dragged up off the ground by his ear. He looked up to see another scraggly boy, with flaming red hair. Lysander hurried to follow the red-haired boy, keeping sight of his freckle splattered back as he rushed to lead the way through the brush. They ran for the main road that passed through their forest. Sure enough, there was a fancy chariot pulling up alongside them. Lysander and his friend jumped in front of it and shouted, â€Å"Yield!† The chariot slowed and an old man peered his shriveled-up face out the side. â€Å"Gentleman, this is private property,† Lysander heaved his chest high as though he were a proud aristocrat, â€Å"The land belongs to my master, Sir Humphrenfrank. I am not to let you through.† â€Å"Oh, crock. I been round these parts an’ I never heard of any Humphrenfrankster. I’d be damned if I was wrong in saying you’re a prankster.† â€Å"Be warned, you oughtn’t show disrespect on land that ain’t yours, sir,† The red-haired boy answered. â€Å"Aw, come off it boys. I gotta get my way through so cut it out with the ploys.† â€Å"In honesty sir, I suppose I can do you a favor. I can let you through if you would pay some small tolls, eight shillings of gold, sir.† â€Å"Eight shillings! I’m not that meek! Boys make an honest five at the blacksmith’s for a week!†

Communication Barriers

Eliminating Barriers to Cross-Cultural Communication through Curricular Interventions By David Dankwa-Apawu (Lecturer) Ghana Institute of Journalism P. O. Box GP 667 Accra, Ghana +233208704133 +233302228336 [email  protected] co. uk 1 ABSTRACT With the world fast becoming a global village, communicating across cultures has become an inevitable reality. On one hand, cross-cultural communication or intercultural communication presents a fine opportunity to foster global peace and prosperity as we mine the potential value of cultural diversity. Also read: Explain the Importance of Ensuring That Communication Equipment is Correctly Set UpOn the other hand, it can present unpleasant consequences if not well managed. The latter seems more prevalent in our world today as a result of the barriers cultural diversity imposes on intercultural communication. Intercultural or cross-cultural communication barriers such as anxiety, uncertainty, stereotyping, and ethnocentrism are caused by inadequate cultural knowledge and the lack of intercultural communicative skills. Eliminating these barriers will require adequate training in intercultural communication and exposure to cultures outside ours.The school provides the best motivation, structures, and resources for training or socializing our younger generation therefore this paper proposes a number of curricular interventions the school can implement to equip learners to overcome intercultural communication barriers. These interventions include the adoption of multicultural education i n our schools, the introduction of literature and cultural studies as subjects, the use of communicative language teaching approach in teaching language, and the use of the new media in the classroom.The justification (for these interventions) presented in this paper is drawn mainly from published accounts and exploratory ethnographic studies. INTRODUCTION Intercultural communication or cross-cultural communication is a relatively new field of study, yet it has generated a lot of interest. Research in this area has been diverse yet interdisciplinary, making it possible to link intercultural communication to a broad spectrum of disciplines such business, sociology, anthropology, linguistics, and psychology. Studies in intercultural 2 ommunication gained prominence after efforts by anthropologists and linguists like Hall and Lado to link language, culture, and communication (Kramsch, 2001). Initial research in the area focused on developing guidelines or principles for training people who were engaged in multinational businesses, international diplomacy, and missionary activities (Kramsch, 2001). Today, however, many new grounds, in terms of research approaches, have been broken, and more and more theories have been developed to deepen our understanding of intergroup communication.For instance, through various studies it has been possible to distinguish between intercultural and cross-cultural communication, with the former focussing on face-to-face communication between people of different national cultures while the latter involves the comparison of face-to-face communication across cultures (Gudykunst and Mody, 2001). But these two areas are two sides of a coin, and sometimes the terms are used interchangeably (Kramsch, 2001).More than the pioneering work of early researchers, global dynamics have remarkably made the field of cross-cultural or intercultural communication attractive. Today there is rapid internationalization of every institution and system in our world: school, religion, business, governance, and so on. This rapid globalisation, being fuelled by unprecedented technological advancement in transport and telecommunication, means people of different cultural backgrounds are increasingly getting close to one another to maximise the value cultural diversity offers.But as we get face-to-face with people of different cultural backgrounds the challenge of dealing with our cultural differences and harnessing the potential benefits of cultural diversity becomes enormous. Cultural differences have significant impact on our intercultural communication. They are the source of misunderstanding, misinterpretation, 3 anxiety, and uncertainty, which ultimately result in miscommunication (Stephan and Stephan, 2002:127; Gudykunst, 2002; Gudykunst and Lee, 2002).Studies in intercultural or cross-cultural communication are helping shape many facets of our human interaction by drawing attention to the characteristics of verbal and nonverbal be haviour across cultures, the impact of culture in constructing meaning, the structure and communicative goals of discourses, and factors that influence our ability, or otherwise, to interact and interpret discourse (Kramsch, 2001). Theories and empirical studies in intercultural communication have had serious implications for social action and social change (Rogers and Hart, 2002:14).It is the purpose of this paper to justify the inclusion of activities that promote intercultural training in school curriculums. This paper proposes a number of activities or interventions the school can implement to help learners deal with the barriers inherent in intercultural communication, and eventually equip them to be effective communicators. The justification presented in this paper is drawn mainly from published accounts and exploratory ethnographic studies.KEY CONCEPTS Culture, Communication, and Intercultural Communication In studying intercultural communication many researchers have attempt ed to conceptualise culture and communication from various perspectives in order to appreciate their interrelationship. Generally, culture is conceptualised as a shared way of life collectively developed and shared by a group of people and transmitted from generation to generation (Tubbs 4 and Moss, 1994).Culture embodies many complex elements such as beliefs, values, language, political systems, and tools which together give a group its code or characteristics (Griffin, 2000; Tubbs and Moss, 1994). This code is not imposed by one individual or an external body. Rather, it is â€Å"socially constructed† (by members that make up the group) and â€Å"historically transmitted† (Philipsen, 1992, cited in Griffin, 2000:390). More significantly, culture is owned by a group of people who by consensus accept and share a common code, verbal or nonverbal, reflective of specific values, beliefs, customs, and so on (Barnet and Lee, 2002).Goodenough (1964) views culture not in term s of things or behaviour but in terms of a picture of things a people form in their minds, and their models for perceiving, relating, and interpreting things and behaviour (cited in Barnet and Lee, 2002:276). The convergence one could draw from all these definitions is the fact that each group is bound by a certain unique way of doing things and interpreting things or behaviour. Communication, though variously defined, generally describes a process by which information is exchanged among two or more people in a given context.Ultimately, this process of exchanging information is bound by a purpose: that is, to reduce uncertainty and develop a common understanding among the interactants (Barnett and Lee, 2002). Intercultural communication is thus â€Å"the exchange of information between well-defined groups of people with significantly different cultures† (Barnett and Lee, 2002:277). The process is quite complex in the sense that this exchange of information takes place in a co ntext which is a fusion of significantly different systems. The process also requires conscious attempts by each party at reducing â€Å"uncertainty about the future behaviour of the other party through an increase in understanding of the other group† (Barnett and Lee, 2002:277; Gudykunst, 2002). Clearly, cultural variability (the extent to which cultures differ) is key to any conceptualization of intercultural communication. Various studies have examined cultural variability at the level of power distribution (or power distance), uncertainty avoidance, gender roles, face negotiation, individualism-collectivism, and others (Gudykunst and Lee, 2002; Griffin, 2000).One popular conclusion is that cultural variability is the main predictor of how successful one can be in any intercultural communication encounter. THEORETICAL FRAMEWORK Gudykunst’s Anxiety and Uncertainty Management Model Gudykunst and associates developed the anxiety and uncertainty management theory to exp lain what happens when we communicate with people of different cultural backgrounds. The theory suggests that when interlocutors of different cultural backgrounds clash in face-to-face interactions, they are confronted with uncertainty (which Gudykunst describes as cognitive) and anxiety (affective) (Griffin, 2000:396).The uncertainty describes our inability to explain actions and reactions of the â€Å"strangers† we communicate with. It demonstrates how unsure we are about the interpretations we impute on the behaviour of the people we communicate with (Griffin, 2000). Anxiety, on the other hand, portrays our feeling of uneasiness and apprehension about what might happen in the intercultural communication encounter. The extent to which we are influenced by anxiety and uncertainty would determine how effective we would be in our intercultural communication (Gudykunst, 2000). 6Although anxiety and uncertainty exert some influence on intra-group communication, their impact is p rofound in intercultural communication. Anxiety and uncertainty filter the mutual understanding that must exist to make any communication encounter successful. But anxiety and uncertainty are not entirely negative. Rather they compel us to approach our communication with a level of â€Å"mindfulness†, a deliberate thought over the communication process. In our state of uncertainty and uneasiness, we constantly become conscious of our choices and in the long run manage the communication situations to minimise misunderstanding.In intercultural communication anxiety and uncertainty are heighten by cultural variability. If the differences between cultures are profound, anxiety and uncertainty would increase when members of the different cultural groups engage in intercultural communication. In a schematic representation Gudykunst demonstrates the underlying causes of uncertainty and anxiety as motivational, knowledge and skill factors. For this paper these factors offer relevant support for the need to incorporate various interventions into our school curriculum to train learners in intercultural communication.The skill factors include our ability to empathise, tolerate ambiguities, adapt communication, and gather appropriate information. Knowledge of more than one perspective, similarities and differences, alternative interpretations are some of the knowledge factors relevant for effective intercultural communication. The motivational factors are needs, attraction, social bonds and openness to information. Clearly, all these factors are not divorced from the traditional aims of education for which schools are established. Fundamentally society has vested in the school the responsibility of 7 quipping the young generation with skills, knowledge, and the right motivation for dealing with personal and societal challenges (Sadker and Sadker, 2003: 140; Ornstein, 1995). It is therefore not out of place if the school realigns its curriculum to accommodate interv entions that would train young people in intercultural communication, a growing challenge in this globalised world. Through curricular interventions proposed in this paper learners would acquire the requisite skills, knowledge, and motivation to manage their intercultural communication in more effective ways. Training in ntercultural, among other things, exposes learners to barriers such as anxiety, uncertainty, stereotypes, and ethnocentrism inherent in intercultural communication and equips learners with skills such as mindfulness necessary for managing intercultural communication. This theory strongly support the need for training in intercultural communication and in my view the school has the space, time, orientation, and resources to offer such training. Communicative Competence Hymes (1972) developed the theory of communicative competence to establish a link between language and culture (Richards and Rogers, 1986:69).This theory asserts that both linguistic knowledge and soci ocultural or contextual knowledge are prerequisites for any effective intercultural communication (Richards and Rogers, 1986:69). Communicative competence highlights the view that language and culture are inseparable. Therefore linguistic competence should go along with a commensurate cultural competence, that is, one described as communicatively competent must have both linguistic and cultural competence.Linguistic competence is demonstrated in the grammatical knowledge one possesses, such as knowledge of words, phrases, and sentences and rules governing their combination in discourse. Cultural competence, on the other hand, focuses on the cultural propriety of linguistic choices in a real 8 communication encounter. Different social situations require different routines that are culturally defined. The competent communicator chooses the appropriate linguistic forms that meet the cultural expectation of the context in which the communication takes place.In some contexts in Ghana, fo r instance, â€Å"Please† is a polite marker not just for requests but all forms of speech acts or discourse, especially with adults. Therefore, it is not uncommon to hear expressions like â€Å"Please, Good morning,† â€Å"Yes, Please,† and â€Å"Please, my name is Kofi†. The speaker with communicative competence would have to vary his routines to meet the differences in cultural expectations. If the same communicator meets a native British the above use of â€Å"Please† would be avoided.The theory of communicative competence lends enough credence to the call for training in intercultural communication in our schools through direct and indirect curricular interventions. Traditionally, our school system has focused on training learners to acquire grammatical knowledge. This paper calls for a commensurate training in contextual competence. Such competence will include knowledge of the different expectations different cultural contexts impose on diff erent communication situations. This knowledge is vital in reducing anxiety and uncertainty which are inherent barriers in intercultural communication.Recent studies in intercultural communication strongly support the need for intercultural training of employees, both domestic and international, in areas of cultural diversity and intercultural communication (Albert, 1994). The position of this paper is that the school (from the basic to the tertiary levels) is a better placed to offer this training. 9 BARRIERS TO INTERCULTURAL COMMUNICATION Misunderstanding is the ultimate barrier to communication (Griffin, 2000:394). Communication is said to have taken place when interlocutors have been able to reach some common interpretation of their intentions.Even in intra-group communication it is almost impossible to reach absolute understanding. This makes inter-group or inter-cultural communication even more challenging. The existence of cultural variability is in itself a barrier to interc ultural communication. When cultures are widely apart or different, it means the level of cultural variability is high, resulting in high levels of anxiety and uncertainty, which ultimately bring tension and misunderstanding into the intercultural communication situation. To illustrate: I gave a gift to a colleague who came from a different cultural background.My expectation was an extended response of appreciation from him. My disappointment was with the left hand with which he took the gift and the brief appreciation he expressed. He didn’t like, or he didn’t value it. I was worried he would not be nice towards me again. All these interpretations I made reflected my uncertainty about his actions and my anxiety reflected my worry and apprehensions about what might happened. My cultural context reflects a high context type in which more attention is given to interpreting non-verbal behaviours.By sharp contrast my colleague belonged to a low cultural context which stres ses direct and explicit communication, that is, verbal messages are vital in a communication process. 10 Mistranslation Barriers to verbal communication include cultural mistranslation (Tubbs and Moss, 1994). This is common in second and foreign language context. Scholars are divided over how such mistranslation should be perceived (Kachru, 1990). While some have described mistranslation in derogatory terms like â€Å"interference† and â€Å"sub-standard forms†, others have perceived them as innovations which reflect cultural dynamics.But the reality is that in intercultural communication mistranslation undermines understanding. Literal translation such as â€Å"I am going to come† instead of â€Å"I shall return† can be sources of misunderstanding. Expressions such as â€Å"I am going to greet the king† or â€Å"to the white house† or â€Å"to the end room† (meaning â€Å"I am going to the toilet†) are cultural innovations tha t can be sources of misunderstanding in inter cultural communication. Norms and Roles Norms are culturally defined rules for determining acceptable and appropriate behaviour (Tubbs and Moss, 1994).They include those that govern social situations and conversational routines such as greetings, making requests, and expressing various emotions. In intercultural communication interlocutors may be tempted to transfer their cultural norms to contexts that are not appropriate (Richards and Sukwiwat, 1983). Roles are also sources of cultural variability. Roles are sets of norms applicable to specific groups of people in society. In a particular culture, different roles are assigned to men and women, children and parents/guardians, usbands and wives, and so on. In some Ghanaian contexts women are expected to kneel while talking to men; subjects cannot talk directly to a chief except through linguists. Violations of these roles may pose serious threats to intercultural communication. 11 Belief s and Values Beliefs and values impede understanding in intercultural communication. Some interlocutors will not be forthright with information on personal ambition, finances, and career plans because of their beliefs, especially beliefs that assert strong influence of the supernatural on man.Beliefs in witchcraft, for instance, would scare people from giving out personal information to strangers. On the other hand, people would usually readily communicate their values and feelings, especially when such values are being disrespected. Stereotyping Stereotypes are our value judgements about people (Pang, 2001:114). They are born out of our inadequate information about people, making us make unintelligent choices in our intercultural communication. Cultural stereotypes, like any other type of stereotypes, hinder understanding because they exaggerate or overgeneralize what we perceive about people (Tubbs and Moss, 1994).Overgeneralised thoughts result in misinterpretation of actions, th us heightening anxiety, which is a threat to understanding. Almost everyone imposes one stereotype or the other on individuals or groups of people. Stereotypes can be favourable or unfavourable to a group (Pang, 2001). Some stereotypes include perceiving some groups as quick tempered, dishonest, smart, and liars. Generally, stereotypes are born out of our fear of the group we stereotype or the lack of knowledge of the group, or misconceptions, or high levels of cultural variability (Pang, 2001).The media is unfortunately perceived as a strong promoter of stereotypes (Tubbs and Moss, 1994; Pang, 2001). This is because the media is a major source of information about foreigners or strangers. As we watch movies or international news we form exaggerated opinions about the 12 groups represented. Usually the amount of information we gather is limited thus leading us to form such inadequate conclusions. Dispelling stereotypes seems almost impossible, and in intercultural communication the challenge to dispel stereotypes is even more profound.However, since stereotypes are born out of inadequate cultural information or experience of other cultures, cultural awareness and intercultural training can be helpful in dealing with cultural stereotypes. Ethnocentrism Our own cultural experience inadvertently causes us to feel that culture is innate. Hence we are forced to feel or think that our group’s way of life is the standard against which all other groups’ culture should be assessed. Therefore any contrary code or behaviour is considered improper or irresponsible or politically motivated (Hall, 1976, cited in Tubbs and Moss, 1994:443).This tendency to judge the code of other cultures by using our culture as the standard is described as ethnocentrism. Ethnocentrism creeps into intercultural communication to filter understanding by heightening anxiety, which, as shown, is a threat to understanding (Stephan and Stephan, 1992). The higher the level of ethnocent rism, the higher the level of anxiety. Cross-cultural awareness is can go a long way to reduce ethnocentrism and, invariably, anxiety and enhance our capacity to handle intercultural communication in effective ways.CURRICULA INTERVENTIONS Curriculum refers to the totality of the experience the school offers learners. It includes both planned and unplanned activities, the physical and socio-cultural environment which impact directly or indirectly on the learner. This paper proposes that the school, through its curriculum, make conscious efforts at promoting intercultural training. Below are the interventions proposed: 13 Multicultural Education With the world shrinking into a global village, nations, businesses, schools, organizations, and our societies at large are becoming culturally diverse (Spring, 2002).On daily basis we are compelled by globalization to interact or relate with people of different cultural origin. To deal with the challenges of cultural diversity there is the ne ed for our schools to adopt the multicultural educational approach. Multicultural education is not just accommodation different cultures in a school setting. Rather multicultural education aims at providing an enabling school environment which equips learners to function in other culture without losing ties with their original culture (Spring, 2002).A multicultural school environment brings together learners of different cultural background for the purpose of equipping them with skills, knowledge, and attitudes that will make them functional both to themselves and to the larger society. Such settings are better posed to respond more effectively to children of different cultural backgrounds and exploit those differences as foundations on which new learning can be built (Tozer, Violas, and Senese 2001). Multicultural education directly or indirectly equips learners to be able to manage the uncertainty and anxiety that usually characterise intercultural communication.Gudykunst’s axiom 37 asserts that when we share a common objective with strangers our anxiety levels decrease and we are able to build the needed confidence in predicting their behaviour. At the very superficial level, just putting together people of different cultural origin under the common goal of schooling or education would help reduce misunderstanding that usually comes from uncertainty and anxiety (Griffin, 200:401) 14 A multicultural curriculum offers an excellent educational environment for learners to learn more about people of other cultures, thus reducing stereotypes and ethnocentric tendencies.Stereotypes results from limited experience or information about other cultures. If learners get to experience other learners of different cultural backgrounds they learn more about their cultures. In Ghana, until recently, secondary schools and colleges were characterised by students of different cultural backgrounds. This provided real opportunities for students to appreciate the cultural diversity of the country. Though each school was culturally diverse there existed a strong common bound in each school, especially during inter collegiate competitions.Here diversity well managed brings unity. This situation is unfortunately being replaced by I proposed that when community schools, which are generally culturally homogenous. community schools are established educational systems should promote diversity in the positing of students to school and colleges. Cultural Studies Not long ago, cultural studies was a subject in basic schools in Ghana and learners were exposed to the diverse cultural groups in the country. Beneficiaries of this curriculum acquired basic knowledge of the different cultural groups.They had the opportunity to acquire, among other things, knowledge of conventional routine differences, differences in political institutions and values. A unique feature of the cultural studies curriculum was the approach. Teachers were encouraged to use resource person s in their communities. These were indigenes of the cultures being represented or taught. Again, role plays, field trips and audio visual materials were included in the teaching methods of the subject.Cultural studies provided a platform for learners to juxtapose their culture with others in order to appreciate the diversity and its prospects, especially in this age of globalisation. 15 Cultural knowledge reduces â€Å"cultural shock† which sometimes leads to negative attitude towards a new culture (DeVito, 2002). Gudykunst’s axiom 41 supports the view that an increase in our knowledge of strangers’ language and culture will produce an increase in our ability to manage our anxiety and an increase in our ability to accurately predict their behaviour (Griffin, 2000:400).Certainly there are enough reasons for the inclusion of cultural studies in our school curriculum. The Study of Literature Literature as a discipline provides an ideal opportunity to integrate cult ural content into the school curriculum (Pang, 2001:224). While providing delight and enjoyment, literature sharpens our imaginations and offers us a vicarious experience in the world we live in (Huck, Helper, Hickman, and Kiefer, 2001:8). Literature offers us the fastest, cheapest, but the most thrilling cruise around the world. The experience we enjoy in literatures is timeless as we read from across the globe.We can also travel as far back as the era of Beowulf, Sophocles, Chaucer, and Shakespeare or fly into the year 2044 in Welwyn Wilton Katz’s Time Ghost. In all these experiences literature offers a unique approach to learning about the culture of people in different parts of the world, how their culture existed, how it is evolving, and how it may change with time. Texts which portray authentic intercultural interactions provide readers with the motivation, knowledge, and skills to overcome anxiety, uncertainty, and other barriers of intercultural communication.The Comp rehensiveness of literature experience provides meaningful ways of reducing stereotyping and ethnocentric tendencies. 16 Language Teaching and Learning Traditional language curriculums focus on grammatical competence while communicative competence suffers neglect. Products of such curriculums usually display high competence in linguistic knowledge but lack requisite skills in handling authentic communication (Dzamishie, 1997; Richards and Rogers, 1986; Richards and Sukwiwat, 1983). What they lack is a basic understanding of the socio-cultural function of language.In second and foreign language learning contexts the challenge has always been which model learners should be exposed to and which language culture should be emphasised. Of course it makes sense to adopt the target or native speaker model, with all the cultural attachments, as medium of instruction. But such a choice without recourse to the changing communication needs of learners will not be appropriate. To address the dil emma of which model to use, Norrish (1978) calls for a liberalisation of views on non standard language varieties. The English language, for instance, has metamorphosed into several Englishes.Therefore, â€Å"to teach only one form of English would seem to be asking for a conflict between the different Englishes in use. † (Norrish 1978:35). The most meaningful approach then is to â€Å"consider the different uses of English in a particular country† (Norrish, 1978:35). The question should be: Which models will serve the communication needs of learners? If learners need English to communicate with native speakers, then the native model should be taught. Similarly, if learners would largely communicate in a typical Ghanaian context, for instance, then the Ghanaian model, with its cultural innovations, should be the model.In so far as it is possible, more than one model should be taught. This is the poly-model Norrish proposes. The poly-model exposes 17 learners to the cul ture behind language. It emphasises socio-cultural or contextual awareness in communication especially between inter-groups. Concerning approach, the communicative language teaching model is popular today (Richards and Rogers, 1986; Dzameshie 1997). This approach focuses on communicative competence. Its curriculum is experience-based and learner-centred (Richards and Rogers, 1986).The content generally includes â€Å"well-selected experiences† that reflect the real life or authentic communication needs of learners (Richard and Rogers, 1986). The value of this approach in intercultural communication is the experience the language curriculum offers. Communicative language teaching addresses learners’ language needs, equipping them to communicate effectively in a world of cultural diversity. The New Media in the classroom The digital age is not only making it easier and faster for us to get closer to each other, it is also making it possible for us to see and know what ot hers are doing.The new media in the classroom provides learners with a window through which they can see people of other cultures. Through virtual tours to places of different cultural backgrounds, documentaries, interviews, and social sites, learners bridge the gap of knowledge they know about people on the other side of their culture. The prospects are tremendous but the challenges are enormous. The digital divide is still too wide for us to be able to explore other cultures. In many developing countries access to the new media is still a luxury. 18IMPLICATIONS The inclusion of intercultural training in our school curriculum is worthwhile for our schools, and the world of work, which are fast becoming culturally diverse. Unfortunately many students, teachers, and school authorities are being frustrated by the diversity invading the school. Training learners and educators to deal with the barriers diversity creates in their intercultural relationships will transform our schools int o peaceful and conducive learning and working environments while preparing learners to face the communication realities in the world outside the school.Intercultural training will certainly link the school with industry or the world of work. If the school provides adequate intercultural training through various curricular activities, it will reduce the cultural shock learners are bound to face after school. Although many disciplines are craving for attention and inclusion in our school curriculum and curriculum developers are overwhelmed by what should be where at what time and with what resource, the best decision lies in counting the cost, weighing the options available and taking bold political and socio-economic steps.Implementing these curricula interventions would involve the realignment of the school curriculum, bearing in mind various needs and interests. In this case there should be a clear policy framework that will guide design, implantation, and evaluation of the new cur riculum being proposed. Again, there would be the need to adequately resources our schools to accommodate the changes proposed. CONCLUSION This paper has proposed that the school curriculum provide space for activities that will train learners to overcome barriers inherent in intercultural communication.There could be many other interventions, but what this paper seeks to suggest is that interventions through the school 19 curriculum should be the first option. Neither educational level nor geographical boundaries are specified in this paper. This is born out of the belief that intercultural relation or communication is real and knows no limits. This paper has provided justification for the inclusion in our school curriculum training in intercultural communication. The next challenge that should attract the attention of researchers is how to design, implement, and evaluate the propose curricula change.REFERENCES Albert, R. D. (1994). Cultural Diversity and Intercultural Training in Multinational Organizations. In Wiseman, R. L. and Shuter, R. (eds. ) Communicating in Multinational Organizations. 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